The chief objective of this study is to establish the sources of Gyorgy Kepes's visual theory as expounded in his 1944 book Language of Vision, and examine his synthesis of these sources in a form that was so popular that his theoretic metaphors are still alive today. The very longevity, pervasiveness, and adaptability of his ideas have contributed to a recent tendency to make inaccurate assumptions about Kepes's sources and misconstrue his goals. Growing scholarly attention to Kepes's work and theory is hampered by the lack of focused scholarly work on this book, his most concentrated source of his ideas on art, design, and vision. This dissertation looks at the contributions of Kepes's mentors, friends, and colleagues—artists, scientists, philosophers, writers, and teachers—whom he met in the principal places he lived leading up to the publication of his book—Budapest, Berlin, London, and Chicago. In particular, this dissertation examines the theoretical or philosophical sources these colleagues turned to in their own work: advertising psychology based to a large degree on ideas of philosopher Wilhelm Wundt; theoretical approaches to new media; Gestalt psychology; and language concepts of the Unity of Science movement. This dissertation asserts that Kepes found both a common social concern among these colleagues and an underlying unity to their varied approaches that he fused into the potent and flexible metaphor of vision. He applied this metaphor to advertising design, but he and others have broadened it to include art, architecture, other forms of design, and perception. Both anchoring Kepes's theories and traversing broad areas of visual theory, art pedagogy, and commercial art, this study intends to contribute to a broader understanding of mid-twentieth-century art theory and practice. / A Dissertation Submitted to the Department of Art History in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Spring Semester, 2010. / March 16, 2010. / Commercial Art, Lajos Kassák, Gestalt Psychology, Art Education, Graphic Design, Gyorgy Kepes, School of Design Chicago, Unity of Science, Structuralism / Includes bibliographical references. / Karen A. Bearor, Professor Directing Dissertation; R. Bruce Bickley, University Representative; Jack Freiberg, Committee Member; Adam Jolles, Committee Member.

Few research studies have been conducted specifically focused on change process in marital art therapy. A need for more quantitative research in art therapy has been established. This research study focused on the results of a quasi-experiential study evaluating the use of art therapy with couples in counseling. Both qualitative and quantitative measures were employed to support the use of art therapy techniques with couples to increase relationship satisfaction and identify specific pivotal moments that bring about change process. Art therapy techniques were combined with Gottman's (1999) Sound Marital House approach to create a treatment plan for marital art therapy. Three couples participated in eight marital art therapy sessions. Pre and post test of The Dyadic Adjustment Scale (DAS) (Spanier,1976), analysis of transcripts of therapy sessions, post session questionnaires developed by the researcher and used after each counseling session and analysis of art work made during sessions were used as outcome measurement tools. The results of this study revealed that the couples who received marital art therapy services significantly increased marital satisfaction as measured by the DAS. Pivotal moments identified by the couples were described on the post-session questionnaires. The number of pivotal moments identified by the couples, individually and collectively, was assessed for correlation to the amount of increase on the DAS. A correlation was found however, it was not considered to be statistically significant. Analysis of transcripts and art work strengthened the understanding of trends, patterns and themes. How and what needed to be in place for a couple to become aware of negative patterns and make a positive change emerged with commonalities across all three cases as well as distinct environments for each couple and each individual. / A Dissertation Submitted to the Department of Art Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Spring Semester, 2007. / March 30, 2007. / Marriage And Family Therapy, Art Therapy, Marital Art Therapy, Interpersonal Relationships, Conflict Resolution, Marriage Counseling / Includes bibliographical references. / Marcia Rosal, Professor Directing Dissertation; Mary Hicks, Outside Committee Member; David Gussak, Committee Member; Penelope Orr, Committee Member.

