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Reflective qualities of the artistic creative process and chaos theory a study of their relationship and the implications for art education and teachingRegent, Barbara. January 2002 (has links)
Faculty of Education. Includes bibliographical references (leaves 194-222)
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Forging diplomacy: a socio-cultural investigation of the Carnegie Corporation of New York and the "Art of Australia 1788-1941" exhibitionRyan, Louise Frances, Art History & Art Education, College of Fine Arts, UNSW January 2007 (has links)
The study is an historical investigation exploring the impact of the Carnegie Corporation's philanthropic cultural and educational activities in North America and Australia during the 1940s. The author examines the Carnegie's formation of public values and perceptions using cultural and aesthetic material in order to transmit American ideological ideals with the goal of influencing Australian, Canadian and USA cultural norms. The principal case examined in the paper is the "Art of Australia 1788-1941" exhibition, which toured the USA and Canada during 1941-42. Scrutiny of the exhibition uncovers the role it played in alliance building and the promotion of a range of cultural and political agendas. The investigation deploys a theoretical framework derived from the writings of Tony Bennett. The framework takes the form of a matrix that uses concepts of institutionalized agencies/power and individual agencies/knowledge detailed in a nine-cell matrix composed of propositional statements under the intersecting categories of culture, technologies, ethics, zones, objects, and visualization. The "Art of Australia" Exhibition is a paradigmatic case of the instrumental, cultural application of exhibitions in the interest of the state, using government and non-government, public and private organizations as intermediaries. The analysis reveals the existence of diverse agendas and power/knowledge relationships between governments, corporations and the exhibition. This account highlights the museum as a significant arena for establishing and legitimating social norms and practices whilst steering cultural values. Such actions sponsored by government and entrepreneurial philanthropy are analyzed and interpreted as an early instance of building civic values and promoting the public belief in shared national identity. In this sense the investigation explores the educational mission of the museum and it's supporting agencies in the broadest public context.
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The incomparable means of instruction : John Dewey's Art as experience applied as the conceptual foundation for kindergarten through elementary curriculumHefner, David Randall 29 August 2008 (has links)
John Dewey’s Art as Experience (1934) declares art to be the “incomparable organ of instruction” on the third to last page of the book. This dissertation analyzes the place of children within the aesthetic philosophy Dewey expresses in the text and what the implications of Art as Experience could mean if applied to the art-making of children as the foundation for developing kindergarten and elementary curriculum. By exploring Dewey’s earlier writings on education and art, the dissertation develops a view of how art-making could be applied in a Deweyan pedagogy. The main influences on Dewey’s aesthetic development are explored including the frequently overlooked influence of F. Matthias Alexander. Particular emphasis is given to Dewey’s relationship with Albert Barnes and Dewey’s place in the Barnes Foundation as the Director of Education. The writings of Barnes and Dewey’s three associate directors of education are considered for their possible influence on Dewey’s aesthetic development as it applies to establishing a Deweyan philosophy of art-based education. A selection of the initial reviews of Art As Experience from 1934 and 1935 are analyzed to establish the reception of the book. The contentious arguments that Dewey and Benedetto Croce exchanged in print from the late 1940s until both men’s deaths are explored for what they reveal about Dewey’s view of intuition in art-making. A selection of contemporary writers’ views on Dewey’s aesthetics are considered as well as the conclusions of the 1989 University of Illinois Symposium on the influence of Art as Experience. The dissertation concludes by isolating twenty concepts from Art as Experience and considering their meaning as the foundation on which kindergarten and elementary curriculum could be formed. The guidelines are built upon 76 passages from Art as Experience and establish John Dewey as a dominant influence in the formation of Art Education. / text
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Should home culture play a role in art education for Diné deaf and hard of hearing children? : a life history of coyote eyes, a Diné deaf rug weaverMcGregor, Tony Landon 05 May 2011 (has links)
Not available / text
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An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaborationLiu, Wan-Chen 05 1900 (has links)
In North America, art museums have rendered services to elementary schools since the
early 1900s. Although the scope and number of these services have expanded in the past several
decades, the nature of the art museum-elementary school collaborative relationship can be
problematic, and even counterproductive to the enhancement of quality of art education. There
are some crucial issues related to the nature of and factors underlying collaboration among
elementary schools and art museums, that need to be carefully considered in order for these
efforts to be successful and fruitful.
Since the relationship between attitudes and behavior is reciprocal, the attitudes of art
museum educators in regard to art museum-elementary school collaboration are crucial to the
quality and effectiveness of any collaborative endeavors and directly impact art museums'
contribution to elementary art education. Therefore, this study explores art museum educators'
attitudes in regard to art museum-elementary school collaboration. The present investigation is
the only study of its kind in Canada to date.
