This study examined the feasibility of implementing discipline-based art education (DBAE), a Western-developed concept, in Kuwait. A survey was done to assess the current status of art education in Kuwait. With questionnaires and interviews, information was gathered from Kuwaiti art teachers and art supervisors at three levels. The findings showed the following: (a) Of the four components of DBAE--art production, art history, art criticism, and aesthetics--art production dominated the curriculum. (b) Most respondents were dissatisfied with the current Kuwaiti art curriculum. (c) The majority of teachers and supervisors were enthusiastic about further training which would enable them to teach the four components of DBAE. / For DBAE to be implemented successfully in Kuwait, a number of changes must occur. These are addressed in the following recommendations: (a) Preparation of new teachers must be expanded from two years to four. (b) Teachers in the field must be given extensive inservice training. (c) The curriculum must be revised to incorporate the four components of DBAE and to give teachers greater flexibility in teaching. (d) Textbooks, teachers' guides, and supplementary teaching material must be developed and made available to art teachers. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3451. / Major Professor: Thomas Anderson. / Thesis (Ph.D.)--The Florida State University, 1989.

Source: Dissertation Abstracts International, Volume: 38-09, Section: A, page: 5197. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3309. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 37-12, Section: A, page: 7479. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3308. / Thesis (Ph.D.)--The Florida State University, 1978.

Art museums have become proactive educational institutions and have made efforts to expand their educational services and their audience. As the educational function of the art museum has become more salient, relationships between museums and schools developed and cooperative efforts have often been part of these relationships. However, art museum-school ties appear to be tenuous, are not based upon a conceptual framework that addresses their purpose or continuity, and are often not the result of mutual efforts. Closer and purposeful relationships between these institutions are needed. Stronger ties could improve museum-school programs to better facilitate the museum experiences of students and furnish art education instruction not available in the schools. / In light of this problem, a model was developed to guide art museum-school school cooperative relationships for the provision of programs relevant to students in the schools. This model was designed to encourage cooperative efforts between art museum educators and classroom teachers including art teachers. Not only was it designed to promote mutual cooperative efforts, it was also created to generate programs that would emphasize the strengths of the art museum, and at the same time, complement art education instruction in the schools. / The model's components were selected through an examination and analysis of an extensive review of the literature from the areas of museum education, art education, and sociology. The components include: (1) Prelude to Cooperative Relationships, (2) Building Cooperative Relationships, (3) Preplanning Art Museum/School Programs, (4) Planning Art Museum/School Programs, (5) Implementing Art Museum/School Programs, (6) Teacher Support, (7) Evaluating Art Museum/School Programs, and (8) Maintaining Cooperative Relationships. Embedded within the model's components are specified tasks to be undertaken by participating institutions. The model's components and attendant tasks were organized into an integrated unit through a systems approach. As an integrated entity it provides for the establishment, development, and maintenance of cooperative liaisons while contributing toward the provision of programs pertinent to students. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4271. / Thesis (Ph.D.)--The Florida State University, 1986.

Traditional basketmakers from eight southeastern and south central states (North Carolina, South Carolina, Tennessee, Georgia, Florida, Alabama, Mississippi, and Louisiana) were located, interviewed, and photographed along with the baskets they produced. Three major populations were identified within the region: Native American (Chitimacha, Cherokee, Coushatta, Seminole, and Choctaw tribes), Afro-American, and Euro-American. / There was no existing literature that researched the southern traditional basketmakers and their baskets as a total subject. This study is an endeavor to fill that void. Biographical sketches for 174 basketmakers are included. Photographs of 26 of these makers and 198 baskets are included for visual documentation. / The study reviews basketry as an ethnic and family heritage and recognizes the similarities as well as the differences unique to the southern producers. A discussion of the materials, techniques, dyes, and patterns details the characteristics of each population's traditional basketry. / The study theorizes a three-fold relationship of the continuity of traditional basketry to (a) the land, (b) the body, and (c) the community or family. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0288. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to examine the possibility that incorporating aesthetic qualities into teaching strategies may enhance the learning experience for students and increase the effectiveness and satisfaction of the teaching experience. An investigation was made of aesthetics, aesthetic education, the learning environment, the self, professional development, inservice education, social change, educational innovation, and adult learning. / An overview of the inquiry follows. The second chapter, which examined aesthetics, stated that aesthetic experiences have the potential to put people in touch with themselves, to heighten their consciousness and reflectiveness, and to contribute to their well-being by giving satisfaction through intense encounters. Aesthetic education, an area of study discussed in chapter three, is designed to alter perception, increase sensitivity, heighten experience, educate vision, and develop appreciation through experiences with artifacts and natural phenomena. / Chapter four revealed that an aesthetic learning environment may serve as a functional teaching tool and a support system for education. Another finding was that self-improvement, which may occur through professional development and inservice education, may promote more effective educators and self-actualized beings. / Social change, educational innovation, and adult learning were investigated in the fifth chapter. The literature indicated that American schools could be improved with changes that are planned, positive, inventive, and meaningful to learners and educators. Chapter six considered an inservice plan to promote basic aesthetic literacy for teachers and the use of aesthetic qualities in school buildings, curricula, and teaching methods. The outcomes of successful inservice programs result in new attitudes and teaching methods. / Based on the review of literature, the following conclusions were made: (1) The aesthetic may nourish individuality and self-renewal which may in turn enhance the teaching/learning experience. (2) Incorporating aesthetic qualities in schools may improve the educational process by providing access to more meaningful life-related experiences. (3) Functional aesthetic literacy should be an essential teacher competency. / Source: Dissertation Abstracts International, Volume: 46-06, Section: A, page: 1487. / Thesis (Ph.D.)--The Florida State University, 1985.

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