This study focused on the need for an increased understanding of the experiences of preservice elementary educators and their respective abilities to define culture, identity, and the politics of representation in a technologically centered world by responding to culturally challenging and politically laden images and media. The experience under study focused on pre-service elementary educators enrolled in an arts methods class and understanding their abilities to perceive, process, and respond to visual media on a blog. Throughout this process, I assessed the individual's understanding of multicultural concerns as it related to the Internet, museum, and online discussions, with implications for teaching and learning in art and museum education. I utilized Anderson and Milbrandt's (2005) analytic critical model with Banks' (1991) value-inquiry model in order to assess students' abilities to critically analyze challenging material while investigating blogging and asynchronous methods of communication as a strategy for addressing these issues. In this study, I reveal how students negotiated, shared, and constructed multiple aspects of their identities in order to understand their roles in addressing diversity in their future classrooms. Students completed a curriculum designed to help them describe, analyze, interpret, and judge material that highlights aspects of their classmates' cultural identities. Students first created a personal blog that revealed their cultural identity, posted and responded to a classroom communal blog that reflected material that challenged an aspect of their cultural identity, and then responded to online surveys that revealed various aspects of their cultural identity while reflecting on the meanings they generated throughout this study. What I found was that students developed a greater awareness of their personal value systems as a student, friend, and/or family member. They focused on the beliefs they thought they needed in order to address culturally challenging material in their future classrooms. This study also helped students understand the process of transformation: where they came from, where they are presently, and how they see their beliefs impacting the type of learning environment they will create for their students in the future. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester, 2007. / Date of Defense: September 19, 2007. / Gender, Culture, Media, Virtual Space, Arts Methods, Museum Education / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Susan Wood, Outside Committee Member; Pat Villeneuve, Committee Member; Penny Orr, Committee Member.

This study investigated the Education Department of the Los Angeles Philharmonic Association (LAPA) and its education programs. Document analysis, interviews, site observations, and a "Student Concert Enjoyment" survey were conducted to research the details, design, implementation, and outcome of the programs. Program participants' letters and teacher feedback were analyzed to understand participants' opinions regarding the education programs. Cost-utility analysis for the Symphonies for Schools program (SFS) and the School Partners Program was performed to calculate the ratios between program expense and produced utility. Results indicate that, with the support of the various departments at the LAPA, the LAPA's volunteer committees, musicians, partners, and contracted experts, the Education Department attempt to fulfill the objective of the LAPA's mission by offering a wide array of engaging educational opportunities to adults, students, educators, and families. Collaboration with other arts organizations in the Los Angeles area diversifies the program types and reaches new audiences. Through practical experience, the Education Department has learned that adults are less inclined to attend more academic program. This study has also confirmed the importance of pre-concert preparation for students' positive concert experiences. The newest and most extensive program, the highly praised School Partners Program, offers educators and parents practical workshops to encourage shared responsibility in the task of music education; however, participants identified a need for better communication among artist teachers, schools, and the Education Department. The results of cost-utility analysis indicate that the intensive design of the School Partners Program is less cost-effective than the one-time SFS program, which takes place in a much larger setting. Although this result is important, decision makers must also carefully consider other organizational, political, and resource consequences. This study's conclusions indicate that an articulated educational mission will facilitate the Education Department's internal program development, management, and evaluation; inter departmental collaboration; and external communication. The pedagogic effects of the programs will also increase with the adoption of a multi-year curriculum and a long-term programming plan. Concurrently, the LAPA must plan future programs based on the state of arts education in the community. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2004. / Date of Defense: March 23, 2004. / Audience Development, Education Program Evaluation, Culture Management, Non-School Music Education, Arts Management, Arts Administration / Includes bibliographical references. / Sally E. McRorie, Professor Directing Dissertation; William J. Byrnes, Outside Committee Member; George T. Riordan, Committee Member; Marcia L. Rosal, Committee Member; Jack A. Taylor, Committee Member.

