Thesis (M.A.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 57-59).

Thesis (M.A.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 122-125).

"The problem undertaken was a survey of some aspects of existing programs in art education in the Florida public junior college curriculum for the year 1957-1958. It was thought that through such a survey a clearer picture of the developments in art education in Florida higher education might be secured. More specifically the study was to ascertain the following: 1. What art courses were offered in 1957-1958? 2. What was the enrollment of the art courses offered? 3. What were the basis for selecting course offerings? 4. What material and equipment was available for art education? 5. What emphasis was placed on recognized teaching objectives in art education? 6. What were student reasons for attending a junior college? 7. What were student reasons for enrolling in art education courses?"--Introduction. / "August, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Julia Schwartz, Professor Directing Paper. / Includes bibliographical references (leaves 72-74).

Thesis (Ed. D.)--Boston University.

No description available.

Abstract This research is for the purpose of designing a teaching plan on integrating the digital archives of the NPM into elementary visual arts appreciation classrooms. Coordinate art and humanities domain textbook content, and cites the teaching pedagogy of critical thinking. Respectively take " Gradation " and " Contrast " as the core concept. Actual conducts motion research two circulation teaching. The first circulation teaching take "the form", "the succession", "thetechnology", "the style" advances gradually as the unit design center of gravity, after procedure and so on back coupling, introspection,revision teaching process, finally, implements take "the space", "theideal condition", "the life", "the skill" the contrast as the unit design center of gravity second circulation curriculum. In the curriculum melts into the digital archives of the NPM,Proceeds in an orderly way guides the student to carry on arts appreciation teaching. This research take "the study list" as formative assessment, records the student to study the course. Using "The Art Appreciation Ability Test" is summative assessment. Inspect student after teaching implementation art appreciation ability whether does promote. And uses "the study feeling to ask the volume" understands the student to the digital archives of the NPM and the art appreciation study feeling. The findings in this study were as follows: ¢¹. The Art Appreciation Ability 1. Looked from formative assessment. Take the question guidance as the principle of design, may stimulate the student ponder and be dialectical. The penetration guidance type question, the increase art glossary refers for the student, can effectively promote arts appreciation integrity. 2. Looked from summative assessment. The teaching can improve student¡¦ ability of " content description ability "," formal analysis ability "," meaning interpretation ability " , " value evaluation ability " effectively. ¢º. The digital archives of the NPM 1. On first circulation resources type, most can initiate student's interest is " 3D Virtual Artworks Display System" and " The Fashionable vs. The Antiquarian Teaching disc ". " Surprise Below:Ode to the Red Cliff " and "Componentsthe" function in 3D Virtual Artworks Display System , " 360¢XView " function in The Fashionable vs. The Antiquarian Teaching disc help study effect is best. 2. On second circulation resources function, The student thought "the animation character illustrated" the study feeling is most profound. Also may arouse a higher interest, also can effectively help the study. The demonstration in the teaching, the author or the historical personage offers one's experiences as an example, is helpful to the student in the arts appreciation study. Finally,the researchers provided a motion research teaching result,limitation,and suggestions for the further research in the field of art appreciation teaching at the elementary school. Key word¡Gdigital archives,the teaching of art appreciation,the ability of visual art appreciation.

This study was concerned with the development and testing of an instrument to measure levels of aesthetic judgement making. The review of evaluation methods for aesthetic judgement resulted in a two-part instrument. The review of related literature demonstrated that the majority of instruments for aesthetic judgment employed a naive to sophisticated judgment comparison to determine levels of aesthetic sensitivity. The inadequacy of a score reporting only the degree of agreement between the subject's choice and the choice of a panel of experts without indicating the source agreement was discussed. Content analysis of aesthetic responses used in research studies by Wilson and Morris were presented as an alternative means for determining aesthetic criteria. Part one required the subject to select the better of two art works and to state the reasons for the choice. Part two, a self-scoring component, consisted of the Wilson categories presented as typical statements containing the primary criterion for the category. The subject was instructed to select the statements that were closest in meaning to his initial response.

No description available.

This thesis aims to consider the potential for perception of the subtle exchanges of viewers and artwork; subject and object. This necessitates an examination of ontologies, concepts of the body, perceptive schemas and modes of consciousness that ultimately destabilise the assumed solidity and individuality of subject and object. Exchanges of subtle effects are continually taking place between viewer and object, and the space between subject and object is alive with interaction. Process philosophy is introduced as the basic ontological perspective underlying this reflection of subject-object relations. Three conceptualisations of subject-object interaction are considered: Western, Esoteric and Eastern, and three types of body-mind proposed by these investigations are discussed. The process and practice of cultivation required to activate intuition as a faculty able to perceive subtle effects are considered. This focuses mainly upon Eastern practices, with emphasis on the interrelation of cultivation and the creation/contemplation of visual art works. / Master of Arts (Hons)

This experimental study tested the effects of an extended art experience on selected personality and cognitive style factors. The treatment was a class in art appreciation on the college level and extending for one semester, and its purpose was to enable students to experience an approach to the organization of art phenomena which was directly related to the cognitive style and personality factors described by Irvin L. Child in his research in aesthetic sensitivity. The pre- and post test was a randomized compilation of the items from the seven measures used by Child, namely, (1) tolerance of ambiguity, ambivalence, and unrealistic experience, (2) scanning, (3) regression in the service of the ego, (4) independence of judgment, (5) anxiety, (6) tolerance of complexity and (7) extroversion v. introversion; and five measures from the California Psychological Inventory, (1) To, tolerance, (2) Ai, achievement via independence, (3) Sa, self-acceptance, (4) Fx, flexibility, and (5) Ps, psychological-mindedness. Four intact groups were used, two treatment groups, one with 14 students and the second with 24 students, and two control groups, an art class with 15 students and a mathematics class with 21 students.Analysis of covariance was used to test a null hypothesis for each of the 12 variables contained in the data gathering instrument. The F ratio for four of the measures reached the .05 level of significance. They were Scanning and Regression in the Service of the Ego for Treatment Group 2 and To and Fx for Treatment Group 1. No measure reached significance for both treatment-groups.Correlation coefficients were obtained to establish the presence of relationships between the two sets of measures. Regression in the Service of the Ego correlated negatively with To and Ai at the .05 level of significance. The correlation of Independence of Judgment with Fx was significant at the .001 level and with Ps at the .05 level. Anxiety correlated negatively with To, Ai and Ps and all were significant at the .001 level. Tolerance of Complexity correlated with Fx and Ps, both significant at the .05 level. Extroversion v. Introversion correlated with Sa at the .001 level of significance.Correlations were obtained for the post test variables for both the control groups and the treatment groups to determine if the magnitude of the correlations were greater for the treatment group than for the control group. The t test for difference between independent correlations was used to test for significance. The correlation between Tolerance of Complexity and Sa was the only one in which a significant difference was found in favor of the treatment group. The other post test correlation that was significant was that of Scanning with To, which favored the control group.The data was subjected to factor analysis and seven factors emerged, (1) resourcefulness and self assurance, (2) inhibition and compliance, (3) social extroversion and self-confidence, (4) narrow focusing of attention, (5) explicitness and single-mindedness, (6) intolerance and submission, and (7) independence and tolerance. It was concluded that the teaching method for art appreciation used in this study does not substantially increase the general capacity for responding aesthetically as measured by the selected personality factors.