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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Pentland, Kathleen Ann. "Similarities and differences in perceptions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28998.

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The purpose of this study was to discover similarities and differences in opinions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education. The problem was to determine whether the relative neglect of animation as a part of the art curriculum has come about because the techniques and concepts associated with it are seen as difficult and/or unnecessary to implement by teachers; or whether students are unfamiliar and uninterested in animation as a field of study; or whether animation, in the opinion of professional animators, i

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Ibrahim, Md Nasir. "The development of value awareness through art education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0022/MQ50524.pdf.

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4

Jensen, Jordan. "A Comparative Case Study: Investigation of a Certified Elementary Art Specialist Teaching Elementary Art vs. a Non-Art Certified Teacher Teaching Elementary Art." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2861.

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Most colleges and universities offer a general course in elementary art education to provide instruction to the elementary generalist to enable that student to later provide art instruction to students at the elementary level. This course is commonly referred to as the two-credit course in elementary art education throughout this thesis. This thesis is a case study investigation of a certified elementary art specialist and a non-art certified teacher teaching elementary art in the Subject School District in Utah. It asks and gathers data on three main questions. How is art education valuable f

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5

Fleming, Margaret Jean 1954. "DISCIPLINE-BASED ART EDUCATION AS AN ALTERNATE APPROACH TO THE PROBLEMS ASSOCIATED WITH LEARNING ART HISTORY AT THE HIGH SCHOOL LEVEL." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276432.

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The definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day des

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6

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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7

House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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Myerchin, Naomi Sue. "The value of art integration in grades four through six." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2043.

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Research supports ideas that relate the value of arts integration to success in the elementary classroom. This thesis explores the theoretical and practical aspects of the integration of the visual arts and their value, specifically to elementary grades four through six.

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9

Zheng, Jie Jane, and 鄭潔. "The Shanghai Art College, 1913-1937." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37969833.

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10

Villeneuve, Pat. "Contending art education paradigms and professionalization." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185997.

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In 1982, the Getty Center for Education in the Arts, an operating entity of a private foundation, began to promote discipline-based art education (DBAE), a newly-articulated paradigm that had evolved within the art education field over the previous twenty years. The new paradigm, which advocated balanced and sequential instruction in aesthetics, criticism, art history, and studio production across the grades, contrasted sharply with traditional practice that focused on the student's innate creativity and expressiveness. A controversy ensued as the Getty Center and the National Art Education As

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11

Eschedor, Jennifer Hope. "The Memory Collage Project: Art education with older adults." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/291731.

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The Memory Collage Project was an art experience for older adults that used the natural process of life review to inspire imagery to create a visual collage. Eighteen older adults, ages 62-94, were asked to reminisce about an experience they wanted to share with others in both a visual medium and a tape-recorded story. Using copies of their own photographs, Life magazines from the 50's and 60's, maps and other materials, memory collages were created in a one-hour session. The culminating event was an art exhibition that featured the storytelling of four of the participants. Participants were i

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12

Shaw, Peter. "The conceptions of art practice held by tertiary visual art students." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36703/1/36703_Digitised%20Thesis.pdf.

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This study explores student learning in a tertiary visual arts institution. Students' conceptions of art practice are described using the phenomenologically based educational research method of phenomenography. The study addresses the intentional content of student art practice in the contexts of the visual arts institution and the status of visual arts in the 1990s. Data collection was carried out through interviews with Honours Year visual arts students, which was processed using textual analysis to examine understandings related to the visual arts.

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13

Christine, Deborah. "The teaching of children's artistic expression." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276714.

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The development of Discipline-based Art Education (DBAE) has focused attention on curricular structure, especially as it relates to the concept of students' creative expression. Creative self-expression, the focus of many school art programs, is to encourage students' art production. Discipline-based art education in contrast strives to develop students' artistic expression. Achievement of artistic expression requires conceptually focused instruction of art content from four art disciplines, art history, art criticism, studio production, and aesthetics. A discipline-based lesson can be examine

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14

Walters, Anne E. "Making art-the child's perspective." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36630/1/36630_Digitised%20Thesis.pdf.

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Current research into the status of art in primary school education suggests that there is overwhelming support for a more vigorous approach to the artistic and creative development of children in Australian education. A recent Australian Council Report (Costantoura, 2000) into the arts in Australia found that as many as 85% of Australian adolescents and adults felt that involvement in the arts "should be an important part of the education" (p. 86) of every child. Despite such support however, there is a lack of emphasis on the creative arts in the curriculum of many Australian primary scho

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15

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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16

Taran, Caroline. "Discipline-based art education : from theory to practice, challenges of implementation." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35320.

