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Tesi sul tema "Visual Arts education"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Roper, Robyn. "An investigation of the impact of visual culture on visual arts practice and visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/620.

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This research project is based on the premise that school students have a right to an education that assists them to "develop a sense of personal meaning and identity, and be encouraged to reflect critically on the ways in which that occurs." (Curriculum Frameworks, 1998, Values, Statement 2.2 Personal meaning: 325). Not only should education offer students a sense of well being, it should make a difference to their lives and foster an appetite for life long learning. A key ingredient that makes for a rich, fulfilling and rewarding life, is an understanding of visual culture, that according to

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2

Vroombout, Lynn. "Striking a balance between formalism and expression in visual arts practice and visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/859.

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This creative arts project is an exploration of the benefits of an approach to visual arts education that balances the need for both formal (i.e. visual arts language, knowledge of skills, techniques and processes) and expressive content. As an artist, my tendency to focus on formal concerns can override the effective of expressive content of my artworks. I recognize the potential for my artwork to become static when the expressive elements are given insufficient consideration. Whilst acknowledging the importance of formal content an increasing awareness of the value of expression in artwork h

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3

Kirby, Lynne M. "Puppetry in the Visual Arts Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268103635.

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4

Camara, Del. "Visual arts: Teaching creativity from within." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3628.

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In the ever-changing world of visual arts education, there is a gap in the literature about the incorporation of creativity, risk-taking, and play in the curriculum. The purpose of this study was to understand how high school visual arts educators teach visual arts and creativity in the age of digital media, including the practices art teachers use to engage their students in their development of art-making and ways teachers encourage students to take risks in art-making practices. Utilizing an arts-based research method focusing on four case studies in the Central Valley of California, this i

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5

Nannini, Priscilla Barranqueiros Ramos. "Ilustração : passeio pela poesia visual /." São Paulo : [s.n.], 2007. http://hdl.handle.net/11449/86984.

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Orientador: Luiza Helena da Silva Christov<br>Resumo: O objetivo da presente pesquisa é explicitar o quanto a ilustração colabora para a formação visual dos pequenos leitores e descobrir o valor estético da linguagem imagem no livro infantil. O tema é relevante tanto para a arte como também para a educação. Alguns questionamentos em minha pesquisa: Qual a relação que as crianças têm com a ilustração? Como determinada imagem pode sensibilizar o olhar infantil? A ilustração pode ampliar os horizontes da percepção? O quanto esta linguagem ajuda o leitor a fruir e conhecer as linguagens visuais? A

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6

Nannini, Priscilla Barranqueiros Ramos [UNESP]. "Ilustração: passeio pela poesia visual." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/86984.

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Made available in DSpace on 2014-06-11T19:22:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2007Bitstream added on 2014-06-13T20:49:08Z : No. of bitstreams: 1 nannini_pbr_me_ia.pdf: 1239879 bytes, checksum: ff0c0d1972a04a0b1c212184513eceb1 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O objetivo da presente pesquisa é explicitar o quanto a ilustração colabora para a formação visual dos pequenos leitores e descobrir o valor estético da linguagem imagem no livro infantil. O tema é relevante tanto para a arte como também para a educação. Alguns questionam

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7

Leaman, Bethany Marie. "Visual purple: A context for cultural understanding through the visual arts." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278419.

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Visual Purple is based on the author's experience with the Old Pasqua Youth Artists (OPYA) which is a biweekly, after-school program for Yaqui youth ranging from five to fifteen years of age. The paper seeks to relate the primary experiences of seeing and drawing linking them to cultural concepts, socialization patterns, and community setting. The Yaqui children's perceptual understanding acquired through learning and development co-varies with their cultural environment and upbringing. Through a content analysis of the OPYA artwork with special attention paid to the children's interactions, s

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8

Butler, Stephanie T. "Is Quantitative Data-Driven instruction appropriate in visual arts education?" Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587885.

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<p>The use of quantitative data-driven instruction and assessment in the visual arts curriculum could impact the outcome of student creativity if employed within the visual arts, a content area that uses primarily qualitative pedagogy and assessment. In this paper I examine the effect upon measured creativity resulting from the use of Quantitative Data-Driven Assessment compared to the use of Authentic Assessment in the Visual Arts curriculum. This initial experimental research exposed eighth grade Visual Arts students to Authentic Assessment in one group, and Quantitative Data-Driven Asses

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9

Oliveira, Jociele Lamper de. "Arte contemporânea, cultura visual e formação docente." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-19112010-092340/.