Research in pediatric medical art therapy is comprised largely of case studies. The motivation for this study was to contribute quantitative data to the literature on art therapy with children who experienced hospitalization and medical treatment. The study question focused on the efficacy of art therapy in reducing the anxiety of hospitalized pediatric patients. To address this issue, a subgroup of pediatric patients was selected; a single subject research design was initiated with a homogenous group of 6 to 9 year-old female patients hospitalized for treatment of sickle cell disease. In addition to extensive qualitative narrative, three instruments were utilized: (a) an Anxiety Behavior Schedule, (b) the Children's Health Locus of Control Scale, and (c) the Children's Hope Scale. The intervention phase of the study included art therapy interventions designed to familiarize subjects' with the hospital environment, provide opportunities for control and expression, and respond to subjects' established cognitive structures regarding their medical condition and treatment. The results of the study support the efficacy of art therapy in two very important ways: First, all of the subjects demonstrated reduced externality of locus of control following art therapy intervention. Second, the observable anxiety data on subject 2 definitively confirmed reduction in anxiety due to art therapy intervention, with statistical significance established at the .05 level. Finally, one subject's subsequent hospitalization provided the opportunity to collect follow-up data; this data confirmed that the reduction in anxiety behaviors resulting from the art therapy protocol was sustained over time. Extensive qualitative narratives of the subjects' experiences were provided. Implications for future practice and further research are discussed. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester 2003. / Date of Defense: November 10, 2003. / Pediatrics, Arts In Medicine, Psychological Well-Being, Sickle Cell Disease, Art Therapy, Pediatric Patients / Includes bibliographical references. / Marcia L. Rosal, Professor Directing Dissertation; Nick Mazza, Outside Committee Member; Betty Jo Troeger, Committee Member; Tom Anderson, Committee Member.

This historical study examines the life of Milton Bradley in the context of his time. The primary question being asked in this study is: What contributions did Milton Bradley make to education during his lifetime, what, if any, affect did that have on art education, and how was that influenced by the circumstances of his life? Factors that influenced Milton Bradley include: the Victorian era, common schooling, moral education, progressive education, kindergarten, art education and business. Bradley's connection to both kindergarten and art education are explored in depth, and his contributions to both are examined. The information in this study is presented using the contextual approach to art history advocated by Tom Anderson and Melody Milbrandt (2005). Anderson and Milbrandt's contextual approach incorporates the use of social setting, mood, economic conditions, and other circumstances to interpret and evaluate the work in question. For the purposes of this study, Anderson and Milbrandt's contextual approach has been adapted to historical inquiry. Milton Bradley straddled the Victorian and Progressive era and was a product of his times. Findings indicate that while Milton Bradley held an important role in the kindergarten movement, his role in the field of art education is of a secondary nature. Milton Bradley helped facilitate the entrance of art education into the public schools with his production of art supplies and materials intended for the kindergarten classroom. Bradley's materials were designed for kindergarten first, and art education second, so ultimately, his contributions to art education were secondary in nature to his interest in the kindergarten / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Education. / Degree Awarded: Summer Semester, 2005. / Date of Defense: June 27, 2005. / Milton Bradley, Elizabeth Peabody, Froebel, Kindergarten, Art education / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Jeffrey Milligan, Outside Committee Member; Pat Villeneuve, Committee Member; Penny Orr, Committee Member.

There is no abstract available for this thesis.

There is no abstract available for this thesis.

The purpose of this creative project was to develop a three dimensional model that would assist Industrial Technology Educators describe contemporary concepts of communication, construction, manufacturing, and transportation. The creative project was designed to appreciation of Industrial Technology. It also assisted them in developing problem solving techniques.A model community and activity packet were developed. The model community was the central focus for analysis. The concepts represented in the model community are reinforced with activities in the activity packet.

