Spelling suggestions: "subject:"Art--Study anda teaching (elementary)"" "subject:"Art--Study anda teaching (alementary)""
51 |
Interesting the Disinterested School Child through Arts and CraftsLindsey, Vera Grace 06 1900 (has links)
The problem is to determine why fifteen lower grade pupils were absent from school so many times during the previous year and to ascertain whether the pupils' attendance records could be improved in the present year through arts and crafts.
|
52 |
An Evaluation of Children's Choices According to Standards of Art in Useful Objects Displayed in Dallas Public SchoolsShearer, Persis 08 1900 (has links)
How much art is projected into the home and community as a result of art experiences in the school is difficult to determine without some criterion as a standard for judgement. Based upon this premise, the author attempted, with the cooperation of the art committee of the Dallas Junior League, to test the aesthetic judgement of selected groups of children in the Dallas Public Schools by evaluating their reactions to an exhibition of common household articles currently available on the Dallas market.
|
53 |
The Relationship of Certain Socio-Cultural and Community Factors among Sixth Grade Students to Creativity in ArtKeenan, June F., 1929- 06 1900 (has links)
An attempt will be made in this study to determine the relationship between sixth grade students' creativity in art (as measured by selected instruments) and certain socio-cultural and community factors.
|
54 |
The Effects of Discipline-Based Art Education upon Reading Test Scores of Suburban North Texas Second Grade ChildrenStephens, Pamela Geiger 05 1900 (has links)
This study examines the effects that discipline-based art education has upon reading test scores of public school second grade children. The progress in language arts of an experimental group and a control group were followed for two six week grading cycles. The experimental group was treated with DBAE instruction for one six weeks, while the control group received only studio production exercises. Both groups received no art instruction for another six weeks. Gains between mean pre-test and post-test scores indicated a significant difference for the experimental group but not the control group.
|
55 |
The incomparable means of instruction : John Dewey's Art as experience applied as the conceptual foundation for kindergarten through elementary curriculumHefner, David Randall 29 August 2008 (has links)
John Dewey’s Art as Experience (1934) declares art to be the “incomparable organ of instruction” on the third to last page of the book. This dissertation analyzes the place of children within the aesthetic philosophy Dewey expresses in the text and what the implications of Art as Experience could mean if applied to the art-making of children as the foundation for developing kindergarten and elementary curriculum. By exploring Dewey’s earlier writings on education and art, the dissertation develops a view of how art-making could be applied in a Deweyan pedagogy. The main influences on Dewey’s aesthetic development are explored including the frequently overlooked influence of F. Matthias Alexander. Particular emphasis is given to Dewey’s relationship with Albert Barnes and Dewey’s place in the Barnes Foundation as the Director of Education. The writings of Barnes and Dewey’s three associate directors of education are considered for their possible influence on Dewey’s aesthetic development as it applies to establishing a Deweyan philosophy of art-based education. A selection of the initial reviews of Art As Experience from 1934 and 1935 are analyzed to establish the reception of the book. The contentious arguments that Dewey and Benedetto Croce exchanged in print from the late 1940s until both men’s deaths are explored for what they reveal about Dewey’s view of intuition in art-making. A selection of contemporary writers’ views on Dewey’s aesthetics are considered as well as the conclusions of the 1989 University of Illinois Symposium on the influence of Art as Experience. The dissertation concludes by isolating twenty concepts from Art as Experience and considering their meaning as the foundation on which kindergarten and elementary curriculum could be formed. The guidelines are built upon 76 passages from Art as Experience and establish John Dewey as a dominant influence in the formation of Art Education. / text
|
56 |
An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaborationLiu, Wan-Chen 05 1900 (has links)
In North America, art museums have rendered services to elementary schools since the
early 1900s. Although the scope and number of these services have expanded in the past several
decades, the nature of the art museum-elementary school collaborative relationship can be
problematic, and even counterproductive to the enhancement of quality of art education. There
are some crucial issues related to the nature of and factors underlying collaboration among
elementary schools and art museums, that need to be carefully considered in order for these
efforts to be successful and fruitful.
Since the relationship between attitudes and behavior is reciprocal, the attitudes of art
museum educators in regard to art museum-elementary school collaboration are crucial to the
quality and effectiveness of any collaborative endeavors and directly impact art museums'
contribution to elementary art education. Therefore, this study explores art museum educators'
attitudes in regard to art museum-elementary school collaboration. The present investigation is
the only study of its kind in Canada to date.
