published_or_final_version / Education / Doctoral / Doctor of Philosophy

Two curricular needs exist for the elementary art classroom: multi-cultural lessons which are customized to address North Texas ethnicities, and art history materials for early grades, whether taught by art teachers or regular classroom teachers. This thesis addresses both of these concerns by developing lesson plans to meet the needs, and executing an evaluative study with North Texas art and regular classroom teachers of kindergarten and first grade. The teachers represent four districts, including rural, suburban, and urban demographic populations. Findings address time limitations for public school teachers, cultural exchange differences between demographic groups, and differences between presentation of the units by regular classroom teachers versus art teachers.

黃素蘭. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 195-202. / Huang Sulan. / 論文摘要 --- p.i / 鳴謝 --- p.ii / 目錄 --- p.iii-iv / 圖表目錄 --- p.v / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1-3 / Chapter 1.2 --- 研究目的 --- p.3-4 / Chapter 1.3 --- 研究的重要性 --- p.4 / Chapter 1.4 --- 名詞定義 --- p.5-6 / Chapter 第二章 --- 香港小學美勞科課程發展及課程規劃的探討 --- p.7 / Chapter 2.1 --- 香港課程發展的特色 --- p.8-13 / Chapter 2.2 --- 香港小學美勞科的發展 --- p.14-16 / Chapter 2.3 --- 香港校本課程發展與小學美勞課程發展的關係 --- p.17-20 / Chapter 2.4 --- 香港小學美勞科新舊課程綱要的課程規劃與設計 --- p.21-26 / Chapter 第三章 --- 教師課程決策的探討 --- p.27 / Chapter 3.1 --- 課程的定義 --- p.28-30 / Chapter 3.2 --- 課程決策的層次 --- p.31-36 / Chapter 3.3 --- 教師規劃的層次與角色 --- p.37-39 / Chapter 3.4 --- 教師規劃的考慮範疇 --- p.40-42 / Chapter 3.5 --- 教師規劃的思考因素 --- p.43-45 / Chapter 第四章 --- 研究設計與實施 --- p.46 / Chapter 4.1 --- 研究問題 --- p.47 / Chapter 4.2 --- 研究性質一質的研究 --- p.47-48 / Chapter 4.3 --- 研究策略一個案研究 --- p.48-50 / Chapter 4.4 --- 研究方法 --- p.50-52 / Chapter 4.5 --- 內容分析 --- p.52-53 / Chapter 4.6 --- 預試訪問 --- p.53-54 / Chapter 4.7 --- 晤談問題的構思 --- p.54-55 / Chapter 4.8 --- 晤談對象的選擇 --- p.55-60 / Chapter 4.9 --- 研究程序 --- p.60-61 / Chapter 4.10 --- 研究限制 --- p.61 / Chapter 第五章 --- 美勞科教學計劃的決策概況 --- p.62 / Chapter 5.1 --- 學校美勞科教學計劃的課程元素 --- p.63-71 / Chapter 5.2 --- 美勞科教學計劃的特點 --- p.72-76 / Chapter 5.3 --- 美勞科教學計劃的分析原則 --- p.77-84 / Chapter 5.4 --- 美勞科教學計劃的分析 --- p.85-94 / Chapter 5.5 --- 總結 --- p.95-96 / Chapter 第六章 --- 影響美勞科主任課程決策的因素 --- p.97 / Chapter 6.1 --- 校內美勞科教學計劃的規劃概況 --- p.98-106 / Chapter 6.2 --- 美勞科主任在編訂教學計劃時考慮的範疇 --- p.107-123 / Chapter 6.3 --- 美勞科主任在編訂教學計劃時的思考因素 --- p.124-150 / Chapter 第七章 --- 結論與建議 --- p.151 / Chapter 7.1 --- 美勞科主任如何感知中央文件課程及規劃全年教學計劃 --- p.152-157 / Chapter 7.2 --- 情境因素與個人因素如何影響美勞科主任的課程決策 --- p.158-162 / Chapter 7.3 --- 研究建議 --- p.162-165 / 註釋 --- p.166-172 / 附錄 / Chapter 附件4.1 --- 學校及個人資料(問卷) --- p.173 / Chapter 附件5.1 --- 美勞科教學計劃與課程綱要對照表（學校A四年級) --- p.174-179 / Chapter 附件5.2 --- 美勞科教學計劃與課程綱要對照表（學校D五年級) --- p.180-187 / Chapter 附件5.3 --- 美勞科教學計劃在「教材分配比例」方面的對照表 --- p.188-194 / 美勞科教學計劃在「教學重點」方面的對照表 / 美勞科教學計劃在「教學活動」方面的對照表 / 美勞科教學計劃「綜合美術欣賞與創作活動」的對照表 / 參考資料 --- p.195-202

The problem with which this investigation is concerned is that of planning and carrying out an art program in which a particular group of students in a low income group, by utilizing discarded and inexpensive materials, can create useful and satisfying objects for the improvement of their home interiors.

