The current prevailing perspective in curriculum design in art education is the discipline-based model. This model focuses on teaching art as a discipline with distinct methods within general education and within the context of aesthetic education. Four parent disciplines, aesthetics, art criticism, art history, and art production, are taught by means of a formal, sequential, curriculum across grade levels the same way other academic subjects are taught. Discipline-based art education has been mentioned in terms of its applicability to children, youth and public schools. Little at present has been discussed regarding DBAE for other learner groups and its application to nontraditional educational settings. / This qualitative study sought to develop a model that included elements of a discipline-based approach in a setting other than the ones traditionally in place in public and private school settings. The study's specific focus was on older learners in senior citizens centers. / The model was developed through a synthesis of information collected in three specific data sets utilizing qualitative methodologies. The data sets included: (1) a comprehensive review of literature in related disciplines; (2) an examination of a senior citizens center; and (3) an investigation of model development as it relates to process evaluation. / The model was developed by combining two approaches to model design through an integrated systems approach. If implemented, the model should provide programs with elements of discipline-based art education in senior centers, thereby creating and enhancing more meaningful aesthetic experiences for the program's participants. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2076. / Major Professor: Betty Jo Troeger. / Thesis (Ph.D.)--The Florida State University, 1988.

The primary purpose of this study was to document the color analysis industry for the benefit of potential consumers, educators, and consultants. The study dealt with consumer satisfaction or dissatisfaction, consultant training and preparation, reasons that non-consumers do not seek color advice; and compared the general color knowledge of these three groups. The secondary purpose was to analyze the sometimes conflicting lay color advice systems and their relation to established, scientific color theory. / A review of physics light theories, psychological theories and artist's pigment theories of color established standards to be used in examining the lay color advice literature. Twenty-one different lay color analysis systems were investigated. A data sheet was prepared to examine this color advice literature. Examination showed that such literature makes very little mention of standard color theories. / Interview schedules were prepared for telephone interviews with consumers and non-consumers and for personal interviews with consultants. Each included a test of color knowledge and selected demographic information. Fifty consumers, fifty non-consumers, and fifteen consultants were interviewed. The color knowledge test showed that consumers and non-consumers have little knowledge of standard color theories. Consultants in this study had somewhat better knowledge of scientific color theories but were not using them in their advice sessions. / No significant relationships were shown between lack of color knowledge and consumer satisfaction or between selected aspects of the analysis session and consumer satisfaction or dissatisfaction. Consumers in this study, with little color knowledge or basis for comparison, were generally satisfied with their color analysis sessions and were following the advice to some extent. Consumers who had experienced conflicting advice in more than one analysis appeared to be the most dissatisfied. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3500. / Major Professor: Marian L. Davis. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to examine attitudes about art and art education held by elementary art teachers, classroom teachers, and principals, and how an involvement in a discipline-based art education (DBAE) program through participation in the Florida Institute for Art Education (FIAE) might affect these attitudes. The FIAE has adopted the educational change model of the Getty Institute for Educators on the Visual Arts as a vehicle for implementing change. The main focus of this study addressed two issues: (1) how attitudes concerning art and art education held by elementary teachers and principals who participated in the FIAE might differ from the attitudes of nonparticipating teachers and principals, and (2) how attitudes of FIAE elementary teachers and principals might change as a result of intensive training in the teaching of art using the DBAE approach facilitated by an educational change model. / In order to identify specific attitudes about art education, a questionnaire was developed and tested, and a survey was conducted. The population for this study included eleven county school districts in Florida who have participated in the 1988, 1989, and 1990 summer institutes of the FIAE and eleven county school districts who did not participate. Data analysis was completed using an analysis of covariance and descriptive statistics. / The results of the study revealed a statistically significant difference between the attitudinal mean scores of participants of the FIAE and nonparticipants.. Implications of these findings indicate that existing attitudes can be altered, and that educational change can occur. Recommendations were made for creating new art programs, and enhancing existing programs by a discipline-based approach to teaching art implemented through an educational model. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0693. / Major Professor: Jessie Lovano-Kerr. / Thesis (Ph.D.)--The Florida State University, 1992.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains vii, 251 p. ; also includes graphics (some col.). Includes abstract and vita. Advisor: Georgianna Short, Dept. of Art Education. Includes bibliographical references (p. 248-251).