From the fall of 1997 to the spring of 1998, I conducted a survey of art museum
educators in the province of British Columbia, Canada as well as interviews involving nine
informants working in two art museums. Moreover, in order to meaningfully interpret the
interview data, I observed the informants' daily routines in these galleries and collected
documents related to the two study sites. This mixed method design was used to study BC art
museum educators' attitudes in regard to art museum-elementary school collaboration relative to
six specific issues: 1) models of art museum/gallery-school collaboration; 2) pedagogy and
methods of art museum/gallery programs for elementary schools; 3) art museum/gallery
programs and resources for elementary school teachers; 4) elementary school teacher
participation in school-oriented art museum education; 5) content of art museum/gallery
programs for elementary schools; and 6) linkage of art museum/gallery school programs and
elementary school curricula.
The results of this study suggest important implications to the future of collaborative
endeavors bringing together elementary schools and art museums by highlighting issues related
to the dynamics of the art museum educator - elementary school teacher relationships,
professional knowledge and expertise, and curriculum links that strongly impact on such
partnerships. They also provide guidance for future related research.
|
57 |
The effect of a cultural program in the visual arts on students' ethnic attitudesCipywnyk, Raissa Sonia January 1987 (has links)
The purpose, of this research study was to attempt to discover if a unit of study on aspects of the visual arts of the people of India and Indo-Canadians could result in positive attitude change toward this target group. The basic premise upon which the program was developed was that improved ethnic attitudes could be generated by focussing on similarities in beliefs and practices among the cultures of India, Indo-Canadians, and mainstream Canadians as reflected in their aesthetic products.
The research design used was a nonequivalent control group design. Three intact sixth grade classes in a large suburban school district comprised the sample. Two classes participated in the program while the third class was used as a control group. All three groups were pre- and posttested on measures indicating their attitudes towards Indo-Canadians. A Semantic Differential Measure and a Bogardus Social Distance Scale were the major instruments. This experimental design was complemented by the observation of the two treatment groups throughout the implementation period.
The results of the posttest indicate that a significant positive change in students' attitudes took place as a result of the treatment. The exploration of cultures and cross-cultural similarities in beliefs and practices through the visual arts would therefore appear to be a promising means of improving attitudes towards ethnic groups. / Education, Faculty of / Graduate
|
58 |
An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaborationLiu, Wan-Chen 05 1900 (has links)
In North America, art museums have rendered services to elementary schools since the
early 1900s. Although the scope and number of these services have expanded in the past several
decades, the nature of the art museum-elementary school collaborative relationship can be
problematic, and even counterproductive to the enhancement of quality of art education. There
are some crucial issues related to the nature of and factors underlying collaboration among
elementary schools and art museums, that need to be carefully considered in order for these
efforts to be successful and fruitful.
Since the relationship between attitudes and behavior is reciprocal, the attitudes of art
museum educators in regard to art museum-elementary school collaboration are crucial to the
quality and effectiveness of any collaborative endeavors and directly impact art museums'
contribution to elementary art education. Therefore, this study explores art museum educators'
attitudes in regard to art museum-elementary school collaboration. The present investigation is
the only study of its kind in Canada to date.
From the fall of 1997 to the spring of 1998, I conducted a survey of art museum
educators in the province of British Columbia, Canada as well as interviews involving nine
informants working in two art museums. Moreover, in order to meaningfully interpret the
interview data, I observed the informants' daily routines in these galleries and collected
documents related to the two study sites. This mixed method design was used to study BC art
museum educators' attitudes in regard to art museum-elementary school collaboration relative to
six specific issues: 1) models of art museum/gallery-school collaboration; 2) pedagogy and
methods of art museum/gallery programs for elementary schools; 3) art museum/gallery
programs and resources for elementary school teachers; 4) elementary school teacher
participation in school-oriented art museum education; 5) content of art museum/gallery
programs for elementary schools; and 6) linkage of art museum/gallery school programs and
elementary school curricula.
The results of this study suggest important implications to the future of collaborative
endeavors bringing together elementary schools and art museums by highlighting issues related
to the dynamics of the art museum educator - elementary school teacher relationships,
professional knowledge and expertise, and curriculum links that strongly impact on such
partnerships. They also provide guidance for future related research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
|
59 |
The value of art integration in grades four through sixMyerchin, Naomi Sue 01 January 2001 (has links)
Research supports ideas that relate the value of arts integration to success in the elementary classroom. This thesis explores the theoretical and practical aspects of the integration of the visual arts and their value, specifically to elementary grades four through six.
|
60 |
Examination of learning relationships between intergenerational students in an after school art program.Whiteland, Susan 05 1900 (has links)
Learning relationships between intergenerational students in an after school art program provided mutual benefits for participants in Denton, Texas. This qualitative case study of older, active adults and elementary students involved in visual art experiences gives insight to a contextual learning environment that fosters lifelong learning and addresses the interpersonal issues of an aging society.
|
Page generated in 0.1298 seconds