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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 questionnaires and interviews with six secondary school art specialists attending the Summer Institute. Finally, the study examines some of the potential challenges of implementation based on the issues that emerged as the participants translated theory into practice, and focuses specifically on the aspect of the incorporation of the disciplines of art criticism and aesthetics in the classroom.

Typescript.

This thesis attempts to justify an intensive course in colour for Fine Arts students at the university and art school. The teaching of colour is justified from a theoretical and a practical standpoint. In the first section, the various disciplines concerned with the subject of colour are examined for evidence of colour's effect on the life of the human organism. This evidence is compiled from reports of research in educational and psychological journals, from the theories en* discussions available in books on the physical and psychophysical evaluation of colour and the physiology and psychology of colour vision. The hypothesis that colour influences man's life pattern is substantiated in this compilation. The phenomenon of colour is not only a significant aspect of man's environment, it is also an element of art. The responsibility for its teaching lies with the art educator. The second hypothesis that the presentation of colour to university and art school students is incompatible with practical needs is supported by an evaluation of contemporary pedagogy of colour in Vancouver. Interviews with teachers of Fine Arts in the Faculties of Arts and Education, The University of British Columbia, in the Vancouver School of Art and the Vancouver Art Gallery revealed that for the most part, the method of teaching colour perpetuates the instructor's own background in colour wheel theory and. the mixture of pigments. Interviews with student colourists, and questionnaires distributed among Fine Arts majors in the Faculty of Education revealed that the theoretical presentation of colour has little application to the practical needs of art students. This thesis concludes with a proposed revision in the approach to colour with students of Fine Arts. The outlined course is designed to develop the ability to manipulate colour through problem-solving experiences. / Education, Faculty of / Graduate

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 curriculum for junior and secondary art education in British Columbia. Secondary interests of this investigation were to determine if an understanding of the integration of the historical, critical and production domains was reflected in 1) the quality of dialogue between the teacher and the student, 2) the quality of talk among students and 3) the student art work. The descriptive, qualitative study followed the in-class activities of three art teachers in three junior secondary schools. The major instrument was the researcher who, in the role of non-participant observer, collected field notes. Further data were collected by questionnaires, sample interviews, random conversation with students, samples of student art work and photographs of classroom activity. The framework for the study was based on Eisner's (1979) model of educational criticism in which he identified three major aspects: the descriptive, the interpretive, and the evaluative aspect. (p. 211) As a result of the findings, strengths and limitations of the instructional materials were identified and implications for development and implementation of similar instructional materials for visual art education were made. / Education, Faculty of / Graduate

In this study a comparative evaluation of several views on art education that include social concerns is presented. These are expressed as concern for the aesthetic qualities of the contemporary man-made environment, the artistic heritage of the nation, the cultural values of ethnic and social groups and the moral responsibility of the individual in society. Views of four North American art educators are examined in relation to their concepts of society, education and art. In this examination emphasis is given to the identification of the different aspects of human experience such as the cognitive aspect, the linguistic aspect, the social aspect, the aesthetic aspect and the moral aspect. Because all these aspects of human experience relate to the objects of the man-made environment, the author presents an analysis of individual things and their functions in the context of human experience from the perspective of Neo-Calvinistic philosophy. Some fundamental concepts, basic to this philosophy, are conveyed in a historical survey that includes the development of Neo-Calvinism in the Netherlands and North America. The analysis of individual things is presented in terms of Dooyeweerd's theory of modal structure. This theory is part of the Philosophy of the Cosmonomic Idea, which was developed during the nineteen thirties and formed a major role in the development of a Neo-Calvinistic philosophical movement. In this theory it is argued that the aesthetic aspect functions in relation to all things, but that this relationship is not the same in every case. The primary function of each individual thing determines whether the aesthetic aspect has a subordinate or leading role in the object. Proceeding from this theory it is posited that art education in Neo-Calvinistic schools incorporate two different art curricula; a "free-art" curriculum that focuses on those objects in which the aesthetic aspect has the leading function, and another curriculum, called a "bound-art" curriculum, that stresses the study of the aesthetic aspect in subordination to the other functions of objects. The theory of modal structure also applies to the different social groups of society. Each group has its own primary function. This function gives direction to the aesthetic aspect of the individual objects belonging to the group. The social concerns in Neo-Calvinistic art education therefore are presented within context of the leading function of the different groups in society. The implications of the modal structure and the views of the art educators convened in this study are mentioned throughout the presentation of this thesis. / Education, Faculty of / Graduate

