Texte remanié de: Dissertation--München--Ludwig-Maximilians-Universität, 2001. / Bibliogr. p. 346-377. Notes bibliogr.

Texte remanié de: Dissertation--Hamburg, 2003. / Bibliogr. p. 201-229.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Joan A. Holladay. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Pittsburgh. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 237-254).

No description available.

<p> Seeing Eye to Eye is a case study connecting relationships between aesthetics, aesthetic development, and gender. This study identifies major trends of aesthetic experience unique to sexual difference and gender. Viewers develop frameworks for making meaning from artworks that consist of epistemologies accumulated through education, socialization and individual experience. The dominant pedagogy is a logical tradition that teaches universal meaning. Emergent themes in student responses showed that ways of viewing and speaking about artworks are usually extrinsic or intrinsic. Extrinsic approaches privilege individual artistic agency, action, contrast and shadows, message delivery, and technical fabrication of an image. Intrinsic frameworks for viewing favor creative narration and characterization, details and textures, and personal emotional metaphor. The model created from the research equalizes a variety of aesthetic strengths, while recognizing when an individual is in possession of many strengths in looking at and talking about works of art. I created a model that catalogues extrinsic and intrinsic approaches to making meaning from artworks. Under this model, the art viewer may have varying degrees of expertise with major categories such as visual analysis or creative narrative and also use extrinsic or intrinsic frameworks for image deconstruction. The search for meaning is ever universal for humankind. This model is for teaching a pluralistic approach to education and promotes an ideal of encouraging a culture of dialoguing in civic education. Art educators should use this model for identifying and teaching to a variety of aesthetics strengths. Drawing from extrinsic and intrinsic frameworks for making meaning, art experiences in the classroom can be tailored to develop a curriculum that promotes and teaches diverse aesthetic meaning.</p>

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 85-86).

Thesis (MA--Art and Design) -- Auckland University of Technology, 2003. / Also held in print (57 leaves, col. ill., 30 cm.) in Wellesley Theses Collection. (T 709.05 HAR)

Thesis (M.A.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.F.A.)--Rochester Institute of Technology, 1991. / Typescript. Includes bibliographical references (leaf [15]).