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Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Artes Visuais, na Área de Concentração Teoria, Ensino e Aprendizagem da Arte, na Linha de Pesquisa Fundamentos do Ensino e Aprendizagem da Arte, da Escola de Comunicações e Artes da Universidade de São Paulo. Objetivou investigar aspectos que decorrem das inter-relações entre Artes Visuais, cultura visual e formação docente, que compreendem a prática educativa e a prática artística. A partir destes pontos de tensões, aponta-se a imagem da moda em confluência com o ensino de arte na prática do estágio curricular supervisionado, pode

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10

Zervos, Cassandra. "The effect of cross-linked learning on visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/774.

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This study examined how computer technology had an effect on a Year 9 visual arts education class with regard to the Western Australian four Arts Learning Outcomes (WA 4ALO). The research was administered concurrently with a learning approach called Cross-Linked Leaming (CLL) (Zervos, 1997), which consisted of three components: (1) the subject (e.g., visual arts education in relation to the WA 4ALO); (2) the learner (i.e., a target group and how they learn); and (3) the tool (e.g., computer technology). This study addressed the problem of how to promote learning in visual arts education, espec

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11

McGann, Debra. "NAEP-Related Visual Arts Assessment in Classroom Applications." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5988.

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This action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art activities such as creating art work outside of the school setting or attending an art museum. Studen

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12

Carpenter, Leah Marie. "Therapeutic Art Practices and the Impact on the Middle School Visual Arts Classroom." Thesis, Corcoran College of Art + Design, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1556179.

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<p> This study takes place in a Mid-Atlantic public charter school over the course of a semester with eight seventh- and eighth-grade students in a visual art painting class. The author aimed to discover whether the integration of art therapy techniques within her curriculum might increase the self-efficacy students felt towards art-making. The study employed the ethnographic method of action research to allow the researcher to implement the study within regular classroom instruction and routine. This method also allowed more in-depth and cross-sectional analysis by the researcher due to regul

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13

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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14

Kuzminsky, Tracy V. "Interactive Whiteboard Technology within the Kindergarten Visual Arts Classroom." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/21.

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The purpose of this document is to design and record a Kindergarten visual arts unit using the Activboard to determine how student achievement, motivation, and interest are impacted. Methods of data collection include both observational recording and student interviews. The Activboard facilitates a highly interactive study of the art curriculum and data collected throughout the unit indicates a positive impact on student achievement, motivation, and interest.

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15

Witczak, Christina. "Homeschool Parent Survey of Visual and Performing Arts Activities, Instruction and Methodologies in California." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638087.

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<p> This was a quantitative, non-experimental, cross-sectional research study that surveyed California homeschooling parents with children in grades K-6 during the 2016–17 academic year. The purpose was to discover the methodologies and activities California homeschooled K-6th grade students received and experienced in the four arts disciplines: music, dance, theater and fine art. The data was collected through an online survey and a random representation of the research participants. The data collected included collecting specific information regarding arts activities and lessons, the a

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16

Mohd, Radzi Fatin Aliana. "Inquiry-based Visual Arts Approach: A Self Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529623380341233.

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17

Knoblock, Stacey Lee 1969. "The visual arts in Reform Jewish supplemental education: Art education beliefs and practices in context." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291961.

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This thesis examines the context, content and pedagogy of visual art education in the Reform Jewish supplemental religious school. The study was guided by three major research questions: (1) What beliefs about art education are held by Reform Jewish educators? (2) What is the form and content of existing art education practices in the supplemental religious school setting? (3) What do these Reform Jewish educators perceive as necessary for the enhancement of the art education component of their curriculum? A study of a Reform Jewish supplemental school was conducted by myself as a teacher/rese

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18

Zimmerman, Jan Elfline Amster Susan Frederica. "An analysis of university-level general education courses in the visual arts." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227180.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 19, 2006. Dissertation Committee: Susan F. Amster (chair), Edward R. Hines, Jack A. Hobbs, Ronald J. Mottram. Includes bibliographical references (leaves 139-148) and abstract. Also available in print.

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19

Johnson, Walter Taylor. "Shaping better physicians? the role of the visual arts in medical education /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/650503265/viewonline.