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This study examines the concept of art education known as Discipline-based art education, (DBAE), from three vantage points. It begins by tracing the history and development of DBAE theory, and by examining its defining characteristics. It follows with a critical discussion of DBAE theory, specifically from within the context of multicultural education. The discussion then shifts to the realm of practice. The study describes a two week professional development program offered by the Minnesota DBAE Consortium, in Minneapolis, in the summer of 1995, and grounds the discussion in the results of q

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17

Johnston, Jerre Lynn. "ART CRITICISM: A "READING" OF THE VISUAL ARTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291319.

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18

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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19

McSorley, Julie A. F. "Primary school teachers' conceptions of the teaching of art criticism." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36691/1/36691_Digitised%20Thesis.pdf.

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20

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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21

Rada, Alena. "Writing about art : a linguistic consideration of art history and related genres." Phd thesis, Department of Linguistics, 1989. http://hdl.handle.net/2123/5456.

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22

Kitching, Dornehl. "Experiences of novice art teachers in high schools." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2515.

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Thesis (MEd)--Cape Peninsula University of Technology, 2017.<br>The teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in t

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23

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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24

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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25

Woods, Joyce H. "Enlightened cherishing of art : formative influences and their relevance to British Columbia art curricula." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26942.

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The problem was three—fold: (1) to document formative influences on a population who possessed enlightened and cherishing attitudes toward art; (2) to compare their experiences with relevant aspects of Harry S. Broudy's notion of enlightened cherishing; (3) to assess what implications these findings might have for the most recent British Columbia fine arts curricula. Procedure Fifty personal interviews were conducted with a population consisting of visual artists, art critics, art historians, art teachers, art gallery curators, aestheticians, art collectors, and an art consultant. The instrum

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26

Bastiaans, Patricia A. "Integrating art into the basic elementary school curriculum." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/312.

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Dohm, Alexandra Maria Ethlyn. "Career skills needed to be a successful artist: Finding links between art teachers' practices and artists' beliefs." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278742.

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By interviewing professional artists, I explore the career skills fine artists perceive as necessary for financial success in the art world. Through interviews with art teachers, I examine how these necessary career concepts are being taught in elementary and secondary art classrooms. I also discuss reasons for insufficient implementation of career skills and provide suggestions for how art teachers can improve their career education curriculum.

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28

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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29

Bertrand, Jose Antonio 1948. "The design and development of an interactive high school art education CD-ROM: The Retablo of Ciudad Rodrigo." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291873.

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This paper is a first-person account of the design and development of an interactive High School art education CD-ROM for the University of Arizona Museum, entitled The Retablo of Ciudad Rodrigo CD-ROM. Based on the learning theories of Donald Arnstine and the work of Dr. Dwaine Greer within the framework of Discipline Based Art Education (DBAE), this report provides an account of how art educators and computer theoreticians and programmers worked together on a joint project involving the use of computer CD-ROM technology within art education. Several solutions are discussed in addition to the

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Wong, Kit-mei, and 黃潔薇. "Preschool teachers' conceptions and pratices of art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959866.

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Meli, Alisa A. "Eye of the beholder: Children respond to beauty in art." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3081/.

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The purpose of this study was to determine if beauty was important to elementary age children when exploring and making aesthetic judgements about works of art and to determine the criteria elementary students used in judging beauty in works of art. This study also explored beauty as a concept that could be used as an organizing idea for designing a thematic unit with the purpose of introducing elementary students to postmodern art and issues. One hundred and sixty first grade and fourth grade students looked at 20 pairs of art reproductions and picked the artwork they considered the most beau

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McArdle, Felicity. "Art in early childhood : the discourse of 'proper' teaching." Thesis, Queensland University of Technology, 2001.

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This thesis is a problematisation of the teaching of art to young children. To problematise a domain of social endeavour, is, in Michel Foucault's terms, to ask how we come to believe that "something ... can and must be thought" (Foucault, 1985:7). The aim is to document what counts (i.e., what is sayable, thinkable, feelable) as proper art teaching in Queensland at this point ofhistorical time. In this sense, the thesis is a departure from more recognisable research on 'more effective' teaching, including critical studies of art teaching and early childhood teaching. It treats 'good

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Ailey, Gabriele Elisabeth. "Understanding images : a study of the use of materials designed to include the teaching of art history and art criticism together with related studio exploration in B.C. secondary schools." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28570.

