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Dissertations / Theses on the topic 'Teaching as an art form'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Stanley, Denise Y. "Teaching Is My Art Now." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknow

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Stanley, Denise Y. "Teaching Is My Art Now." University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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Doctor of Philosophy<br>This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyda

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3

Treichel, Gillian. "Creating form : the presentation and perception of three-dimensional form." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/858.

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This Creative Arts Project is an investigation of form within the ceramic tradition -how three-dimensional forms are created, presented and perceived. It addresses this topic by focusing on how form can be implied without actually creating the form itself. The project consists of an exhibition of selected art-work produced during the investigative process and is supported by this exegesis which documents the investigation. It also explains the theoretical basis for the body of work and the conceptual development of it. Major landmarks in the creative process and the significance of these for t

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4

Dafiotis, Panagiotis. "Art practice as a form of research in art education : towards a teaching artist practice." Thesis, Institute of Education (University of London), 2011. http://eprints.ioe.ac.uk/7362/.

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Although the borders between art practice and domains like philosophy have been questioned, education and its relation to art seems somehow to be overlooked in these exchanges. In my arts-led research I examine the ways the teaching artist may be able to cross the borders between art and education to produce a hybrid field in which hierarchical distinctions are questioned and the voices of students legitimised. Through my own practice as a teaching artist I am attempting to recognise, theorise, ground and develop a framework for this hybrid field. In my practice-led PhD I am trying to create s

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5

Atkinson, D. "Form and action in art education : A reflection upon theory and practice in the teaching of art." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382177.

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Miklaszewska, Beata, and Malgorzata Gosia Sygdziak. "Art as a form of expression in the teaching of theoretical subjects in grades 1-5." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30773.

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Syftet med denna kvalitativa studie är att undersöka pedagogernas förhållningssätt till bild och användning av bild som en uttrycksform vid undervisningen av de teoretiska ämnena i skolår 1-5. I undersökningen vill vi även diskutera om pedagogernas intresse, erfarenheter eller kunskaper inom bildområdet kan styra eller påverka deras val av implementering av bilden i undervisningen. Undersökningen bygger på kvalitativa intervjuer med sex pedagoger bestående av fyra lärare och två fritidspedagoger alla verksamma inom skolår 1-5. Analysen tolkas med hjälp utav forskarna Skinner, Piaget och Vygots

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Ammar, Khalifa Sharef Salem. "PROPOSED GUIDELINES FOR THE IMPROVEMENT OF THE ART AND ART TEACHER EDUCATION PROGRAMS AT AL-FATEH UNIVERSITY IN LIBYA." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/298784.

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Visual arts education provides the knowledge, skills and attitudes necessary for students to become more responsive and responsible citizens who are aware of the interaction among the visual, aesthetic, economic and social aspects of their culture. A well-prepared visual arts educator is an essential contribution to the quality of student learning in this area of education. The purpose of this study was to suggest a series of guidelines and recommendations for the improvement of the art and art teacher education at Al-Fateh University in Al-Jamahiriya (Libya). Development of these guidelines a

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Disque, J. Graham, and D. Henderson. "Art and Music as a Process for Teaching Counseling Concepts." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/2834.

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9

Chambers, Julia. "ACCOUNTING FOR ART: ANIMATION AS A TEACHING TOOL FOR ACCOUNTING PROCESSES." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1188.

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Despite technology's growing presence in society, accounting classrooms have lagged behind other disciplines in utilizing educational animations. This is primarily due to inconclusive research and institutional resistance. In this thesis, I cover existing research on the benefits of visualizations as well as the significance of educational animations. To supplement my arguments for how these studies are lacking, I have made two educational animations covering introductory concepts of financial statements and the time value of money.

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Lackey, Lara Marie. "Pedagogies of leisure : considering community recreation centres as contexts for art education and art experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25083.pdf.

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Duvall, Allison G. "Art - A Tool For Teaching English To ESL Level I Students." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1470.

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Today's classrooms are filled with an ethnically and linguistically diverse population of students. In order for Limited English Proficient (LEP) high school students to be academically successful and meet the goals of No Child Left Behind 2001, they must learn academic English. As an art teacher, I understand the importance of art in a student's general education. However, could a high school art class, also, act as a tool for teaching LEP students the English language? My goal, through the use of action research, is to find an effective way to set up an English as a Second Language (ESL) Lev

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Agbeze, Richard. "TEACHING FOR SOCIAL JUSTICE: A CASE STUDY OF A SECONDARY ART EDUCATOR." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587743645964416.

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Rogers, Dorienne B. "A Model for the Integration of Art Criticism into the Secondary Art Classroom." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/313.

