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The purpose of this study was to investigate how teachers are utilizing school sponsored art clubs after the school day ends. The research was comprised of two parts of data collection. The first was an electronic questionnaire that was dispersed to the entire visual art faculty in Round Rock Independent School District, Round Rock, Texas. The second part of the research consisted of semi-structured interviews with selected qualified participants. This research is intended to better prepare current art club sponsors and encourage other art educators to take on the responsibility of art club sponsorship at their school. Using mixed methodology, an investigation was made into art club purposes, curriculum, programs, activities, benefits and impacts on students, sponsors and schools. Through this research I have gained insight into how art clubs function in one specific suburban school district in Texas. I believe the information gained from this research can be helpful to other districts and art clubs for the benefit of both art club sponsors and art club members. / text

<p> This study examines the South Side Community Art Center in Chicago, its history, educational mission, and the ways in which its collection of primarily African American art can be used as an art education resource. The data collection for this qualitative case study included questionnaires focusing on the collection and the Center&rsquo;s history and mission, in-depth interviews with three Center administrators and one visual artist, informal personal communication, and observational notes. All data was examined using content analysis. Respondents indications concluded that the mission and goals of the Center grew out of its WPA beginnings and was primarily to support the artists and to educate the community about the value of African American art; that the Center&rsquo;s education mission revolved around its educational programming; that the art collection had been used in the past to teach about the Black Power Movement and makes references to important events in history; and that the Center&rsquo;s relationship to the community was multi-faceted and included outreach to local schools in after-school art programs. </p><p> The center&rsquo;s art collection, because of the themes inherent in many of the works, make important connections to key events in American history such as the WPA, WWII, the Great Depression and the Black migration that facilitates meaning making across the life span. The study&rsquo;s results provided evidence of the South Side Community Art Center&rsquo;s role as not only a repository for regional and national African American art and artists, but also as an educational hub for visual culture, art study and relevance for contemporary life themes.</p>

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<p> The scope of this thesis is to examine the potential benefits artists-in-residence offer students in community based after-school art programs. This thesis looks at two artists-in-residence who participated in the same after school program in southeast Washington, D.C., between the years of 2011 and 2013. The ArtReach After School program was developed by the Corcoran Gallery of Art's community education department and serves as the basis for research contained herein. Research focuses on the ways artists' residencies benefit youth and adolescents through aiding in the development of life skills. Data was collected through personal interviews with the resident artists, program directors, and students who participated in the residency. Researchers also observed interactions between students and resident artists on field trips and classroom observations. Based on the widely accepted theories of developmental psychologists Erik Erikson and Howard Gardner, it was found that artist residencies do nurture experiences that aid in the development of life skills such as critical thinking, collaboration, and peer-interaction in youth and adolescent learners. After-school art programs provide an environment suited for embracing these skills that are commonly outweighed by the need to raise test scores in traditional public schools. This thesis explores the potential of one after-school art program that has successfully implemented an artist residency program.</p>

<p> This study investigated yard-spaces as artistic sites that are created and maintained through design processes involving aesthetic choices. The field of art education has grown to consider everyday objects and places worthy of exploration as important signifiers of cultural views, values, and expectations. Yard-spaces, as everyday places, are often taken for granted, and aesthetic choices that conform to social norms often have detrimental effects on the environment. This study investigated conformist and non-conformist aesthetic choices, the environmental effects of these choices, and the influences affecting design and maintenance choices for yard-space appearances. </p><p> A gap in knowledge was discovered for recognizing socially conformist aesthetic choices and social expectations for yard-space appearances. This gap was addressed by implementing a researcher-developed place-based environmental art curriculum with fifth grade students from my own teaching practice. Changes in students' attitudes and perceptions of the aesthetic choices affecting yard-space appearances indicated growth in aesthetic understanding and environmental concern. Introspection on the ways social norms are communicated through visual messages was transformational to my teaching practice as I developed a heightened awareness of social influences on my students. Therefore, the curriculum developed for this study is offered as an example to art educators interested in raising students' social and ecological consciousness and also for art educators interested in raising their own awareness of the social influences affecting students' aesthetic choices. </p><p> Barriers to enacting change due to aesthetic attachment to appearances and psychological ownership of property impeded the willingness of participants to consider aesthetic changes for their yard-spaces. Research of these barriers is recommended for student learning to move beyond understanding of environmentally beneficial aesthetic choices to enacting these choices. New knowledge that was generated through this research revealed strategies for encouraging aesthetic and environmental understanding of yard-space appearances, but further research is necessary to understand the barriers that impede the enactment of social and ecological change.</p>

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2767. Adviser: Enid Zimmerman. Title from dissertation home page (viewed Apr. 9, 2008).

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2767. Adviser: Enid Zimmermen. Title from dissertation home page (viewed Apr. 10, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4581. Adviser: Paul Duncum. Includes bibliographical references (leaves 310-332) Available on microfilm from Pro Quest Information and Learning.