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20

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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21

Severo, Márjorie Garrido. "O fio da trama: arte no currículo sergipano." reponame:Repositório Institucional da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/11844.

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Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-07T13:26:00Z No. of bitstreams: 1 Marjorie Garrido.pdf: 1408586 bytes, checksum: 7ccbfc70975ab8270f652ad74d0e4e70 (MD5)<br>Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T15:37:03Z (GMT) No. of bitstreams: 1 Marjorie Garrido.pdf: 1408586 bytes, checksum: 7ccbfc70975ab8270f652ad74d0e4e70 (MD5)<br>Made available in DSpace on 2013-06-11T15:37:03Z (GMT). No. of bitstreams: 1 Marjorie Garrido.pdf: 1408586 bytes, checksum: 7ccbfc70975ab8270f652ad74d0e4e70 (MD5) Previous issue date: 2008<br>Est

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22

Olson, Audrey Janet. "What does a visual arts' curriculum look like after it meets poststructuralism? /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476404922.

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23

Duncan, Margot. "Visual arts, technology and education : how can teaching and learning in high school visual arts classrooms be enriched by the use of computer technology?" Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36494/1/Duncan_36494.pdf.

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Whilst a variety of studies has appeared over the last decade addressing the gap between the potential promised by computers and the reality experienced in the classroom by teachers and students, few have specifically addressed the situation as it pertains to the visual arts classroom. The aim of this study was to explore the reality of the classroom use of computers for three visual arts highschool teachers and determine how computer technology might enrich visual arts teaching and learning. An action research approach was employed to enable the researcher to understand the situation from the

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24

Correia, Eliezer David Marques. "Relatório da prática de ensino supervisionada realizado no agrupamento de escolas nº e de Évora na escola básica integrada André de Resende e na escola Secundária Gabriel Pereira." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/19398.

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O presente relatório elaborado no âmbito da disciplina da Prática de Ensino Supervisionada, do Mestrado em Ensino de Artes Visuais no 3° Ciclo do Ensino Básico e Secundário, é referente à Prática de Ensino Supervisionada no primeiro e segundos semestres do ano lectivo 2009/201O. Prática que se desenvolveu na Escola Básica Integrada André de Resende com a orientadora cooperante Professora Maria João Machado, e na Escola Secundária Gabriel Pereira com a orientadora cooperante professora Luísa Gancho. Ambas as acções foram supervisionadas sob a orientação do Professor Doutor Leonardo Charréu. Pa

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25

Shipe, Rebecca L. "Creating productive ambiguity| A visual research narrative." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700162.

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<p> The purpose of this dissertation was to examine how I can facilitate experiences with art that promote "productive ambiguity," or the ability to transform tensions that disrupt our current understandings into opportunities for personal growth. Ambiguity becomes productive when our encounters with difference stimulate curiosity, imagination, and consideration of new possibilities and perspectives. While employing a multi-methods practitioner inquiry that combined elements of action research, autoethnography and arts based research, I addressed the following questions with a voluntary group

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26

Zelonish, Holly Anne. "The Effects of Assessment and Grading on Students' Attitudes Towards and Participation in the Visual Arts." Youngstown State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1302134904.

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Kok, Chung Oi. "The rationale for visual arts education in Singapore : analysis of policies and opinions." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/845/.

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This thesis focuses on the rationale for visual arts education in the context of Singapore. It does so by examining key policy documents and interviewing key stakeholders. In the mid 1960s, Singapore was separated from the Federal of Malaya, leaving the country in uncertainty because of the lack of natural resources. Also the withdrawal of the British colony had left the Singapore economy in turmoil. The only pragmatic solution for the government was to resort to human capital to develop the economy, which mainly centred on promoting science, engineering, commerce and technology learning. Math

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28

Draving, Marilyn Joelle 1953. "Art and the blind: Clay media and artistic expression of the young child with significant visual impairments." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291544.

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In view of current research in mental imagery and creativity, the researcher suggests that a program of art activities with clay media is advantageous for young blind children. The literature reviewed suggests the value of the young blind childs work in clay. This study discusses learning process of the blind, mental imagery and therapeutic art education. It attempts to answer three questions. The study asks how these children learn; what methods might be appropriate for art instruction, and looks for indications of the growth of imagery and creativity. The methods and activities designed and

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Oliveira, Jociele Lampert de. "INTERFACE ARTE-MODA: TECENDO UM OLHAR CRÍTICO-ESTÉTICO DO PROFESSOR DE ARTES VISUAIS." Universidade Federal de Santa Maria, 2005. http://repositorio.ufsm.br/handle/1/6796.