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This study identifies, explains, and develops a practical model of teaching art criticism within a traditional secondary art curriculum. The approach to teaching art criticism uses the discipline-based art education format described in the Getty publication of 1985, a composite art critical format including B. Bloom, E. Feldman, K. Hamblen, and E. Kaelin, is accomplished through a process model curriculum developed by L. Stenhouse, and uses K. Gentle's curriculum design as the basis of the Curriculum Model Diagram. The project provides lessons that are intended to help junior high school, and

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Beeshligaiiyitsidi, Roberto Randall 1943. "IMPROVING VISUAL ARTS PROGRAMS FOR NAVAJO STUDENTS THROUGH DISCIPLINE-BASED ART EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/276522.

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This thesis will promote an understanding of discipline-based art education in conjunction with some methods of Navajo culture for the purpose of teaching the visual arts. How the Navajo child responds to natural objects, and to those objects of the Southwest he or she identifies as works of art, is shaped by the culture of the Navajo child. The methods that the Native American teacher has already attained of the Navajo culture would exercise discipline-based art education and could provide a much-needed vehicle by which to converge the theoretical bases of the profession.

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Hewett, Gloria Jean. "A QUESTIONING STRATEGY FOR AESTHETIC SCANNING." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275404.

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Winter, Regina Beth 1945. "An integrative model for a discipline based feminist history of art." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276708.

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This thesis establishes guidelines and develops art historical instructional materials that answer requirements of discipline-based and feminist art education. Recent literature on the theoretical bases and curricular applications of DBAE,and feminist writings in art education and art history serve as conceptual sources for developing an integrative art historical model. This study applies this model to develop a variety of high school level instruction materials based on the lives of 19th century American neoclassical women sculptors. These materials contain biographies, sources of reproducti

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Brow, Jo-Ann. "Developing an art curriculum for elementary education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1506.

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Tankel, Jesslyn Elise. "A Teaching Toy: Free Forms in an Abstract Landscape." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/45220.

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As a young student, I enjoyed a passion for the studio arts and an interest in art history. I ardently pursued these areas in college, continuing their exploration in graduate school in the field of Industrial Design. For the thesis project, my objective is to foster in children an appreciation for art and, possibly, to help them develop a critical and appreciative eye toward their environment. In my research, I find inspiration in child psychology and the toys of child's play, in 15th-century Islamic art and 20th-century Abstraction, and in naturally occurring events such as ivy twisting up

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Driskell, Catherine A. "Critical Voices in Action: Teaching for Social Justice in Community-based Art Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/32.

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If community is defined as a group of teachers, learners, and others who collaborate to achieve common goals, art education that is based on the interests and needs of that community can be identified as community-based art education (CBAE). CBAE programs often have goals that are congruent with educational theory or pedagogy for social justice. In this study five CBAE programs were examined for purposes, goals, instructional methods, and curriculum in order to determine how pedagogy for social justice could be applied to art education in community-based settings. The five CBAE programs were e

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Brewin, Julie. "An exploration of the influence of the acculturation process on an artist's practice and the implications for education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1482.

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This Creative Arts Project investigates the relationship between expression in the visual arts and the process of acculturation. The focus of the study is my personal negotiation of this process. The descriptive study is about engagement with the organic world and its past and present dialogues within the ongoing process of acculturation. I have explored the connection between nature, culture and art using a phenomenological research method. The propositions that we do not see things as they are; we see things as we are (Talmud), and that as visual artists we are the 'architects of our own exp

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Golinvaux, Mary Ann. "The selection of children's literature for teaching values and ethics through use of art forms." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/276.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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Betts, John David. "Art as mediation for learning: The Arts Integration Program." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186865.

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This study is based on the Arts Integration Program, a series of lesson outlines utilizing fine arts experiences (dance, music, theatre, and visual arts) to teach core curriculum subjects. The study took place over two years in six schools, combining qualitative and quantitative research methods to determine: if learning actually took place concurrently with the program's lessons; how the classroom learning environment was affected; and what teachers who use the Arts Integration Program lessons for the first time report about the experience? The study was continued into a second phase based on

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Yoon, InJeong, and InJeong Yoon. "Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625591.

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In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an art education course. The primary purpose of this study is to provide insights in teaching practice and students' learning processes when the course is designed to examine systems of oppression through class discussions and art-based assignments. The study delves into what challenges and rewards the teacher and students experience in an art class focusing on social injustice. I conducted this study in a semester-long art education course, where I t

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Rountree, Janet, and n/a. "A framework for virtual artifacts : digital images as teaching tools in Classical art." University of Otago. Department of Information Science, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060809.112225.

