Thesis (M.A.)--Ohio State University, 2005. / Includes bibliographical references (leaves 173-194). Available online via OhioLINK's ETD Center

The purpose of this study was to determine how much art activity is taking place within households in Austin, Texas. By way of a questionnaire, the parents or guardians of children attending schools within the Austin Independent School District were surveyed regarding art activity within their homes. The objective of this investigation was to provide answers to questions such as: In what ways do children participate in art making within the context of the family household? To what extent does it appear a parent’s/guardian’s level of schooling, number of children in the family, and amount of electronic entertainment available to the child correspond with the amount of art activity that takes place in the household? Professional and personal motivations led to this investigation. There is an ever increasing amount of electronic entertainment available to children. Has this recent growth of technology had an effect on the amount of time children spend with art activities in the home? Through my own experiences growing up, and through conversations with others, it was brought to my attention that the number of children residing in a household might have an effect on the amount of art activities taking place within the home, as well as the parent’s or guardian’s level of education. Through the data collected by this investigation, I was able to reach a conclusion regarding the relationship found between the amount of art activities taking place in the households surveyed and the three variables studied in this investigation: (a) the parent’s education, (b) the amount of electronic entertainment available to the children in the home, (c) the number of children residing in the home. Support from the data indicated a significant pattern representing that the parent’s/guardian’s education is related to the amount of art activity taking place within the household. However, there was no pattern found regarding the variable of electronic entertainment devices found in a home and the amount of art making within that home. There was also a significant relationship found regarding the numbers of children residing in the household, and the amount of art activity those children are engaged in. The data collected indicated that a household in which fewer children reside is more likely to participate in more art activities. / text

Thesis (Ph.D.)--Edith Cowan University, 2006. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.

M.Tech. / This study is based on the premise that awareness of active citizenship among South African citizens should be encouraged and can be developed through specific educational and skills interventions embedded in Visual Art learning programmes. South Africa‟s developing democracy requires active citizens with the capacity to disseminate values of equality, dignity, liberty and social justice, amongst other constitutional rights. Our country‟s history in the struggle for liberation encompasses a legacy of resistance, and screen-printed protest posters played an important role in communicating dissent towards the apartheid state (Seidmann 2009, Peffer 2009). My research examines the role of screen-printing as a particular graphic medium which is an organising tool to create awareness and communication. The project uses co-operative enquiry as a participatory action research method to facilitate the application of hand-made fine art screen-printed artworks and posters that support skills development, an understanding of self-identity and a sharing of skills that contribute to active citizenship. I present three visual art screen-printing projects that I facilitated from 2010 to 2011 at Artist Proof Studio (APS), an art centre in Johannesburg, whose mission is to inculcate aspects of active citizenship among the participating learners. I contend that the combination of all three screen-print projects presented to the group of students, leads to skills-development, awareness of personal identity and participation in community engagement projects which may enhance their ability to participate as active citizens and which in turn supports the mission statement of the education unit at APS. Such an intervention serves as a learning model that can further contribute to social, educational and economic redress among the participants at APS.

Denna essä kan läsas som en reflektion över tre års arbete med och utveckling av estetiska lärprocesser på lärarutbildningen. Även om exemplen är hämtade från matematikdidaktiken rör sig diskussionen huvudsakligen på en mer generell nivå än detta specifika ämne. På många sätt handlar essän lika mycket om lärande i allmänhet som om matematikdidaktik. Utifrån den fenomenologiska undersökningen rör sig diskussionen mellan mina personliga erfarenheter och den filosofiska teorin. Jag använder mig av tankar från Aristoteles, Hans-­‐Georg Gadamer och John Dewey och låter dem möta några av de svenska forskare som under de senaste åren bidragit till det aktuella fältet eller till angränsande fält. Jag hoppas i denna essä kunna synliggöra olika aspekter av erfarenhetsbaserad undervisning och lärande likväl som de problem och möjligheter som finns i fenomenet estetiska lärprocesser – förhoppningsvis kan mina iakttagelser och reflektioner vara av värde vid en utveckling av såväl matematikdidaktiken som av andra ämnen på lärarutbildningen / This essay can be red as a reflection over three years of working with and developing methods for using art in the process of learning at the teacher education at a swedish university. Even though the subject from where the examples come is the mathematics education, the discussion forms itself at a more general level than this specific subject. In many aspects this essay is more about learning in general than specificly about mathematics. By using the phenomenological method my discussion forms itself moving between my personal experiences and philosophical theory. I use the work and thougts of John Dewey, Hans-­‐Georg Gadamer and Aristoteles in close dialogue with swedish scientists who during the last years has given contribution to the actual and the surrounding fields. By writing this essay I hope to enlighten certain aspects of experience based teaching and learning as well as the troubles and wonders of using art learning processes – both hopefully useful in developing the university teaching in the mathematics education as well as in other subjects at the teachers education.