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Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Critical thinking and critical citizenship are generally considered to be desirable outcomes of the educational process as they enable students to make thoughtful choices. Citizenship Education does not currently form a separate part of the National Curriculum Statement (NCS), but is rather one of the main objectives and principles that shape the whole curriculum. In this research study, students took part in a project where the aim was to promote critical thinking and critical citizenship through the investigation of contemporary South African artworks. The purpose of the research was to firstly establish how students’ participation in the project affected their ability to think critically about Post-1994 South African art and the issues it conveys. Secondly the aim was to establish how effective the teaching strategies employed were in facilitating critical thinking and critical citizenship. An interpretative approach was followed in this case study. The nature of this research is predominantly qualitative, but is used in conjunction with quantitative methods to measure the increase of critical thinking applied. During the base-line assessment, students’ initial critical thinking skills were measured through the analysis of previously unseen images. Their ability to critically analyse artworks was assessed by utilising the Artful Citizenship Visual/Critical Literacy Scoring Rubric compiled by Rawlinson et al (2007). In the post-project assessment, the same visual examples and rubric were used, to detect possible changes in the students’ ability to apply critical thinking. Main themes and sub-themes were identified during the project. The main themes were knowledge, power and identity. The subthemes were meaningful knowledge, citing of evidence, experience, multiple opinions, exclusion of voices, power versus rights, binary oppositions and self in relation to other. With these themes, I aimed to unpack and explain the differences that occurred in the results from the pre- and post-project assessment. The findings of the post-project assessment showed a 39% improvement of critical thinking applied subsequent to the project. The teaching strategies followed during this project proved to be effective as the ability of the students to think critically was positively affected. The research indicated that activities which exposed students to multiple perspectives were conducive to the development of critical thinking. / AFRIKAANSE OPSOMMING: Kritiese denke en kritiese burgerskap word beskou as gunstige uitkomste van die opvoedingsproses omrede dit studente toerus om deurdagte besluite te neem. Burgerskapopvoeding vorm nie deel van die Nasionale Kurrikulum Verklaring (NKV) nie, maar is eerder een van die hoofdoelwitte en beginsels wat die hele kurrikulum uitmaak. In hierdie navorsingstudie het studente deelgeneem aan ‘n projek wat kontemporêre Suid-Afrikaanse kunswerke ondersoek. Die projek het beoog om daardeur kritiese denke en kritiese burgerskap aan te moedig. Die doel van hierdie navorsing was eerstens om te wys hoe studente se deelname in hierdie projek hulle vaardigheid beïnvloed om krities te dink oor Post-1994 Suid-Afrikaanse kunswerke, asook die kwessies wat dit kommunikeer. Dit was verder die doelwit om te wys hoe effektief die geïmplimenteerde onderrigstrategiӫe was in die fasilitering van kritiese denke en kritiese burgerskap. ‘n Interpreterende benadering is gevolg in hierdie gevallestudie. Die navorsing is oorwegend kwalitatief, maar word in kombinasie met kwantitatiewe metodes gebruik om die verbetering in aanwending van kritiese denke te bepaal. Gedurende die grondlynassessering is die studente se aanvanklike kritiese denkvaardighede bevestig deur die analise van onbekende kunswerke. Hulle vaardigheid om kunswerke krities te analiseer is gemeet deur middel van die Vaardige Burgerskap Visuele / Kritiese Geletterdheid-Telling-Rubriek saamgestel deur Rawlinson et al (2007). Dieselfde visuele voorbeelde en