Across the globe, as many as 5 million women become victims of sexual trafficking at any given time (Hardy, Compton & McPhatter, 2013). The traumatic experience of sexual trafficking frequently results in severe and complex symptoms of Post-traumatic Stress Disorder (Hardy, et. al., 2013). This researcher attempted to explore art therapy as a holistic recovery treatment for these victims. The study utilized clay-based art therapy with a group of women who were previously victims of sexual trafficking. These participants explored different ideas of recovery for six weeks using clay. Qualitative data included researcher observations, session discussions and qualitative interviews, which were reviewed for themes while the Trauma Symptom Checklist was used to supplement the results. The research question asked if clay-based art therapy would lower trauma symptoms, promote community building, increase feelings of empowerment and improve vocational and life skills. Ultimately the research data supported the research question. Following the art therapy trauma symptoms were lowered, a sense of community was built, feelings of empowerment increased, and life skills improved supporting that clay-based art therapy is an effective, and holistic form of treatment for sex trafficking victims. / A Thesis submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester 2015. / June 30, 2015. / Includes bibliographical references. / David Gussak, Professor Directing Thesis; Marcia Rosal, Committee Member; Theresa Van Lith, Committee Member.

Children with special needs often have a tendency to be externally oriented because of their accumulated failure experiences. Accordingly, when children enjoy successful experiences through art making, they may be more likely to feel a sense of control and employ their own abilities The purpose of this study was to identify differences in the impact of two-dimensional (2D) versus three-dimensional (3D) art materials on LOC in South Korean elementary school children with special needs. This study compares the effects of 2D and 3D clay-based art materials in art therapy on LOC in special needs children in group art therapy in South Korea. This mixed methods study employed a quantitative pre and post-test control group design with a qualitative component. 15 Children with special needs in a South Korean elementary school were divided into three groups using: (1) 2D art media only, (2) only 3D clay-based art media only, and (3) no artistic intervention. The two treatment groups underwent 10 sessions of art therapy. The age of the15 participants ranged from 7-12 years. The Stanford Preschool Internal-External Scale (Mischel, Zeiss, and Zeiss, 1974) was utilized for both the pre- and posttests. For qualitative data, observation, teacher interview, and art pieces were used. One-way ANOVA, Shapiro-Wilk Statistic, post hoc test (Student-Newman-Keuls, Duncan, and Keuky HSD test), paired samples test, and Wilcoxon singed rank test were used for quantitative analysis. Result of quantitative and qualitative data indicate that 2D group and 3D group both showed increased internal LOC score, however, 3D group showed more significant change when analyzed the data using Post-hoc test (SNK and Duncan). The result supported the use of clay-based 3D art media aimed special needs children group art therapy program / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2014. / November 5, 2014. / art, clay, locus of control, special needs children, therapy, three dimensional art / Includes bibliographical references. / Marcia Rosal, Professor Directing Dissertation; David Gussak, Committee Member; Patricia Villeneuve, Committee Member.

Art is basic to all phases of living, regardless of the nature of the particular society. The arts, when considered in their complete scope, become an integral function of life--a function so closely a part of living it cannot be separated. Any sound educational program is composed of a balance of human skills, concepts, and values with the result that the student develops a greater awareness of himself and the society of which he is a part. / Typescript. / "August, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 31).

"The problem of this study is to discover and describe some of the existing relationships between art teachers and core teachers in eight Florida secondary schools which have some form of core or basic education in their curriculums. In this study, these relationships are taken to exist in seven basic areas as follows: (1) scheduling, (2) planning, (3) use of materials and facilities, (4) ways of working, (5) problems, (6) sample activities, and (7) evaluation"--Introduction. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Arts." / Advisor: Ivan E. Johnson, Professor Directing Study. / Includes bibliographical references (leaves 105-106).