From the fall of 1997 to the spring of 1998, I conducted a survey of art museum
educators in the province of British Columbia, Canada as well as interviews involving nine
informants working in two art museums. Moreover, in order to meaningfully interpret the
interview data, I observed the informants' daily routines in these galleries and collected
documents related to the two study sites. This mixed method design was used to study BC art
museum educators' attitudes in regard to art museum-elementary school collaboration relative to
six specific issues: 1) models of art museum/gallery-school collaboration; 2) pedagogy and
methods of art museum/gallery programs for elementary schools; 3) art museum/gallery
programs and resources for elementary school teachers; 4) elementary school teacher
participation in school-oriented art museum education; 5) content of art museum/gallery
programs for elementary schools; and 6) linkage of art museum/gallery school programs and
elementary school curricula.
The results of this study suggest important implications to the future of collaborative
endeavors bringing together elementary schools and art museums by highlighting issues related
to the dynamics of the art museum educator - elementary school teacher relationships,
professional knowledge and expertise, and curriculum links that strongly impact on such
partnerships. They also provide guidance for future related research.
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Inside out/outside in: (sexual diversity : a comparative case study of two post-secondary visual art students)Honeychurch, Kenn Gardner 11 1900 (has links)
While a number of recent studies have addressed the overall educational
experiences of larger groups of gay and/or lesbian students within institutions of higher
learning, there are no in-depth studies which address the experiences of a small number of
gay men and/or lesbians who are students in programs of visual art. This comparative case
study of two gay male students of visual art considers three primary questions: what are
the ways in which individual subjectivities and cultural practices of white, gay, male artists
inter-relate; what is the impact of each artist's cultural productions on the broader culture
in which they are located; and, what are the experiences of each subject within the postsecondary
visual art's program in which each was enrolled. Data was collected through
formal interviews, participant-observation, and an examination of the art practices of each
subject.
This study draws on the contributions, and the inter-relationships, of feminist,
postmodernist, and queer theory literatures. In response to the first primary question, this
study identifies: a range of denominators by which the subjects name themselves; four
categories by which affiliated communities might be identified; a strong positive
relationship between individual subjectivities and the practices of art. Second, this study
concludes that: public response to the art practices of dissident subjects may vary in terms
of mediums and methods; the relationship between language and visual art is variant
between the two artists but the embeddedness of language in visual art is recognized; the
subjects hold opposing views with respect to the role of the art object within culture, but,
in both cases, the art object is seen as being integral, positively or negatively, to individual
identities; art is a means to cultural knowledge, that is, visual art may serve as a means of
articulating various queered theoretical standpoints; and finally, that the possibilities of
camp are a means by which queer identities may be articulated and constituted in visual art
practices. In response to the third primary research question, this study concludes that:
there is either a lack of gay or queer content matter and expertise, or a strong negative
reaction against queer experience in the programs of visual art presently considered; and
finally, that the university is a site of cultural practice which continues to be a major
legitimizer of social authority.
In general terms, with respect to epistemologies, research methodologies, and
texts, a number of necessary adaptations emerge which reflect the unique experiences of
queer researchers engaged in the production of social knowledges with queer subjects.
The research findings suggest that the incorporation of the needs of queer students into
the Academy and the Arts would prove valuable, not only to students who so define
themselves, but, because different perspectives reflect different and expanded knowledges,
would contribute to the learning/living experiences of all post-secondary students of visual
art. Recommendations for further research include continuing inquiry which similarly
considers the experiences of lesbians in visual arts programs, and for larger scale studies
with gay and/or lesbian students which may provide alternate kinds of data.
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Forging diplomacy: a socio-cultural investigation of the Carnegie Corporation of New York and the "Art of Australia 1788-1941" exhibitionRyan, Louise Frances, Art History & Art Education, College of Fine Arts, UNSW January 2007 (has links)
The study is an historical investigation exploring the impact of the Carnegie Corporation's philanthropic cultural and educational activities in North America and Australia during the 1940s. The author examines the Carnegie's formation of public values and perceptions using cultural and aesthetic material in order to transmit American ideological ideals with the goal of influencing Australian, Canadian and USA cultural norms. The principal case examined in the paper is the "Art of Australia 1788-1941" exhibition, which toured the USA and Canada during 1941-42. Scrutiny of the exhibition uncovers the role it played in alliance building and the promotion of a range of cultural and political agendas. The investigation deploys a theoretical framework derived from the writings of Tony Bennett. The framework takes the form of a matrix that uses concepts of institutionalized agencies/power and individual agencies/knowledge detailed in a nine-cell matrix composed of propositional statements under the intersecting categories of culture, technologies, ethics, zones, objects, and visualization. The "Art of Australia" Exhibition is a paradigmatic case of the instrumental, cultural application of exhibitions in the interest of the state, using government and non-government, public and private organizations as intermediaries. The analysis reveals the existence of diverse agendas and power/knowledge relationships between governments, corporations and the exhibition. This account highlights the museum as a significant arena for establishing and legitimating social norms and practices whilst steering cultural values. Such actions sponsored by government and entrepreneurial philanthropy are analyzed and interpreted as an early instance of building civic values and promoting the public belief in shared national identity. In this sense the investigation explores the educational mission of the museum and it's supporting agencies in the broadest public context.
