Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Svi Shapiro; submitted to the School of Education. Includes bibliographical references (p. 117-120).

No description available.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 29, 2007). Includes bibliographical references.

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992. / Source: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 65-69).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves l33-l36).

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3099737."

Orientador: Ana Angélica Medeiros Albano / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T14:05:40Z (GMT). No. of bitstreams: 1 Silva_JoaoAlbertodeSouza_M.pdf: 2281608 bytes, checksum: 7068d31ac60ac6f910abd4eed3a51412 (MD5) Previous issue date: 2015 / Resumo: Esta pesquisa consiste em analisar experiências no ensino de arte para crianças, de 05 a 12 anos, realizadas em escolas da Rede Estadual de Ensino ¿ Diretoria de Ensino Campinas Oeste, no município de Campinas, de 2010 a 2014. Ao relatar um conjunto de aulas, selecionadas dentro do contexto de minhas experiências, procuro estabelecer uma união da prática e da teoria através da criação, propondo, desta maneira, um encontro entre o professor de arte e o artista. Relacionando os relatos das aulas em interlocuções com obras de artistas e com diferentes autores, situados principalmente no campo de conhecimentos da Psicologia Junguiana, desenvolvo temas como a autobiografia e a memória presentes na construção de propostas de ensino da arte, a origem e os caminhos possíveis de interpretação das imagens criadas dentro e fora de sala de aula, as contribuições viabilizadas por histórias e personagens em propostas que abordam a imaginação das crianças, bem como os embates e os confrontos entre ser professor e ser artista na escola. A partir destes diferentes temas, procuro refletir e discutir também alguns sentidos para a docência e para a ação artística, expondo os encontros do professor e do artista em um caminho marcado pelo autoconhecimento / Abstract: This research consists of an analysis of experiences in art teaching for children between 05 and 12 years old. It was conducted in public schools of the state education network (RedeEstadual de Ensino) ¿ regional section of West Campinas, in the city of Campinas, from 2010 to 2014. Reporting a set of classes, selected from the context of my experiences, I seek to establish a link between theory and practice through creation, therefore proposing, a meeting between the art teacher and the artist. Connecting the reports from the classes with interlocution with artists works and different authors, mainly situated in the field of the Jungian Psychology, I develop themes such as autobiography and the memory present at the construction of art teaching proposals; the origin and the possible ways for interpretation of the images created inside and outside the classroom; the contribution provided by stories and characters in proposals that use children's imagination; as well as clashes and confrontation of being both a teacher and an artist at school. Based on these different themes I also pursue reflection and discussions about the meaning of teaching and artistic action, exposing the encounters and places visited by the teacher and the artist on a pathway marked by self-knowledge in search for another expressive being / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

<p> This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught at higher education institutions throughout the United States. A group of art history faculty, chairs, and current researchers focused on studying teaching and learning within art history weighed in on their perspectives through three mixed method survey rounds, ranking the importance of various themes developed through the responses. The results discover that there is still a strong preference for a Socratic seminar teaching strategy, while the participants also highlighted other outcomes and strategies that are important areas for future research in the discipline.</p>

Thesis (Ed. D.)--Jewish Theological Seminary of America. Davidson School, 2004. / Includes bibliographical references. Bibliography: p. 254-267. Also available on the Internet.