<p> Artists throughout the centuries have infused art their art with their ideological outlook in order to persuade, educate or shock target audiences. Typically, these ideologies, revolve around religious and political systems. However, they can also encompass unpopular and revolting subject matter that many people choose to avoid. I embrace this tactic in my art and cast myself in the role of social critic and propagandist.</p><p> I create art with the intent to shed light on the effects of greed, because it serves as a disastrous catalyst for numerous problems within our society. These problems are addressed in my sculptures and prints by focusing on issues relating to agribusiness and the use of animals in industry.</p><p> The general public is not exposed to sufficient information regarding these negative aspects. They include the annual abuse of billions of animals for human consumption, as well as for clothing and product testing. Environmental damage caused by feedlots and pesticides should be a major concern, but is often overlooked. People need information in order to make knowledgeable decisions concerning what they eat and what they feed their children.</p><p> Therefore, by avoiding the abstract and the esoteric, and by creating visually appealing and potentially educational art, it is my intent to interest and inform my audience. This kind of easily-readable, propagandistic art can shed light on these subjects and is one step toward reform. Art holds an extraordinary power when it comes to influencing the masses and can be used as an educational tool to ignite positive social change. Like an artistic Pied Piper, this body of work is intended to lead an audience down the road to moral and culinary enlightenment.</p><p>

Thesis (Ed.M.)--Boston University

<p> The focus of this study was to determine whether a relationship existed between the creativity potential exhibited through creativity index scores of the Torrance Test of Creative Thinking and the enrollment of secondary students in the specific coursework of fine arts classes and the International Baccalaureate Diploma Programme. The framework of the hierarchy for the study of creativity designed by Runco (2007) was used as the underpinning for the literature review and subsequent data collection and analysis. Furthermore, the creativity index scores and the ACT and GPA of subjects were analyzed to determine if a relationship existed. The study was governed by two research questions: (1) Is there a statistically significant difference between the creativity index scores from the Torrance Test of Creative Thinking for students enrolled in fine arts courses and students who are not enrolled in fine arts courses? and (2) What is the relationship between achievement data (ACT and GPA) and the creativity index scores from the Torrance Test of Creative Thinking? Little positive or negative relationship between the variables existed, and often, the results were not statistically significant. In general, a relationship between the coursework and creativity index scores or ACT and GPA and creativity index scores was not evident as a result of the analysis of data. A need for teachers, administrators, and students to receive continued education about the value of creativity was present in the review of literature and was addressed as a topic for further study.</p>

Childhood is the period of life, when a child is supposed to find oneself and the environment where one lives and acts making social experience meaningful. A child is exposed to a number of different factors, which decide one‘s bringing up. The socelization of a child is taking place interacting wish the environment spontaniosly and also by the impact of the society and the control of socializing process. So, the social environment influence of the development of a child is an actual pedagogical problem. The aim of this paper is to reveal parent‘s and teacher‘s as the main factors which influense directly a child, outlook on training, art. The search methods are: systematic literature analysis, empiric the teacher‘s interview in writing, the parents written interview, the children‘s oral interview, the method of mathematical. Having alone the research it has become clear that during the period of an early childhood the child‘s social environment, experience, comunications with grown up and nature have the greatest impact on the development of the creative abilities. Parents agree that artistic development of a child is very importent, but the paticipation of themselves is rather pasive. Teachers act actively in this process understanding the importance of art in development of an artistic personality. Artistic training for children is atractive but their activity depends on their social environment. Practical importance of the paper: defined social factors of the influence... [to full text]

Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Statement of the problen4 The purposes of this study were (1) to examine the concepts and recommendations underlying the organization of a comprehensive school and their implications for certain areas of the humanities; (2) to investigate the interrelationships in the arts of music, architecture, sculpture, and painting from philosophical and aesthetic viewpoints; and (3) to formulate a course of study for a comprehensive high school for developing understanding and appreciation of accomplishments in music and art. Method of procedure. This study outlined an approach to a better understanding of the methods by which the interrelatedness of the arts can contribute to the needs and changes of society through the American comprehensive high school. It similarly presented the values of an interrelated art course for all students. Selected periodicals, publications of learned organizations, professional education texts, histories of music and art, and unpublished documents were essential in the development of this study. The importance of the study was emphasized by a need for flexible and well-balanced school programs adapted to the needs of each individual student. It was found that such a well-balanced organization could be developed through the comprehensive high school, which endeavors to teach all children regardless of class or background the values of democracy and social integration. It further endeavors to broaden and develop the intellectual, emotional, and creative potentials of the student, through a cultural as well as a scientific background [TRUNCATED]. / 2999-01-01

The Kansas City School District was unable to attain accreditation from 1955 until 2016, enduring high dropout rates, exceptionally low college entrance rates, and poor performances on standardized tests. At the district’s fine arts school, students also experienced these low educational outcomes. But despite these educational setbacks, the fine arts training they received appears to have contributed to their successful long-term outcomes in adulthood. The purpose of this case study is to explore the factors that contributed to talent development and overall thriving among adult artists who attended the fine arts school in this low performing school district. The research questions include 1) How do the artists describe the experience of developing their talent while attending an unaccredited high school? 2) What factors do the artists identify that aided in the emergence and continual development of their artistic practice? I interviewed 8 adult artists (aged 34-37) who discussed experiences that catalyzed and contributed to the development of their artistic talent. I identify themes and interpret data using grounded theory. Based on existing research about talent development, this study might show that these students thrived because the fine arts school they attended prioritized talent development over core content standards. The focus on talent development appears to have cultivated certain intrapersonal traits—such as awareness, motivation, and perseverance—which may account for their success as adults. Such identifiable traits are relevant to the “21st century skills” that are emerging in the education community. By understanding these artists’ experiences through a case study, educators and policymakers may have a clearer picture of how talent development helps to cultivate 21st century skills in students.