Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002. / Includes bibliographical references (leaves 63-68). Also available in electronic version. Access restricted to campus users.

Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

Inadequate solid waste management is a principal cause of risk and vulnerability in informal settlements in Latin America. Failure of municipalities to provide proper waste disposal and maintenance of public spaces can lead to flooding, cause public health problems, increase crime, and produce a sense of abandonment. Accumulation of garbage is particularly hazardous for children, since they engage more intimately with their environment through play and other activities. Planners can draw on participatory activities to document children’s perspectives and activities, and in so doing, better integrate children and youth into the planning process. This paper presents the results of drawing exercises conducted with children in Los Platanitos, Dominican Republic, and discusses the implications of these methods for more participatory planning approaches in informal settlements. / text

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The present study sought to establish the justifications of preference offered by children when evaluating other children's drawings. The sample consisted of seventy children, divided into seven age groups, of 6 to 12 years, having ten subjects in each, with five females and five males. The five stimulus drawings were selected according to specified criteria, and had not been produced by any of the sample. The paired comparisons method was used for presentation, a content analysis undertaken on the transcript of the subjects tape-recorded verbal justifications, and appropriate analysis of variance and significance tests undertaken on this data. Findings show: (i) there to be predominant categories of response - subject matter and colour, with the subject matter taking precedence over colour and usually provocative of identification therewith (ii) that children had distinct preferences for certain pictures (iii) the age and sex of the child to have an influence upon both criteria of preference (for categories of preference age significant at 0,01 level, sex at 0,05), and the frequency of choice of particular drawings (for drawing choice age significant at 0,01 level, sex at 0,05). The study also presents an extensive review of the literature in the area and of the Clinical Method (Piaget 1973) as appropriate to the present study. / Thesis (M.A.)-University of Natal, Durban, 1983.

Art teachers have inherited unreconciled attitudes toward the teaching of drawing, which stem from an unresolved conflict between interventionists and non-interventionists. The resulting fragmentation of teaching practises is further confounded by consideration of the "crisis in confidence" period of drawing development that surfaces in grade four. In an effort to provide a clearer definition of the teacher's role in the drawing class, this study examined the practises of four exemplary art specialists^ Descriptive research techniques were employed in the observation of 27 drawing lessons, nine each at the grade two, four and six levels. Recorded dialogue was analyzed using Kakas' Peer Interaction Typology and Clements' Questioning Typology, and it was found that peers at all grades spoke most often about their own drawing experiences or artwork, and that teachers used mostly indirect questioning strategies when interacting with students. Data collected regarding initiators of interactions revealed that with increasing age came decreasing amounts of student initiated interaction, together with increasing amounts of teacher initiated interaction. It was also found that there was a paucity of peer interaction at the grade four level, and that in-process viewing of peers' artwork was an important component of the drawing lesson. Within a supportive environment, interaction generally ranged from neutral to positive.

Recollecting Place is the product of an experiential approach to Landscape Architecture. It is at once the re-telling of a place that is expected to be quite foreign to the reader as well as an examination of the method by which landscape architects assume truth of a place. As professionals, we develop a method by which we examine a site, re-tell its truth and then alter it somehow. Recollecting Place is the story of how the teller’s connections with the place in questions offer a version of the truth that can inform the design in a way that is different, and arguably more appropriate than if the site had been investigated by more traditional methods.

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My thesis examines the event of Dr Sketchy's Anti-Art School, which has branches in over 120 cities worldwide. Dr Sketchy's combines the format of a life drawing class with burlesque performance, creating an event that focuses on both the performance and the creation of art by the attendees. Dr Sketchy's was begun in New York in 2005 by its creator Molly Crabapple, now an internationally recognized artist and popular alternative celebrity. I focus my study on the Christchurch branch of Dr Sketchy's Anti-Art School, founded in June 2010 by Audrey Baldwin, a performance artist and Fine Arts graduate of the University of Canterbury. In my thesis I discuss the way Dr Sketchy's Anti-Art School combines and compromises between the life drawing format and the burlesque performance, despite the differences and seeming incompatibilities between these two forms. I investigate Dr Sketchy's as a contemporary cultural performance which combines and to some degree inverts established genres of performance. I give a detailed history of burlesque performance and of life drawing within art education to allow a comprehensive comparison of the two traditions, particularly the way each has conceptualized the nude female body. I argue that the combination of the two forms allows Dr Sketchy's Anti-Art School to transgress the traditional boundaries of each format and introduce influences that would otherwise endanger the status of life drawing and burlesque performance within their respective contexts. I also argue that the nude within Dr Sketchy's Anti-Art School transgresses the traditional conception of the nude within life drawing by using burlesque as an acceptable reference for the transgressive elements of the show. The arguments put forward in this thesis are the product of extensive participant observation, interviews and literature reviews on the relevant art and performance traditions.