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This research was developed in Arts and Education Line/PPGE. Its purpose was to investigate aspects concerned to fashion-art interface discussion and its implications to build a nowadays visual arts teacher critical-esthetical view. The research subjects were four teachers to be from Visual Arts UFSM Graduation Course. By working this issue with teachers to be we longed for the possibility of thinking about conceptual changes in the way of boarding the theme. Fashion was considered as possibility generating element; and starting by that dialogue fashionart artistic interface can be considered

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Westraadt, Georina. "The potential for facilitating a rich variety of learning opportunities through the learning area arts and culture (visual arts)." Thesis, [S.l. : s.n.], 2007. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1032&context=td_cput&preview_mode=1&z=1243931944.

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Richetti, Bethany A. Richetti. "Learning to Re-present: Realism & Education in Literature and Visual Arts, 1800-1880." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503067718362243.

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Whelan, Jane. "Teaching visual arts through distance education : an evaluation of the program Anyone can draw." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/908.

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The problem under investigation is concerned with the teaching of drawing through distance education. Traditionally drawing has occupied a central position in visual art teaching and learning and is still regarded as a significant area of visual arts education. In the visual arts curriculum of Western Australia, drawing, which is included in the broader term visual inquiry, is regarded as the foundation for studio practice. It is therefore appropriate to include drawing as part of every visual arts teaching program. The correspondence mode of teaching, which has a text-base, is a more formal s

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33

Airulla, Barbara. "The benefits of Arts Education: an investigation of causality and individual perceptions." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1085587568.

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Brown, Diana J. "Teachers' implicit theories of expression in visual arts education: A study of Western Australian teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/52.

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This study examines the differences in the beliefs of primary (elementary) class teachers about the role of expression in visual arts education. The focus is on the relationship between primary teachers implicit theories, and expression in their visual arts lessons. Expression here, refers to the manifestation of an individual students interests or views through visual images. Students' expression of their personal responses through visual images, is a central intended outcome of the visual arts curriculum in Western Australia (Curriculum Council, 1998).

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BROWN, Diana, and dianab@student ecu edu au. "Teachers implicit theories of expression in visual arts education: A study of Western Australian teachers." Edith Cowan University. Education And Arts: School Of Education, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0014.html.

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This study examines the differences in the beliefs of primary (elementary) class teachers about the role of expression in visual arts education. The focus is on the relationship between primary teachers implicit theories, and expression in their visual arts lessons. Expression here, refers to the manifestation of an individual students interests or views through visual images. Students' expression of their personal responses through visual images, is a central intended outcome of the visual arts curriculum in Western Australia (Curriculum Council, 1998).

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Grove, Bryan A. "Assessing student achievement in the visual arts : collaborative inquiry as a model for professional development /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504295237.

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Nieuwoudt, Leanri. "An investigation of critical citizenship education : exploring art making processes in the South African context." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86214.

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Thesis (MA(VA))--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The notion of critical citizenship has become a diverse phenomenon in both South African and global contemporary societies. The purpose of this study is to investigate how the teaching and learning of critical citizenship can be improved in the South African context through participation in art-making processes. This was done by following a qualitative approach and a case study design. The following themes were explored in this study: conceptual abilities; the technicalities of practice; art and emotional development; and col

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Griebling, Susan Joan Ubbing. "Designs for Making a Tree: An Ethnographic Study of Young Children's Work in the Visual Arts." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1241802700.

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Scarparolo, Gemma E. "Character cars : How computer technology enhances learning in terms of arts ideas and arts skills and proceses in a year 7 male visual arts education program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/662.

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'The possibilities that the technology can offer are seemingly endless and remain to be fully explored in [visual] art education." (Callow. 2001. p,43) The aim of this research is to investigate whether the integration of Visual Arts Technology Tools (TECH-TOOLS) into Traditional Visual Arts Programs (TRAD-['ROG) enhance the students' learning in terms of Arts Ideas (AI) and Arts Skills and Processes (ASP) and whether it is a cost effective option for Western Australian primary schools. To determine whether it is worth the inclusion of TECH-TOOLS in terms of enhancing learning. this research w

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David, Gigi M. "Assessing the Impact of a Visual Arts Family-Focused Pre-Kindergarten Intervention." UNF Digital Commons, 2006. https://digitalcommons.unf.edu/etd/180.

