The purpose of this study was threefold: (1) to develop an integrative program using art as its core which was put into effect in one of two fifth grades in the Robert E. Lee School in Denton, Texas, (2) to develop criteria for evaluating an art program used as an integrating agent, and (3) to evaluate the program in terms of the criteria and in outcomes in achievement in subject matter.

The purpose of this thesis was to determine a way by which the school could best serve all the children in the capacity of guidance. A program was needed which would enrich the lives of children of widely varying social and financial levels, chronological ages, mental ages, personalities, talents, and other inherent traits or tendencies.

“In what ways does teaching with folk arts inspired visual arts-based instruction enhance community building among elementary students in a Title I school?” was the primary research question in this study. Agreeing with past and present day research that the construct of community is vital to social and cultural capital, this research attempts to determine how the notion of community benefits both students and teachers in the elementary art classroom. Folk art was utilized because this genre was accessible in terms of locality and familiarity among students and teachers. The purpose of this investigation was to produce teaching strategies and methods that show how community can be formed in the art classroom. The participants were elementary students, Grades 2 and 3, in a Title I school located in Denton, Texas. This investigation was conducted under an action research methodology. This approach to research is intended to be transformational, emergent, and accommodating. I recorded observations, field notes, and conversations from the participants. Emergent themes were discovered through content analysis and conceptual maps. Results from this investigation concluded transformation is only possible if the person wants change to happen. Data also showed that community and art education are symbiotic. Transformation, growth, and cultivation are demands that must be met in order for this relationship to flourish. In addition, data suggested that the role of folk arts-based lessons played a significant role in building community among second and third graders.

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 subject of art in Arizona elementary schools is often taught by general classroom teachers with no art training. In an attempt to rectify this situation, The 1986 Arizona Institute for Elementary Art Education, following the example of the Getty Institute for Educators on the Visual Arts, created Staff Development and Curriculum Implementation Programs for these teachers. This study evaluates the Curriculum Implementation Program of Year One of the Arizona Institute. Data for the study were compiled from 10 classroom observations and 23 interviews of Institute participants by two evaluators. The components of discipline-based instruction taught during Summer Staff Development were implemented by all participants. Implementation was on at least a mechanical level of use, and the evaluators' results showed interrater agreement.

No description available.

This study follows the progress of 11 elementary students who exhibited similar language-arts deficiencies and were treated with traditional and non-traditional language-arts remediation methods. Non-traditional methods were exclusively Discipline-Based Art Education (DBAE) lessons that required students to observe, talk about, and write about art images using a DBAE framework. Portfolios maintained by the students during one complete school year included writings and art production. Writings were marked using a color-coding system developed for the research project and designed to track growth in art cognition. Interviews for affective measure and the Test of Non-Verbal Intelligence, Edition II were administered as pre- and post-tests. Evidence indicated art understanding improved as cognition in language arts improved. Change in attitudes toward art and artists demonstrated a slight positive change. No significant difference was detected in non-verbal intelligence.

The purpose of this study was to examine the status and the content of the middle/junior high school art- programs in Texas. A questionnaire designed to elicit information concerning the art program was sent to middle/junior high school art teachers in Texas. The responses were analyzed according to the school district size, the grades comprising the school, and the school enrollment using simple descriptive statistics. This study revealed the following areas concerning the typical middle/junior high school art program in Texas: school district size, school enrollment, art enrollment, grades in school, types of art courses, teaching objectives and approaches, art budget, resource materials, and art equipment.

The problems of this investigation are the content analyses of the art vocabulary, the art-term definitions, and the art-vocabulary objectives in seven sets of visual art curricula for the elementary grades. The hypotheses are that the formulators of three or more of the sources will agree on fifty per cent or more of the art terms and their definitions and will present art-vocabulary objectives. The findings are that the formulators of three or more of the sources agree on less than fifty per cent of the art terms and their definitions. Two sources include definite art-vocabulary objectives. The conclusion is that all three hypotheses are rejected.

The purpose of this study was to examine certain art education beliefs of teachers and administrators in a large school system. A review of related literature furnished information which gave support to the ideas behind the study and helped in the design of the data-gathering opinionnaire. After being tested in a pilot study, a revised opinionnaire was sent to teachers and administrators in ten elementary schools of a large North Texas district. Analysis of the data revealed areas in which respondents were united in their beliefs, as well as areas of controversy. It was concluded that the district could benefit from using the findings to stimulate increased awareness and communication among those who influence its art program.