rubriek was gebruik in ‘n na-projekassessering om moontlike veranderinge in die studente se kritiese denke te bespeur. Hooftemas en subtemas was geïdentifiseer gedurende die projek. Die hooftemas is kennis, mag, en identiteit. Die subtemas is betekenisvolle kennis, ervaring, verwysing na bewyse, meervuldige opinies, uitsluiting van stemme, mag teenoor regte, binêre opposisies en die self in verhouding tot ander. Met hierdie temas het ek gepoog om die verskil in die resultate tussen die grondlyn- en na-projekassessering te verstaan en te verduidelik. Die bevindinge toon ‘n 39% verbetering in die aanwending van kritiese denke na afloop van die projek. Die onderrigstrategiӫe wat aangewend is in hierdie projek was effektief omrede die vaardigheid van die studente om krities te dink positief beïnvloed was. Die navorsing het aangedui dat aktiwiteite wat die studente blootstel aan meervuldige perspektiewe, bydra tot die ontwikkeling van kritiese denke.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: While every Botswana national can claim to be a citizen legally within the framework of the modern nation-state, some (minority groups in the main) are perceived by others (among the majority Tswana groups especially), as less authentic nationals or citizens. There is a hierarchy of citizenship fostered by political, economic, social and cultural inequalities, such that it makes some individuals and groups much more able to claim and articulate their rights than others. Ethnic identities seem stronger than ‘national identities’ as they work at the very macro level and on an immediate and daily basis. Thus the multicultural and linguistic diversity of Taung compels us to view every group as heterogeneously unique and important in its own ways, since students become marginalised as a result of individual circumstances, by being members of historically oppressed social groups. The main aim of this study was to explore visual art as a learning platform to negotiate social and cultural meanings and inform understandings of self. A qualitative approach towards the study was considered the most suitable way for conducting the research. An interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. Using the case study drawn from Taung Junior Secondary School comprising of twelve students from different ethnic groups, two major themes of difference and discrimination were identified. The sub-theme discussed under difference includes sub themes race, ethnicity and nationality, and language; while stereotyping and stigma, feelings of discomfort and feeling outcast, and Othering and marginalisation were discussed under the theme discrimination. My study revealed that art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. Art practices can become a platform for the negotiation and construction of meaning and lobby for removing the historic inequalities and injustices created by a stratified society. For this reason, it is important to understand culture and cultural diversity because culture provides beliefs, values, and the patterns that give meaning and structure to life. It enables individuals within the multiple social groups of which they are a part to function effectively in their social and cultural environments, which are constantly changing. Groups try to maintain social hierarchies and individuals maintain their position within such hierarchies by excluding others, to deny difference and try and enforce homogeneity and reproduce current social relations. As such if forces such as, differences in race, culture, gender, language, and religion are well understood, the students will engage in the process of identifying ways to manage them to shape their own educational practices. / AFRIKAANSE OPSOMMING: Terwyl elke Botswana burger wetlik aanspraak kan maak op burgerskap binne die raamwerk van die moderne volkstaat, word sommige (hoofsaaklik minderheidsgroepe) deur ander (veral Tswana groepe) as minder egte burgers beskou. Daar bestaan ‘n hierargie van burgerskap wat deur politieke, ekonomiese, sosiale en kulturele ongelykhede