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ABSTRACT THE SCHOOL OF PERFORMING ARTS AT BELLEVUE BAPTIST CHURCH AS A MODEL OF THE CHURCH-BASED ARTS ACADEMY Hae Eun Kim, D.M.A. The Southern Baptist Theological Seminary, 2014 Chair: Dr. Esther R. Crookshank The School of Performing Arts founded at Bellevue Baptist Church in Cordova, Tennessee is one of most successful examples of a church-related music academy in a Protestant or evangelical church in the United States. This dissertation is a study of its history and development from its founding in 1984 through the present in order to understand how a church-based music academy may be successfully operated. The methodology draws on interviews of prominent individuals in the School of Performing Arts and primary source documents related to the operation of the school since its founding. Chapter 1 establishes the historical background of the Academy in the larger context of church music education in the United States since the nineteenth century and specifically in Southern Baptist church life after 1941, when the denomination's Church Music Department was created. This chapter gives an overview of the leaders, philosophies, and objectives of church music education in the Southern Baptist Convention by decade. Chapter 2 documents the origins, philosophy, and development of the overall music ministry of Bellevue Baptist Church and the rise of its tradition of excellence in music education and performance. Since its founding, the School of Performing Arts has advanced the goals of family-based church ministry through the intentionally intergenerational nature of its ensembles. Chapter 3 traces the history of the School of Performing Arts in two periods: 1984-2004 and 2005 through the present, corresponding with the school's changes of name. From Performing Arts Center (1984-2005) to School of Performing Arts (2005-present), the name was changed in order to reflect more accurately the mission and goals of the applied music program at BBC: teaching people to praise God with instruments and voice. The conclusion, chapter 4, seeks to identify key factors and principles in the school's success and longevity despite the shift in recent years away from orchestral worship music in many Southern Baptist churches. This chapter also addresses possible applications of the Bellevue model to evangelical churches in Korea, many of which have extensive church music programs but lack educational programs, especially for instrumental music instruction, found in the American Southern Baptist model.

Thesis (M.A.) (Hons.) -- University of Western Sydney, Nepean, 1998. / Bibliography : p. 62-63.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 234-248).

From the late nineteenth century, works inspired by Western art spread to China and Korea through Japan. Thus, Western art came to be accepted in China and Korea as a reinterpretation of Japan’s development of Western art, rather than a direct transmission from Western sources. This act of reinterpretation went on to have a lasting effect on the practice of Western-style painters in East Asia with their own acceptance modes. This thesis provides a study of self-portraits and nude paintings, two categories of painting without precedent in East Asia prior to the late nineteenth century, created by Kuroda Seiki, Li Shutong, Go Hui-dong, and Kim Gwan-ho in order to illustrate how East Asian countries established their own versions of modern art.

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Teachers' decisions are a powerful influence on student learning and it is important to fully document accomplished teachers' instructional decisions, as well as to investigate possible influences on those decisions. Shakespearean dramas are central to high school curricula across the U.S. and pose particular instructional challenges, therefore teachers' decisions about teaching these texts are of particular interest. There is limited empirical research, however, about these instructional decisions. Thus, the purpose of this study was to describe how four accomplished high school English teachers working on a single campus make instructional decisions about teaching a Shakespearean play. Specifically, research questions addressed teachers' decisions regarding the teaching of a Shakespearean play and various influences on those decisions (self-reports and inferences from the data). Case study methodology was used, including an inductive analysis of individual teacher interviews, classroom observations, focus group, instructional artifacts, and researcher's journal. The findings revealed that instructional activities described by these teachers addressed support for meaning-making during four stages of reading instruction: (a) before, during, and after; (b) before; (c) during; and (d) after. Comparison of these cases suggests that, although each teacher brings personal preferences and unique background knowledge to her instructional decisions, all make decisions to promote student engagement and student construction of meaning. Regarding influences on these teachers' decisions about teaching the Shakespearean play, four categories were identified: (a) response to students; (b) aspects of the text; (c) response to contextual constraints and supports; and (d) personal preferences and background experiences. Individual teacher differences are clearly a strong influence, even among this group of colleagues on the same campus. Also, two influences not reported explicitly by the teachers suggest a complex integration of these influences. One is their intuitive thinking, which deserves a closer investigation in future research. The other proposes that each teacher's decisions are influenced by her instructional interaction working model (IIWM), a conceptual framework that shapes each teacher's conversational patterns, non-verbal behaviors, and other interactional patterns. Further research should explore the use of such a model to describe and explain the complexity of teachers' decisions, particularly when teaching complex, challenging tasks and texts.

"The Negro's Place" examines the relationship between public education and urban development in twentieth-century New Orleans, arguing that the expansion of segregated public schooling eroded two centuries of residential integration and contributed to the disparate development of white and black neighborhoods. The study challenges the popular concept of "white flight" as an explanation for metropolitan change by demonstrating that school segregation, as well as reaction to desegregation, divided urban and suburban space along racial lines. It also inverts prevailing scholarly interpretations of this transformation, which emphasize that public and private manipulation of the housing market created the racially distinct communities that promoted and sustained segregated schools. Additionally, the dissertation's examination of schools, race, and space underscores the extent to which Jim Crow continued to evolve through a dynamic, oftentimes improvisational process during the twentieth century. Finally, it demonstrates that, even as public schools became the sites of courtroom and neighborhood battles over desegregation, they continued to tighten racial inequality in ways that contemporary activists and observers did not always recognize. Most significantly, in the decades before and after World War II, segregated schools created structural inequalities in housing that impeded desegregation's capacity to promote racial justice. / acase@tulane.edu

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Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.