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The professional training of artists in Australia, 1861-1963, with special reference to the South Australian model / by Neville Edward WestonWeston, Neville, 1936- January 1991 (has links)
Bibliography: leaves 537-561 / xxi, 561 leaves : ill ; 31 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1993?
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Políticas públicas: o ensino de arte na educação básicaMarcondes, Virgínia Vieira [UNESP] 26 July 2012 (has links) (PDF)
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marcondes_vv_me_ia.pdf: 579320 bytes, checksum: 9f9406c86f349e1493be59d0e85b610c (MD5) / Universidade Estadual Paulista (UNESP) / Esta pesquisa estuda a política pública educacional em relação à arte na educação básica, no período compreendido entre a sanção da Lei Federal nº 4024 de 1961, que fixa as Diretrizes e Bases da Educação, até os dias atuais. Desenvolve análise acerca da legislação que disciplina o componente curricular de arte, com a intenção de inferir e de refletir os valores atribuídos à disciplina escolar, assim como as respectivas contextualizações sócio-histórica, política, econômica e cultural. Nesta conjuntura se estudam, além dos Parâmetros Curriculares na esfera Federal, a Proposta Curricular do Estado de São Paulo, denominada São Paulo Faz Escola, vez que está sendo implementada desde o ano de 2008, tem despertado profunda discussão entre os arte-educadores e será atualizada em 2013. Por fim, e não menos importante, se apresenta a análise sobre as entrevistas com professores e demais técnicos da Secretaria de Educação do Estado de São Paulo, com o intuito de compreender o pensamento dos profissionais que, efetivamente, tornam real e concreto o currículo escolar e que estão à frente das discussões, elaboração e manutenção da Proposta Curricular / This research studies public policy in relation to art education in basic education during the period between the Federal Law 4024 of 1961, laying down the guidelines of Education, until today. Develops analysis on legislation which regulates the curriculum component of art, with the intention to infer and reflect the values assigned to school discipline, as well as their social and historic, political, economic and cultural contextualization. Against this background we study, beyond the Curriculum Proposal of Federal sphere, Curricular Proposal of the state of São Paulo, called São Paulo Faz Escola, as it is being implemented since 2008, has aroused deep discussion among art educators and will be updated in 2013. At last, and so important, it presents the analysis of interviews with teachers and other technicians from Department of Education Sao Paulo State, in order to understand the thinking of professionals who actually make real and concrete school curriculum and that are ahead of the discussions, preparation and maintenance of the Proposed Curriculum
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Expressando-se: uma interface do ensino de artes visuais com a musicalidadeLima, Luciana Calegari Santos [UNESP] 26 June 2012 (has links) (PDF)
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lima_lcs_me_ia.pdf: 716961 bytes, checksum: 6634410aa6cf8fa3a13a74ccc37e3534 (MD5) / Universidade Estadual Paulista (UNESP) / A música é uma das formas de linguagem presentes na vida humana, desde a préhistória. Vários são os estudos a respeito da origem dos efeitos sonoros sobre o ser humano, sabe-se que o homem fazia música em seus rituais de caça e adoração. Objetivo: pesquisar como o ensino de História da Arte com o recurso da musicalidade com as crianças influencia na aprendizagem significativa. Método: Pesquisa descritiva, qualitativa realizada com as séries iniciais de uma escola da rede privada de ensino da cidade de São Paulo, em 2008. Resultados: Pelo estudo realizado, percebeu-se a importância da atuação do professor que busca provocar nos alunos um entendimento sobre a área de conhecimento, baseada nas experiências vividas em salas de aula; e esta atuação distingue-o do professor tradicional; e os alunos não precisam ter um conhecimento prévio da obra de Arte, mas, é importante que a vivência seja provocada para que, além da Experiência, tenham uma vivência sonora e visual, para que haja a aprendizagem em Arte / Music is one of the language forms that have been present in human life since Prehistoric times. There are several studies about the origin of the sound effects on human beings; it is known that man created music in their hunting rituals and worship. Objective: To investigate how musical resources added to Art History teaching influences students’ meaningful learning. Method: A descriptive, qualitative study was conducted with the initial series of a private school in the city of Sao Paulo in 2008. Results: Through this research, based on classroom experiences, it was observed that the performance of the teacher who motivates students towards significant learning is of great importance; and that this practice differs from traditional practices; that students do not necessarily have to possess a prior knowledge of a work of Art, but it is important to activate a connection of it to sounds and visuals stimuli, so that besides the Experience, they can have an auditory and visual involvement, and thus, learn Art
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