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This study examined the effect of a visual arts, family-focused school readiness intervention on the parental efficacy and level of family involvement of low-income families. A second, primary focus of the study was to test the potential of academically focused experiences in the visual arts to increase the basic concept development of young children. To increase accessibility, the intervention was conducted in a neighborhood library. The research design for this descriptive study included qualitative and quantitative components. Data collection consisted of a non-randomized one group pre-test

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Suominen, Anniina. "Writing with photographs, re-constructing self: an arts-based autoethnographic inquiry." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061236352.

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Holt, David Arthur. "Art in primary education : a study of the generalist as teacher of the visual arts." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329887.

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Goodwin, Daisy Wilson. "Virginia policymakers' views on the value of visual arts education at the high school level." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/37772.

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The purpose of this study was to find out from Virginia policymakers their feelings toward visual arts education as a required subject at the high school level by answering the following questions: (1) How do policymakers and gatekeepers see the value of visual arts education as a required subject on the high school level? (2) What is the attitude of Virginia policymakers and gatekeepers towards the importance of issues pertaining to the framing of a visual arts education program? (3) What is the importance of placing visual arts education in the high school curriculum as a required subject fo

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Netherland, Elizabeth. "A Study of Practices in Texas Schools Relating to Gifted Education in the Visual Arts." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500467/.

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Abstract (sommario):

The purpose of the study was to determine a definitive description of "artistic giftedness." A questionnaire was sent to Texas art teachers to find what characteristics they attribute to the artistically gifted, how they determine this, and what program goals they set. The wide variety of survey responses indicates the diversity of artistically gifted individuals. The high rating on all items indicates that all could be used as identifiers (higher rated characteristics identifying a larger population, lower rated ones, a smaller population). Responses to items dealing with identification indi

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Johnston, John. "Critical visual arts education : a pedagogy of conflict transformation in search of the 'moral imagination'." Thesis, University of Sunderland, 2018. http://sure.sunderland.ac.uk/9661/.

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The following portfolio is representative of my own artistic practice that combines the role of artist, educator, peace worker and researcher into one entity. The works are drawn from a back catalogue of fifty plus collaborative arts projects that has engaged with individuals and communities in different locations over the past twenty years. These works have been delivered within formal and informal educational settings. While each piece can be read as an individual artwork – collectively they talk to common issues related to visual art practice, public pedagogy and conflict transformation. I

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Fine, Karen A., and James hH Lampley. "Online Education: A Comparison of the Perceptions of Traditional Versus Online High School Teachers Regarding the Visual Arts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3019.

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Abstract (sommario):

As more high school student take advantage of online instruction leading to a high school diploma, teacher training programs are not keeping pace with pedagogical instruction for those high school teachers that want to teach online. We often think of online instructions for home school students, students with long-term illnesses, or students that have been suspended or expelled. However, because many school districts have cut “nonacademic” offerings from the curriculum online instruction in the arts often is the only source of instruction in the arts for these traditional high school students.

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Fine, Karen A., and James Lampley. "Online Education: A Comparison of the Perceptions of Traditional Versus Online High School Teachers Regarding the Visual Arts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3037.

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Bowen, Shirley A. "Recovering and Reclaiming the Art and Visual Culture of the Black Arts Movement." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228514505.

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Fossum, Farrah W. "Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf.

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Capra, Carmen Lúcia. "Problematizações sobre políticas da arte na licenciatura em artes visuais : é preciso gostar da arte de outro jeito, a licenciatura é uma praça." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/174852.

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Abstract (sommario):

A tese apresenta a problematização de políticas da arte na licenciatura em artes visuais indagando sobre como certos modos de operar com a arte nesse curso produzem efeitos sobre os professores em formação. Efeitos como a demarcação de lugares, modos de ser ou certas concessões em relação às artes visuais são analisados, tendo em vista a docência para a educação básica. Utilizaram-se metodologias artísticas de investigação, adotando-se como procedimento as residências em duas universidades públicas brasileiras onde existem cursos de licenciatura em artes visuais e experiências artísticas com f

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