bevorder word; tot die mate dat sommige individue en groepe meer geredelik hulle regte kan verwoord as ander. Etniese identiteite blyk sterker te wees as ‘nasionale identiteite’ omdat dat dit op makrovlak funksioneer sowel as op ‘n onmiddellike en daaglikse basis. Gevolglik dring die multikulturele en linguistiese diversiteit van Taung ons om elke groep as heterogeen uniek en belangrik op sy eie manier te beskou, aangesien studente gemarginaliseerd raak weens individuele omstandighede, deurdat hulle lede van geskiedkundigonderdrukte sosiale groepe is. Die hoofdoel van hierdie studie was om ondersoek in te stel na die visuele kunste as ‘n leerplatform om oor sosiale en kulturele betekenisse te onderhandel en selfbeskouings toe te lig. Daar is besluit dat ‘n kwalitatiewe benadering tot die studie die mees geskikte manier is om die navorsing uit te voer. ‘n Verklarende analise is gevolg om insig te verkry ten opsigte van hoe studente sin maak uit hulle ervarings en die betekenisvolheid van kuns as ‘n platform om oor stigmas en stereotipes in die klas en skool te onderhandel. Deur van Taung Junior Sekondêre Skool, met twaalf studente van verskillende etniese groepe, as gevallestudie gebruik te maak, is twee hooftemas, nl verskil en diskriminasie, geidentifiseer. Die subtemas wat onder verskil bespreek word, sluit ras, etnisiteit en burgerskap en taal in; terwyl stereotipering en stigma, gevoelens van ongemak en verwerping en ‘Othering’ en marginalisering onder die tema diskriminasie bespreek word. My studie het getoon dat kuns ‘n besonder effektiewe katalisator is vir die ontwikkeling van ‘n kritiese bewustheid ten opsigte van kwessies soos ras, immigrasie, verskil en voorreg. Kunspraktyke kan ‘n platform word vir die onderhandeling en konstruksie van betekenis en selfs druk uitoefen ten opsigte van die opheffing van historiese ongelykhede en ongeregtighede wat deur ‘n gestratifiseerde samelewing geskep is. Dit is vir hierdie rede belangrik om kultuur en kulturele diversiteit te verstaan omdat kultuur die oortuigings, waardes en die patrone voorsien wat betekenis en struktuur aan die lewe gee. Dit gee vir individue binne die verskeie sosiale groepe waarvan hulle deel vorm, die vermoë om effektief in hul sosiale en kulturele omgewings, wat deurlopend verander, te funksioneer. Groepe poog om sosiale hierargië te handhaaf en individue handhaaf op hulle beurt hul posisie binne hierdie hierargië deur ander uit te sluit, verskille te ontken en homogeniteit af te dwing en huidige sosiale verhoudings te herproduseer. Indien daar ‘n goeie begrip is van magte, soos verskille in ras, kultuur, geslag, taal en godsdiens, sal studente betrokke raak by die proses om maniere te identifiseer om dit te bestuur en sodoende hule eie opvoedkundige praktyke te vorm.

published_or_final_version / Literary and Cultural Studies / Master / Master of Arts

This study uses an action research methodology to create, implement, evaluate, and improve a professional development workshop for early childhood educators. The purpose of the workshop was to provide training in art education for practicing teachers in a childcare center. The workshop was intended to enable teachers to lead art discussions in the early childhood classroom derived from museum education teaching strategies. As a museum educator and early childhood teacher, the researcher was compelled to develop the workshop based on her experience in the field. Realizing that professional development opportunities in art education topics other than art making are not readily available to educators, the researcher used the existing, state mandated annual training requirement to address this void in early childhood teacher education. The learning potential within art discussions is addressed to make a case for the inclusion of these teaching strategies in early childhood classrooms. The findings of this study identify successful elements of professional development workshops for early childhood educators and make suggestions for other teacher-educators designing and leading such workshops. / text