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This study examines the use of locally relevant curricular materials Understanding Images: Bill Reid and Understanding Images: Gathie Falk by three art teachers. The materials were developed by the researcher and modelled on the concept of discipline-based art education. The major purpose of this investigation was to determine if relevant instructional support material which addresses the historical and critical domains together with studio production were developed and made available would visual art teachers be inclined to offer a more balanced program and one which parallels the prescribed

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Frost, Marcia Brenda Davis. "A survey of the teaching of reasoned criticism in British Columbia secondary schools." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28049.

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The purpose of this study was to determine whether British Columbia teachers were achieving the goal of teaching an integrated art program. The component of the curriculum which is specifically studied is reasoned criticism, traditionally a neglected component in art education. Through a survey of art teachers in selected B.C. high schools, information was gathered to assess the impact of the new B.C. Secondary. Art Curriculum grade 8-12 upon teaching practice in criticism. The results of the study show that the new curriculum has had little impact on the teaching of reasoned criticism. The

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Chandler, William L. "Sixth grade students' thinking about art making : a naturalistic study." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833009.

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Students are regularly involved in art making as a part of the general school curriculum. This study investigated and documented sixth grade students' art making in terms of thinking and the construction of knowledge. Following qualitative research procedures the study took place in two sixth grade classrooms. Four questions directed the investigation. These included inquiries into the subjects' art making knowledge base, how knowledge is used in the practice of classroom art making, ways in which art making exhibits cognitive and reflective thinking, and finally how student production is affe

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36

Stroud, Elizabeth J. "Opening the Door to Meaning-Making in Secondary Art History Instruction." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5244/.

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Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they

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37

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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38

Paul, Diane Elizabeth. "The effect of a multicultural art program on students' art appreciation and attitudes towards other cultures." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31289.

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The purpose of this research study was threefold: to determine if a multicultural art program would have a positive effect on students' appreciation of their own art work, art from other cultures and attitudes towards other cultures. The program supported a multicultural view of art which emphasized the cultural similarities and values which were common to all students. A nonequivalent control-group design was used within a quasi-experimental framework. One grade eight class participated in the Multicultural Program while the other served as the control group. Both classes were pre- and postt

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Rafferty, Pat. "An interpretive study of elementary school teachers' descriptive accounts of the art teaching task." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27671.

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Art educators perceive a state of disjuncture in the field when what is persistently practiced in elementary schools as art stands in opposition to basic tenets about the teaching and learning of art. Two reasons are given to explain this sense of disjuncture. First, art education orientations and research associated scholarship are posited to be less than successful in disclosing to teachers what is educationally relevant. Neither a child-centered nor a discipline-centered orientation seems to have considered the adjustive effort teachers make in translating intended purposes into classroom

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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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41

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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42

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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43

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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Lackey, Lara Marie. "Art experience in a group setting : a study of four young subjects." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28095.

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This thesis provides an analysis of video recordings and written observations of four preschool-aged children as they spontaneously explored art materials within a group setting. The focus of analysis is the extent to which subjects interacted with other children and adults during art material use, and the effect of interaction on the subjects' uses of materials. For each subject, data are categorized and presented according to location, type, and approximate length of activity; presence or absence of others; and types of interactive behavior: watching, verbal interaction; imitation; and distr

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45

Ewing, Gillian. "Secondary school art education : the artist’s viewpoint." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25386.

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Artists are seldom consulted in the making of school art programs yet many are vitally concerned with the need for a visually literate public. This study summarizes the history of art education, examines recent issues documented by art educators, looks at opinions of artists of this century on the teaching of art, and presents interviews with six British Columbian artists to elicit their thoughts on what is necessary in a secondary school art curriculum. The interviews are essentially informal in nature and only those remarks dealing with secondary school education, or related concepts, are i

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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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Politowicz, Zak. "ANALYSIS AND METAPHOR SEARCH STRATEGY CONCERNING VISUAL WORKS OF ART (LANGUAGE, EDUCATION)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275390.

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Myers, Sally Ann. "A description and analysis of preconceptions about art and art education held by preservice elementary education students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186018.

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This study is concerned with pre-existing beliefs or preconceptions teacher candidates bring to their methods classes. It specifically addresses students in art education methods classes at a middle sized midwestern university and the population of generalist teachers the classes serve. The research question is particularly important because of the emergence of a new theory for delivering art education, discipline-based art education (DBAE) (Greer, 1984), that has challenged the existing art education paradigm. The study draws heavily on curriculum enactment research (Doyle, 1978). Through int

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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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Pierce, Beth Suzanne. "Art in a sheltered-English multicultural classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.

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