This study was made to determine the contribution to the field of education of the philosophy of Otto Salomon as set forth in the Educational Sloyd System of Sweden and to analyze or show his influence on the teaching of Industrial Arts.

The problem of this study was the development of a proposal for an industrial arts program for Langston University. Particular emphasis was placed upon curriculum changes, faculty improvement, and modification of physical facilities.

The problem of this study was to determine the effect of industrial arts experiences on changing the attitudes of North Texas State University freshmen toward industrial arts generally and toward specific curriculum areas in industrial arts.

This study seeks to provide a descriptive analysis of the role of industrial arts in career education. The criteria used as a basis for comparison of industrial arts and career education are (1) clarification of terminology, (2) historical trends in the development of both programs, (3) basic program philosophies, (4) curriculum content, (5) objectives and goals sought by each curriculum, and (6) legislation affecting industrial arts and career education. Career education is more extensive than industrial arts. Industrial arts cannot assume full responsibility for a comprehensive program of career education; however, industrial arts can be involved in activities which will help the student select a meaningful occupation related to industry.

The problem of this study was to develop a set of workable guidelines that could be implemented in the development of an industrial arts program for the superior high school student.

Thesis (M.Tech. - Graphic Design, Dept. of Visual Arts and Design, Faculty of Human Sciences) -- Vaal University of Technology / An exploratory study was undertaken at three campuses of the Vaal University of Technology in response to weak examination results in one of the subjects of the graphic design curriculum. The aim of the study was to investigate visual learning strategies as used in conjunction with co-operative learning approaches in a higher education setting and to asses the appropriateness of these learning approaches in the discipline of graphic design at first-year level. The research questions that guided the study focused on how first-year graphic design learners experience (a) visual learning strategies, (b) a cooperative learning environment, as well as (c) the combination of these. The literature review component of the study covered (1) the fundamentals of visual learning, including the concepts of visual literacy, visual semiotics and visual culture; (2) graphic design education, especially in a South African context; and (3) principles of co~operative learning, including Avenant's requirements for successful group work. In the field work component of the study, multiple-choice questionnaires, open-ended questionnaires and focus group interviews were used as the main data collection methods. The results of the study did not indicate that first-year learners enrolled in the discipline of graphic design are likely to benefit from a combination of visual learning and co-operative learning strategies. Therefore, the implementation of a combination of the above-mentioned teaching strategies is not recommended in this setting.

Este trabalho tem por objetivo contribuir para a reflexão sobre questões e desafios com que se defrontam aqueles que lidam com o ensino de arte no espaço escolar e também aqueles que trabalham com a formação de professores de Arte. Quando se distancia dos motivos que o levaram a escolher a docência como campo de atuação, o professor de Arte vive uma crise de sentido da profissão, que se revela tanto em suas ações como em suas concepções sobre o ensino-aprendizagem da arte. A hipótese central do trabalho é de que o encontro de sentidos para a profissão equivale à conquista de uma atitude crítica, reflexiva e inventiva no exercício da docência e, ainda, de que essa atitude pode ser favorecida pela aproximação do professor com o fenômeno artístico. São apresentados e discutidos os resultados de uma iniciativa desenvolvida com alunas do Curso de Especialização em Arte-Educação da Escola de Comunicações e Artes da USP, de 1997, quando a autora também o freqüentava, e de um projeto desenvolvido com professores de Arte de escolas municipais da região leste de São Paulo, durante o ano de 1999. O material de estudo é constituído de produções escritas e visuais dos sujeitos, bem como de relatos autobiográficos que tiveram como foco a formação pessoal nos campos da arte e da educação. As iniciativas desenvolvidas com os professores são discutidas à luz das contribuições advindas da história de vida como método de investigação e de formação de adultos, bem como dos estudos sobre a inteligência criadora, cuja principal manifestação é a capacidade humana de forjar projetos. O trabalho ajuda a dimensionar as possibilidades de atuação em uma modalidade de formação docente que, apesar das pesquisas em ritmo crescente, necessita de muitas outras investigações a respeito da interdependência entre os princípios norteadores para o ensino de arte no espaço escolar e as condições objetivas e subjetivas que favorecem ou dificultam o pleno exercício do arte-educador. / This paper objective is to contribute for the reflection about questions and challenges that those who lead with the teaching of Arts in the school space, and also those who work with the formation of Arts teachers face with. When the teacher sets apart from the motif that led him/her to choose teaching as his/her acting field, the Arts teacher faces crisis about the profession sense, that is reveled, both in his/her actions and in his/her conception about the teaching-learning process of Arts. The central hypothesis of the work is that the encounter of senses for the profession is the same as the conquest of a critica, reflexive and creative attitude in the practice of teaching, and, therefore, that this attitude can be favored by the approximation of the teacher and the artistic phenomenon. The results, herein presented and discussed, are part of a project developed by the students of the Especialization course in Arts-Education from Escola de Comunicação e Artes da USP, from 1997, when the author also took part of it, and from a project developed with Arts teachers from public schools of the East region of São Paulo, during the year of 1999. The study material is constituted of written and visual production of man/woman, as well as, autobiographic reports that had as focus the professional formation in Arts and Education fields. The initiative developed with the teachers are discussed by the light of contributions that came from life history as means of investigation and formation of adults, as well as studies about creative intelligence, whose main manifestation is the human capacity of forging projects. The work helps to give dimensions for the possibilities of acting in a kind of teaching formation, that, in spite of the increasing rythm of researches, needs much more investigation, regarding the interdependence between the base principles for the teaching of Arts in the school space, and the objective and subjective conditions that benefit or complicate the complete practice of the Arts teacher.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018. / This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.

There is limited research available focusing on arts integration at the secondary school level and even less on a children’s chorus curriculum. Therefore, the aim of this qualitative study is to investigate the application of arts integration in a university-based children’s chorus based on historical research, rehearsal observations, and interviews of practicing children’s chorus directors. The pedagogical practices and philosophies of three prominent children’s chorus directors, Robyn Lana, Henry Leck, and Ann Small were conducted to understand the relationship between arts integration theory and practice in their respective children’s choruses. The criteria used to select the participants of this study is based upon their tenure in the field of choral music education, national and international recognition, their publications on music education for children, and their expertise on the child and adolescent singing voice. One of the principal objectives of this study is to discover if the participants are currently implementing arts integration in their respective children’s choruses and, if not, would they be amenable to implementing this type of pedagogy? The study’s research criteria focuses on two possible factors: 1) the expectations of a high level of artistic performance that could affect time availability presenting obstacles to implementing arts integration, and 2) identifying the philosophy and practice towards arts integration amongst the selected children’s chorus directors. The study suggests that a choral curriculum based on arts integration does not appear to diminish or interfere with the rehearsal process in preparation for the choral performance but rather, enhance the total learning and performance outcomes. Research data also suggests the need for materials and resources to assist with the application of an arts integrated curriculum. The three participants acknowledge the value of this type of pedagogy as well as the significance of future research to aid in applying this methodology. Sample lesson plans and choral literature representative of repertoire conducive to creating lesson plans based on arts integration strategies are found in the appendices. However, additional qualitative and quantitative studies are needed to promote arts integration at the secondary choral level. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

This study was made to determine the contributions of Calvin Milton Woodward to the field of industrial arts. His work will be analyzed so as to prove that his philosophy of manual training is directly related to the underlying philosophy of the industrial arts system.