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This thesis explores the problem of how to present digital images of ancient artifacts in a manner that supports the task of visual analysis. The real object presents the "truth": exact scale, colour, and fine details. An original work of art provides the viewer with the opportunity to react directly with the object, is closest to the impact intended by the artist, and provides a tangible physical link with the past. Digital images limit and alter the experience of a work of art (1) with regard to the amount of data available (resolution), and (2) through the interpretation of the object by

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Willett, Leslie V. "The efficacy of art as a medium for teaching concepts to fifth graders." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54809.

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This quasi-experimental study investigated the hypothesis that specially designed art lessons can be used as a vehicle to enhance the learning of specific concepts. The concepts selected were ones traditionally taught in an elementary art program coinciding with those measured on standardized tests. The selected concepts were area, volume, perimeter, congruency, pattern, and sequence. Elementary school art lessons designed to teach specific concepts and taught by an art specialist to a treatment group of students were found, as a whole, to enhance the learning of concepts significantly over t

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Morrison, Pamela Jay Hudson. "An Evaluative Study of Three Units Developed for Multi-cultural and Art Historical Resource Curriculum for Kindergarten and First Grade Art." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc935573/.

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Two curricular needs exist for the elementary art classroom: multi-cultural lessons which are customized to address North Texas ethnicities, and art history materials for early grades, whether taught by art teachers or regular classroom teachers. This thesis addresses both of these concerns by developing lesson plans to meet the needs, and executing an evaluative study with North Texas art and regular classroom teachers of kindergarten and first grade. The teachers represent four districts, including rural, suburban, and urban demographic populations. Findings address time limitations for publ

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Higgins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

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Le, Kim. "Cultural hybridity and visual practice: Towards a transformative-repair multicultural pedagogy for visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/790.

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This research project examines how transitional multiculturalism, cultural hybridity and transformative-repair are practiced by a professional artist-researcher and novice artists. Transitional multiculturalism and cultural hybridity are examined through a series of artworks by a Vietnamese-born artist-researcher. This series of artwork, which reflects 35 years of creating art in both Vietnamese and Australia, demonstrate a personal engagement with issues of cultural diversity, upbringing, and related aesthetic studies. The intention of this exhibition is to chart the characteristics of the ar

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Vicig, Fiona Joy Ballantyne. "Accounts of the visual art classroom : catering for artistically talented students." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30129/1/Fiona_Vicig_Thesis.pdf.

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Inclusive education practices call for the diverse and individual needs of all students to be met satisfactorily. The needs and experiences of artistically talented students in Australian visual art classrooms are currently unknown. This study addresses this gap in research through an inquiry into the experiences of artistically talented students and their teachers in visual art classrooms, by examining the accounts of a group of students and teachers at one high school in South East Queensland. This study is significant as it provides teachers, parents and others involved in the education of

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Vicig, Fiona Joy Ballantyne. "Accounts of the visual art classroom : catering for artistically talented students." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30129/.

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Inclusive education practices call for the diverse and individual needs of all students to be met satisfactorily. The needs and experiences of artistically talented students in Australian visual art classrooms are currently unknown. This study addresses this gap in research through an inquiry into the experiences of artistically talented students and their teachers in visual art classrooms, by examining the accounts of a group of students and teachers at one high school in South East Queensland. This study is significant as it provides teachers, parents and others involved in the education of

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SCHWARTZ, KATHERINE ANNE. "EDUCATORS' PERCEPTIONS OF AN INSTRUCTIONAL SUPERVISION SYSTEM FOR DISCIPLINE-BASED ART EDUCATION." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184036.

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This study investigated educators' perceptions of an instructional supervision system for implementing discipline-based art education (DBAE). The purpose was to determine whether teachers, principals, and supervisors who are in a position to use the system perceive its components as clear and useful. The survey research design on which this study was based was carried out at the 1985 Getty Summer Institute for Educators on the Visual Arts. The sample for the design included 47 educators defined by their institutional role and their knowledge of DBAE: Returning Principals, Elementary Classroom

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Blackstone, Lucinda Lee. "Beyond skills to meaning: Artists as healers and implications for art educators." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1896.

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Art definitions and movements are changing just as the social paradigms they spring from. This exploration looked at paradigms in art of the past that have become the foundation for movements today. Currently the transformative powers art has to offer have been recognized. Colleges are beginning to train a major and a career. The literature review explored what role transformative art has played in artists' lives and looked at its uses in education. Conceptual art goes beyond the aesthetics of art and touches the mind and heart. I began to explore this kind of art in the nearby galleries. I fo

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Metcalfe, Jason Lauth. "Examining relationship building in a donor participation program for the arts in higher education: A case study of selected members of the Medici Circle and the College of Fine Arts at the University of Arizona." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278743.