"To what extent and how do selected art teachers and students perceive and define caring behaviors in middle school art classrooms?" was the major research question investigated in this study. The inherent needs of teachers and students to recognize the inextricability of emotions and intellect in education served as the basis for development of the research question and the study itself. Current emphasis on academic and intellectual pursuits in school, particularly those measured by standardized tests, has led to an erosion of attention paid to the equally critical area of emotional development, which is of utmost importance to students facing the struggles and transitions of adolescence. Given the emotional content of much of the visual arts and the opportunity for exchange among students and between teacher and student in the middle school art classroom, a study detailing how teachers and students perceive and define caring behaviors in such classrooms is of significance for both preservice and inservice teacher education. All sixth grade Leon County, FL art classrooms were included in the study. All art students and teachers reported their perceptions of caring teacher behaviors through a researcher-designed and administered survey. The Statistical Program for Social Sciences (SPSS) was used to calculate and describe how respondents rated the teaching behaviors included in the surveys. Based on those data, a phenomenological study including observations and interviews with selected art students and one art teacher was conducted to help describe a caring classroom and caring teacher behaviors. A content analysis of recorded interviews and observations was conducted to gain a more detailed understanding of the art teacher's and his students' perceptions of caring teacher behaviors. Results from both the quantitative and qualitative studies indicated that a well managed classroom with clear discipline was perceived by both students and teachers as the most important behavior expressing a teacher's care. Students unanimously expressed their desire for teachers to maintain a quiet and orderly classroom in which they can think and learn. There were no significant differences in student responses to this or any other teacher behavior due to gender, race, or socioeconomic status. / A Dissertation Submitted to the Department of Art Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2005. / June 13, 2005. / Art Education, Adolescence, Caring, Discipline, Emotional Development / Includes bibliographical references. / Sally E. McRorie, Professor Directing Dissertation; , ; Thomas Anderson, Committee Member; Marcia L. Rosal, Committee Member.

This study explored the adoption of computer, Health Information Technology (HIT), and Digital Imagery Technology (DIT) by art therapists for personal, professional, and client-focused tasks. This study used Everett M. Rogers' Diffusion of Innovation model to explore the diffusion of technology as a tool for professional practices and as a new media for art therapy treatment. Much of this research's design was adopted from diffusion research completed in the fields of art education and mental health treatment. Data was gathered using a survey questionnaire and interviews. The researcher concluded that the adoption of new media for art therapy treatment is a two stage process, which has been termed the Media Adoption Stage Model (MASM). The MASM consists of Rogers's diffusion model, Stage I adoption, and a secondary circular adoption process, Stage II adoption. The findings have implications for: 1) personal technology use, 2) professional tasks (i.e. record keeping, administrative, and appointments), 3) supervision, 4) teaching, 5) art-therapy treatment, and 6) student use of technology for art therapy education.This study explored the adoption of computer, Health Information Technology (HIT), and Digital Imagery Technology (DIT) by art therapists for personal, professional, and client-focused tasks. This study used Everett M. Rogers' Diffusion of Innovation model to explore the diffusion of technology as a tool for professional practices and as a new media for art therapy treatment. Much of this research's design was adopted from diffusion research completed in the fields of art education and mental health treatment. Data was gathered using a survey questionnaire and interviews. The researcher concluded that the adoption of new media for art therapy treatment is a two stage process, which has been termed the Media Adoption Stage Model (MASM). The MASM consists of Rogers's diffusion model, Stage I adoption, and a secondary circular adoption process, Stage II adoption. The findings have implications for: 1) personal technology use, 2) professional tasks (i.e. record keeping, administrative, and appointments), 3) supervision, 4) teaching, 5) art-therapy treatment, and 6) student use of technology for art therapy education. / A Dissertation Submitted to the Department of Art Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Spring Semester, 2006. / December 5, 2005. / Diffusion, Art Education, Computer, Technology, Art Therapy, Adoption / Includes bibliographical references. / Dave Gussak, Professor Directing Dissertation; Sande Milton, Outside Committee Member; Marcia Rosal, Committee Member; Penelope Orr, Committee Member.

