This study is an auto-ethnographic examination of reflections of a novice itinerant art teacher. The teacher taught at four schools within her first two years of teaching. Reflections of her first two years are recorded, then analyzed, and suggestions for other novice itinerant teachers are provided

The purpose of this study was both to determine the most popular art curricula used by home-schooled students in Georgia and also to access whether or not these curricula align with State and National Standards for art education as well as current trends in the field. This research was approached from a document analysis standpoint and individual curriculum documents were examined and evaluated. Seven curricula/teaching resources were identified as the most popular in the state of Georgia and these were evaluated individually to identify themes, which were then compared to themes present in the National and State Standards for art education. While there was some overlap in themes from the curricula examined and the State and National Standards, it was determined that on the whole the curricula made no concerted effort to adhere to these standards.

In this arts-based study, I will discuss using craft techniques such as crazy quilting in the creative process of making art. The paper describes the history of crazy quilts, a brief summary of artists who use quilts as a medium, and a description of how teaching craft-making skills in the classroom can encourage students to use them for art-making.

The research conducted in this thesis is centered on the ESOL Hispanic student population, in the art classroom in Georgia. The information contained in this paper is meant to serve as a guide and resource for art educators with high populations of ESOL students in their classrooms. A review of current ESOL best practices in several content areas is included. Based on the research, guidelines and suggestions for accommodating these learners in the art room were developed, as well as a sample unit that includes three lesson plans, PowerPoint presentations and assessment rubrics.

<p> Studies have shown that Latina/os may experience discomfort in regards to acculturation and assimilation into mainstream American culture. For Latina/o adolescents this struggle may be more pronounced. Adolescence can be a time when one is developing an understanding of how one fits within the context of community. Previous research shows how adolescents with a strong ethnic identity may experience greater resiliency against stressful life events. Studies have also shown how the arts can have a positive effect on adolescent identity development. Cultural arts aid in selfdiscovery plus a connection with peers and the greater community. This study examines the correlation between culturally-relevant art activities, labeled in this study as the LIAC (Latina/o Identity-based Art Curriculum) and Latina/o adolescent ethnic identity exploration and affirmation. This study consisted of 15 Latina/ o students, ages 13-18, enrolled in an after-school program. Ethnic identity was analyzed using the Multigroup Ethnic Identity Measure (MEIM). Students reflected on their art projects and other members' art projects, which were based on topics ofLatina/o ethnicity and culture. Findings correlate to previous studies which show how cultural art activities can help strengthen Latinalo adolescent identity. Data from this study showed significance increases in ethnic identity exploration and affirmation, respectively. Although the current results are informative, they are also preliminary. More research is needed to fully understand how culturally-relevant art groups can help Latina/o adolescents gain a stronger ethnic and overall identity.</p>

<p> Students with language-based learning disabilities (LD) increasingly are placed in inclusive classrooms to ensure they receive access to their grade level curriculum. However, inclusion alone is insufficient for addressing the specific learning challenges of students with language-based LD in general education settings (McLeskey &amp; Waldron, 2011). A need exists for additional strategies to increase on-task behavior and provide greater learning opportunities for students with LD in inclusive classrooms. </p><p> The purpose of this study was to examine the use of a drama intervention, tableau, to increase the on-task behavior of students in inclusive fourth-grade language arts classrooms at two urban elementary charter schools in the Mid Atlantic region. All of the students in the fourth-grade language arts classrooms participated in the tableau intervention, which consisted of students making still images with their bodies to represent a scene or explore a particular moment in a story. Observational data were collected on three students identified with language-based LD. Changes in students' on-task behavior within and across baseline, withdrawal, and tableau phases were examined in an ABAB withdrawal design. Visual analysis was employed to determine if there was a functional relation between tableau and an increase in students' on-task behavior during small group language arts lessons. Descriptive data were collected via audio digital recordings of story recalls to assess the three students' understanding of character traits and sequence of events. </p><p> Results indicated that participants' on-task behavior increased following the introduction of tableau and decreased following the withdrawal of tableau and return to conventional instructional strategies during small group language arts lessons. For all three participants, a functional relation was established between tableau and an increase in on-task behavior through a change in level and stability across phases. All three participants scored higher on the oral story recall assessment of character traits and sequence of events during the tableau intervention phases as compared to the baseline and withdrawal phases. These findings suggested the potential value of using drama interventions to increase the on-task behavior and provide greater learning opportunities for students with LD in inclusive language arts classrooms.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4215. Adviser: Julia Kellman. Includes bibliographical references (leaves 247-253) Available on microfilm from Pro Quest Information and Learning.

Inaug.-Diss.--Munich. / Vita. Bibliography: p. 316-336.

Thesis (M.A.)--Ohio State University, 1986. / Includes vita. Includes bibliographical references (leaves 231-236). Available online via OhioLINK's ETD Center.

Orientador: João Cardoso Palma Filho / Resumo: Esta dissertação de mestrado é uma pesquisa sobre como o contato com as artes, especificamente as artes visuais, pode interferir afirmativamente no letramento de alunos adultos, entendendo por letramento não apenas o domínio das tecnicas de leitura e escrita, mas o uso efetivo dessas competências para a realização pessoal. Para tanto a pesquisa compreende um panorama sobre a realidade de aquisição de letramento dos alunos de Educação de Jovens e Adultos(EJA), uma breve exposição das teorias de aprendizagem que incluíram a arte em seus pressuposto das atividades realizadas com os alunos, seus desdobramentos e finalizações, usando o texto escrito pelos alunos, como fundamento para as considerações finais. A pesquisa foi realizada durante as anos de 2005 e 2006 e envolveu alunos da Escola Municipal de Ensino Fundamental D. Pedro I, localizada no bairro de Vila Mariana, na cidade de São Paulo. / Abstract: This paper is a research about contact with arts, specifically visual arts, can interfere affirmatively on adult students' literacy, meaning "literacy" not just the knowledge of reading an writing techingques, but the effective use of these abillities for personal achievement. For that the research includes a view about the reality of acquisition of literacy by students of Education of young people and adults, a brief exposition of learning theories that included art in their porposes, a chapter about the relation between art and learning, the presentation of the activities done with the students, their developments and finishings, using the texts written by students as a base for the final considerations. The research was carried through during the years of 2005 and 2006 and involved students of the Municipal School of Basic Education D. Pedro I, located in Vila Maria District, in the city of São Paulo. / Mestre