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High quality relationships between philanthropic organizations and their donors are central to the success of development and fund raising practices. The purpose of this study was to examine what components in a philanthropic relationship influence "relationship building" between a philanthropic organization and its donor base. A philanthropic program supporting the fine arts in higher education was used as the basis for a case study. Theories relating to philanthropy and social psychology were used to guide the research. Eight donors were interviewed and qualitative research methods were empl

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Savage, Shari L. "Teaching to learn: a self-reflective examination using narrative writing as a tool for exploration and inquiry." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392309320.

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Riggs, Coragene 1938. "DISCIPLINE-BASED ART EDUCATION GUIDELINES FOR OLDER ADULTS (GERONTOLOGY)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276362.

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Hartman, Jennifer D. "Exploring the Process of Developing a Glocally Focused Art Curriculum for Two Communities." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062845/.

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The world is becoming progressively interconnected through technology, politics, culture, economics, and education. As educators we strive to provide instruction that prepares students to become active members of both their local and global communities. This dissertation presents one possible avenue for engaging students with art and multifaceted ideas about culture, community, and politics as it explores the possibilities for creating a community-based, art education curriculum that seeks a merger of global and local, or "glocal" thinking. Through curriculum action research, I explored the

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Terreni, Lisa. "A case study : how young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences : a four paper thesis submitted to the Victoria University of Wellington College of Education in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/983.

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Wongpang, Prayoot. "Participative design for learning and teaching of art, media and design in Thai higher education." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275350.

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Lutkus, Lauren Julia. "Holistic Approaches to Art Education: A Case Study of Choice-based Art Education." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564572381222662.

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Reavis, Lauren Jane. "Art Teacher Preparation for Teaching in an Inclusive Classroom: A Content Analysis of Pre-Service Programs and a Proposed Curriculum." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/48.

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Based on my experience and the available literature I believe that many art teachers perceive that they are unprepared to adequately teach special needs students in their art classrooms. The review of literature supports the visual arts for individuals with disabilities. The inclusion movement in schools increases the likelihood that a teacher will have students with disabilities in their art classroom. It is suggested that art educators would benefit from at least one course in their pre-service training that specifically addresses art education for students with special needs. This conten

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Basak, Rasim. "Perfectionist tendencies in artistically talented students and educational strategies for teaching these students in the art classroom." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354910.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2009.<br>Title from PDF t.p. (viewed on Feb. 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1139. Adviser: Enid Zimmerman.

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Harrigan, Mary Elizabeth. "The art of self-discovery: Integrative opportunities for alternative settings." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2682.

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This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.

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許敬文 and King-man Hui. "A study of computer support for collaborative learning in secondary art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256272.

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Meral, Lynda S. "Visual literacy for the 1990's." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/761.

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Riddoch, Jane V. "The effect of classical music on painting quality, attitude and behaviour for students with severe intellectual disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/95.

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The main purpose of this study was to investigate the effectiveness of a new Pictorial and Musical Visual Arts Program for students with severe intellectual disabilities. In particular, to learn whether the addition of classical music as background helped students improve the quality of their abstract paintings, attitudes and behaviour in class.

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Hiebert, Lynnea Patricia. "Art as a mediated structure for English language learners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2813.

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The purpose of this project is to focus on how art enhances written language among English language learners in third grade. It develops and designs curriculum through the mediated structure of art to develop English language learners' writing in narrative and expository genres, as well as develop second language proficiency.

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Unrath, Kathleen. "Reflection, the National Board certification process, and its potential impact on National Board Certified art teachers and their practice /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052225.

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Reavis, Lauren J. "Art teacher preparation for teaching in an inclusive classroom a content analysis of pre-service programs and a proposed curriculum /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-215223/.

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Thesis (M.A. Ed.)--Georgia State University, 2009.<br>Title from file title page. Melody Milbrandt, committee chair; Melanie Davenport, Kevin Hsieh, committee members. Description based on contents viewed Feb. 22, 2010. Includes bibliographical references (p. 73-78).

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Lee, Sun-Young Won. "A metacriticaul analysis of contemporary ant critics' practices: Lawrence Alloway, Donald Kuspit and Robert Pincus-Witten for developing a unit for teaching art criticism." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281642549.

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Breitenstein, Gary. "A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3156/.

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Texas programs in pre-service art teacher preparation vary little. Since 1970, the National Art Education Association (NAEA) has created voluntary standards in hopes of decreasing variability among programs. In 1999, the NAEA published Standards for Art Teacher Preparation, outlining 20 content areas that art pre-service programs should provide their students. To obtain information on the implementation and the extent to which these 20 standards are being implemented, a questionnaire was sent to all programs in Texas. The 20 standards were the dependent variable for the study. The four indepen

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