The Face Stimulus Assessment-Revised (FSA-R) is an art-based instrument constructed from elements of the Face Stimulus Assessment (FSA, Betts, 2003). The pilot test involved computerized rating of formal elements between those with Major Depressive Disorder (n = 20), and controls without known diagnosis of Major Depressive Disorder (n=20). Significance resulted from a multiple t-test analysis of the data. In response to the hypothesis that the formal elements of color and/or free space from the FSA-R, rated by public domain image analysis software (PDIAS), can distinguish Major Depression artwork from control group artwork, this study concluded that certain colors and free space distinguished the groups. Those with Major Depression drew less purple (t(38) = -2.95, p= .05, d = -.96), less orange (t(38) = -2.28, p = .05, d = -70), and more left free space (t(38) = 2.26, p = .05, d = .73) than controls. As a result, it may be possible for the FSA-R to become a standardized instrument for screening Major Depression. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2011. / February 4, 2011. / Assessment, Computer, Art, Depression / Includes bibliographical references. / David E. Gussak, Professor Directing Dissertation; Anuj Srivastava, University Representative; Marcia L. Rosal, Committee Member; Pat Villeneuve, Committee Member.

According to Jung, one's uniqueness and individuality comes from his or her natural development towards wholeness. Much of this development is seen through symbols of the unconscious. The use of mandalas as a creative tool allows these symbols to emerge. The anticipation of these symbols that appear from the unconscious to the conscious is that one will transition towards individuation. Jung stated that individuation is a harmonious unity of the personality with the Self. The purpose of this case study, my personal journey, is to uncover how mandala creations coincide with individuation. / A Thesis submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2005. / November 7, 2005. / Case Study, Journey, Individuation, Mandala, Art Therapy, Individuate, Jung, Fincher / Includes bibliographical references. / Marcia Rosal, Professor Directing Thesis; David Gussak, Committee Member; Penelope Orr, Committee Member.

This ethnographic research explores the nature of one contemporary community fiber art guild. My nine-month participation within this distinctive art world guided my major research question: "What is and has been the nature of women's experience within Arts, Etc., as a distinctive arts community?". To answer this question, I relied upon interviews, field experiences, and document review. The personal experiences of the six informants, in life and learning settings, determined the nature of their interactions within the guild. How they defined community was contingent on the introspection of their own personal narratives and resulting, self- identities. The reviewed literature and methodology emphasizes women's subjective voice, social construction of knowledge, and interpersonal languages. Emergent findings contribute to current research on community-based art education (CBAE), historical trends within feminism, and feminist and existentialist art therapeutic models. The concepts of feminist aesthetic criticism and narratives are also explored in relation to informants' art work and personal histories. The findings suggest that women's artworlds can be based solely on an affinity for the art form, not political or social ideologies. Additionally, informal fiber art activities in family settings comprise significant learning experiences that re-emerge later in adulthood and influence preferred didactic styles. / A Dissertation Submitted to the Department of Art Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2007. / May 1, 2007. / Feminist Aesthetic, Craft, Women, Fine Art, Community-Based Art Education, Art Therapy, Artworlds, Feminism, Fiber Art / Includes bibliographical references. / Pat Villeneuve, Professor Directing Dissertation; Jeff Milligan, Outside Committee Member; Tom Anderson, Committee Member; Stacey Rutledge, Committee Member.