<p> Since the Devonian Period, 360 million years ago, trees have been foundational for the survival of aerobic life. Today, most humans relate to trees through the idea, material and commodity of wood. This understanding is primarily informed by its use as a building material: the formal attributes of its grain pattern read to assess structural integrity and aesthetic applications. I think of these marks as autonomous and unique natural drawings, documenting time in a scale different from our lifespan. Wood&rsquo;s composition of cellulose and lignin create patterns that record temporal fluctuations in precipitation and the unique soil compounds of each tree&rsquo;s growth site as a codex. As an MFA candidate, I used woodworking techniques to explore the relationship between temporality and materiality. Along the way, I became interested in the reductive carving techniques of woodturning as a metaphor for this investigation: cutting through layers of time. Small segments of wood were laminated together in mathematical patterns and turned to reveal parabolic grids on the interior and exterior surface of each object. This study led me to consider the limitations that traditional art display conventions impose on the viewer&rsquo;s perception of an artwork, and to the realization of the <i>Thoughtitarium; </i> an eight-foot diameter fiberglass hemisphere that hovered above the gallery floor in architectural scale.</p>

This thesis is about how the creative arts helps circumvent the negative effects of the traditional school, such as, its disconnectedness from the community, confined view of literacy, isolation of school disciplines, and its predilection for competition over cooperation. The study notes that beyond geographical barriers and other historical differences, the colonial practices of mainstream schooling as seen in the U.S. and Guinea (West Africa) have pernicious effects on the school success of linguistic minorities. To improve learning, this study supports that students learn better when the school embraces their identities, dreams, and values their "fund of knowledge" and beliefs. It advocates using the creative arts to mediate students' affective, experiential, and intellectual input within a problem solving approach to instruction. The social, affective, physical, and intellectual gains from their encounter with the arts are not only engaging for critical thinking but also empowering for personal and school change.

There has been very little research in the area of art as therapy with respect to curriculum for the art room. In-service and pre-service teachers are not trained, or prepared, to talk about death and losses with their students. This study surveyed pre-service teachers attitudes toward lesson plans for children about loss. The idea of using art as a creative way to mourn or grieve is an innovative idea. Future research must be conducted to determine if art specialists, in-service teachers, parents, and school administration would agree that curriculum on loss for use by an art specialist or regular classroom teacher would be helpful when presented as part of a death education curriculum.

In recent years, the use of site planning in architecture has significantly increased. However, a large number of architecture schools in Mexico have not included this subject in their educational profile. This may strongly impact regions where there is an absence of city planning-related disciplines to cover this demand. This study explores how professionals, professors and students of architecture schools in Guadalajara, Mexico, perceive the importance of site planning in their profession and examines the potential of expanding these concepts in their curricula. This study found that site planning concepts and applications are considered essential knowledge for Guadalajara architects' education. Aso, a high potential for expanding site development issues, the use of systematic approaches, and the incorporation of tools was found.

A supplemental Saturday Youth Arts Program was examined to determine whether or not its implementation into a preservice art education program better prepared students for student teaching. This work presents two case studies. Data from the first study, which looked at sixteen preservice art teachers, found that: (1) students lacked adequate knowledge on how to write discipline-based lesson plans; (2) community outreach was undervalued by students and (3) there was a lack of sufficient preparation time to take on all the variables involved in operating the lab school. The second study followed one of the students into her student teaching to look for professional growth in four areas: (1) classroom management; (2) curriculum and lesson planning; (3) community outreach and (4) organizational skills. Findings indicated that students can achieve high levels of professional growth as a result of this kind of experience, thus they are better prepared for student teaching.

This thesis stemmed from the idea that the museum can be used as an educational resource for both teachers and students. It examines how preservice art education majors worked with classroom teachers and students as part of a museum/university collaboration. The study was guided by three questions: (1) How did the student docents feel the experience enhanced their preservice teacher education? (2) How were student docents able to adapt activities developed around a museum exhibition to fit the needs of the host teacher and their class? (3) How can the museum and preservice teacher education programs collaborate to bring a variety of experiences to future art educators? Findings indicate that preservice teachers found classroom experiences and opportunities which link them with community resources beneficial as part of a teacher training program. The study asserts that programs which offer preservice teachers opportunities to work with teachers in schools should be included in preservice teacher course work.