The purpose of this study is to develop a rationale for an undergraduate industrial arts teacher education program at Jackson State College. The intention of this study is to develop a rationale that will support a sufficient program for industrial arts teacher education which will adequately prepare teachers to teach industrial arts in junior and senior schools of a contemporary society.In developing this rationale, the writer is concerned with the following approaches:1. Functions of industrial arts education;2. Analysis of major contemporary curriculum efforts in industrial arts education;3. Selected areas that are considered relevant to the functions of industry.To assist in the effort of developing this rationale for the industrial arts teacher education program at Jackson State College, the writer analyzed three selected innovative programs in industrial arts education. The first study involved contemporary approached which were the interpretations of industrially and technologically oriented programs. These programs included: a) The American Industry Project, b) Industrial Arts Curriculum Project, and c) Industrial Arts: A Study of Industry and Technology (The Maryland Plan), The second concern was to conduct library research on related information pertaining to industrial arts teacher education and review master theses and doctoral dissertations pertaining to undergraduate teacher education. The third consideration was to study abstracts of instructional materials in vocational and technical education put out by ERIC Clearinghouse, the Center for Vocational and Technical Education. (Ohio State University)This paper propose to develop an industrial arts undergraduate teacher education program capable of meeting the challenges of the future. Based on this study, the writer anticipates setting up an adequate industrial arts undergraduate teacher education program at Jackson State College, Jackson, Mississippi.While this manuscript was focused directly on the industrial arts department at Jackson State College, it is hoped that the outcome will be an influential factor on the public schools in the State of Mississippi.In an effort to provide a defensible program of industrial arts education at Jackson State College, it was discovered that clear and realistic objectives are essential. Therefore, the writer adopted the following four objectives which are inclusive of the nine objectives of industrial arts first written in 1937.1. Understanding of Industry2. Discover Talents3. Problem-Solving4. Develop SkillsAfter having studied selected contemporary programs in industrial arts education, it was discovered that just one of the contemporary programs in industrial arts education could not be applied to the industrial arts curriculum at Jackson State College and meet its total objectives and purpose. (Self-Study Committee's Report on Statement of Purpose, August, 1970) Based on the findings of the above research data, a combination of two, three or more selected contemporary programs could arrive at objectives set by the Industrial Arts Department at Jackson State College and those of the profession, all in accord with the college's purpose.In an attempt to meet those objectives set forth by the college and the profession, the writer combined the efforts of the above three selected programs and from those identified four elements of industry that are common to many leading innovative programs in industrial arts education. The four elements are:1. Manufacturing2. Communication3. Construction4. TransportationThe above elements are believed to be adequate for a structured curricular framework for an undergraduate industrial arts teacher education program at Jackson State College.

This classroom-based interpretive inquiry investigates how the teaching strategies used in a grade-three classroom in a small, private, arts-based primary school implement the arts mission of the school. Further, it explores the relationship between art subjects [music, visual arts, theater, and dance] taught in art ateliers and academic subjects taught in the classroom. The art teachers' practices and the classroom teacher's practices are conceptualized within a Vygotskian socio-cultural framework. Further theoretical background is provided by the literature from art-based curriculum studies, developmental psychology, philosophy of education, and theories of qualitative research. This inquiry challenges the traditional view of arts reflected in most North American classroom practices. The chief research participants were the classroom teacher, the arts teachers, the school's founder, and the school's Principal. The children in the school also participated in focus groups. Data collected and analyzed include 40 hours of classroom-based observations in one class over a three-month period, 12 hours of interviews with the research participants over 16 months, and documents such as course handouts and small brochures describing the school's mission. Findings indicate that the arts instructors and classroom teacher collaborate closely to develop the yearly "theme unificateur" or unifying theme. Attitudes and strategies revealed in the study fit the constructivist model of classroom instruction. Despite growing pains experienced by the school's current expansion, findings suggest that the arts instructors and the classroom instructor are not only filling the academic mission of the school, but are also (a) creating strong relationships with their students, (b) promoting self-esteem and emotional intelligence, and (c) creating artistic and cultural literacy.

Research investigated the effectiveness of an art therapy intervention based on the conversational model in improving the quality of the relationship in a caregiving dyad. Caregiving dyads were composed of spousal caregivers and spouses with mild to moderate Alzheimer's Disease. The research included two consecutive single-subject case studies. Reports of positive interactions by caregivers throughout the study were used to determine the effectiveness of the art therapy intervention. Additionally, a pretest and posttest were used to further record changes in the quality of the couple's relationship. Art therapy interventions were conducted in home-based settings and encouraged visual conversation in couples. Art directives involved in intervention included a scribble chase, salt dough, and art card directive. It was found that both couples valued art therapy interventions for providing recreation and socialization. It was also found that couple dynamics influenced how positively each directive was viewed. The couple from the study valuing more equality in their relationship viewed interventions more positively that increased equality in interaction. Overall, art therapy based on the conversational model was found to be an effective intervention tool in two case studies involving spousal caregivers and individuals with Alzheimer's Disease in increasing positive interactions. / A Thesis submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester, 2012. / June 27, 2012. / Alzheimer's Disease, Caregiving, Conversational Model of Treatment, Couples Art Therapy / Includes bibliographical references. / Marcia Rosal, Professor Directing Thesis; David Gussak, Committee Member; Tom Anderson, Committee Member.