Family systems theory emphasizes the family as a whole system dependent on the interactions between members. The recent integration of family systems theory and art therapy has developed into family art therapy (Kwiatkowska, 2001). According to Arrington (1991), family art therapy is applicable to a variety of familial issues and provides each member the opportunity to see the family from every other member's perspective. In the following study, the integration of family systems theory and art therapy was utilized in the treatment of a family. The purpose of this qualitative case study is to explore the way in which a family experiences family art therapy sessions. In this study, a case presentation is provided in an effort to offer further insight into the family's experience. Through the collection of case notes and transcriptions of family art therapy sessions, family interviews, and artwork created during the sessions, data was analyzed for common themes. The discussion includes integration of theory as well as provides information regarding limitations of the study and implications for future research. / A Thesis Submitted to the Department of Art Education in Partial Fulfillment of the Requirements for the Degree of Master of Science. / Summer Semester, 2005. / June 27, 2005. / Systems Theory, Art Therapy, Case Study, Qualitative, Family Therapy / Includes bibliographical references. / Marcia Rosal, Professor Directing Thesis; David Gussak, Committee Member; Marsha Rehm, Committee Member.

A self-regulatory intervention of metacognitive/self-reflective journal writing, which specifically addressed goal setting, self-reflection and self-evaluation, was used in combination with an established digital portfolio assessment methodology. The portfolio assessment methodology was established by Dorn, Sabol, Madeja, (2003) as a method for measuring student art performance in visual art classes over time. Two groups of students in five schools were studied in this quasi-experimental research project, that involved digitization of the students' artworks and an intervention of metacognitive/self-reflective journal writing. Beginning of the term portfolios and end of the term portfolios were collected and later scored using holistic rubrics. Statistical analyses were applied in order to judge and compare the two portfolios and the posttest results of the experimental group was compared to the control group. The first portfolio pretest was a collection of the first three to four 2 -D artworks produced by each student. The second portfolio posttest was a collection of the last three or four 2-D artworks produced near the end of the year or term. The metacognitive/self-reflective writing journals were collected and scored. The journal scores were then analyzed and used to determine the level of treatment implementation and student use of metacognitive/self-regulatory skills. The results suggest that metacognative/self-reflective journal writing in conjunction with the use of self-regulated (SRL) and metacognitive learning strategies may contribute positively to students' art performance. Self-regulated and metacognitive learning strategies focus on students' developing awareness of themselves as learners and developing strategies to enhance their learning. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2005. / March 14, 2005. / self-evaluation, metacognition, student art performance, self-reflection, self-regulated learning, portfolio assessment / Includes bibliographical references. / Charles M. Dorn, Professor Directing Dissertation; Gary W. Peterson, Outside Committee Member; Tom Anderson, Committee Member; Marcia L. Rosal, Committee Member.

This study investigated how art therapy can be used as a coping tool for the anxiety provoking adjustment process of transitioning from high school to college. This adjustment period is becoming an area of greater concern for more and more universities today (Tinto, 1993). The purpose of this study is twofold, first to find alternative ways to assist in the coping of this adjustment period, and second to add to the research base of the field of art therapy, more specifically art therapy and adjustment. A literature review will be completed by examining articles and books on such topics as Adjustment Disorder, college adjustment, art therapy, university counseling centers, characteristics of today's college students and late adolescent and early adulthood development. The sample population will be Florida State University students who sought assistance through the University Counseling Center. The research was conducted as multiple case studies, in order to learn more specific detail of the adjustment process and in what ways art therapy was effective or ineffective. Each participant received five art therapy sessions in which her individual struggle with this adjustment was focused upon in treatment. A pre and post-test of the Student Adaptation to College Questionnaire was administered. Four female participants volunteered to take part in this five session group that occurred over a six week time span. The sessions were approximately one hour and 15 minutes in length. Each group had a specific topic that was developed around the five features of the theory of Emerging Adulthood. Different art media were used throughout the program to provide variety for the participants. The results supported the thesis that art therapy was an effective mode of treatment for adjustment issues related to college. This study also found the theory of Emerging Adulthood was a viable theory for this stage of developmen / A Thesis submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Masters of Science. / Summer Semester, 2008. / July 1, 2008. / Art Therapy, Adjustment Disorder, College Adjustment, Emerging Adulthood, University Counseling Centers / Includes bibliographical references. / Marcia Rosal, Professor Directing Thesis; David Gussak, Committee Member; Penelope Orr, Committee Member.