Thesis (M.F.A.)--York University, 2000. Graduate Programme in Visual Arts. / Typescript. Includes bibliographical references (leaves 27-28). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67762.

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Thesis (Ed.D.)--Harvard University, 2006. / (UMI)AAI3244757. Adviser: Jessica Hoffmann Davis. Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4417.

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Esta pesquisa insere-se no contexto do Laboratório de Estudos em Psicologia da Arte (LAPA-USP) e aborda a temática da correspondência das artes e a unidade dos sentidos. Assumindo a postura interdisciplinar preconizada pelo Laboratório, munido de referencial fenomenológico, estético e psicanalítico, procurei investigar o romance Lavoura arcaica, de Raduan Nassar, e o filme homônimo, dirigido por Luiz Fernando Carvalho, atentando sobretudo para a correspondência estabelecida entre os dois registros. Mais especificamente, a partir da leitura do romance, abordei as condições para o surgimento do filme, debrucei-me sobre a correspondência entre as obras e aportei de volta à linguagem, quando então discuti a temática da diversidade e unidade do múltiplo encarnada em Lavoura arcaica. Voltar o olhar às duas narrativas e reconstruí-las neste trabalho implicou o nascimento de uma terceira narrativa. / This research inserts itself in the context of the Laboratory of Studies in Psychology of Art (LAPA-USP), and it tackles the theme of the correspondence between the arts and the unity of the senses. I assume the interdisciplinary posture of the Laboratory, with phenomenological, aesthetic, and psychoanalytic references, in order to examine the novel Lavoura arcaica, by Raduan Nassar, and the homonymic movie directed by Luiz Fernando Carvalho, attending mainly to the correspondence between the two records. To do that I dealt with the conditions for the emergence of the movie from the reading of the novel, I investigated the links between the two works, and then I turned my attention to the language, which made me discuss the theme of diversity and unity in the multiplicity of Lavoura arcaica. To investigate and to rebuild the two forms of the narrative in this research then created a third narrative.

Esta pesquisa insere-se no contexto do Laboratório de Estudos em Psicologia da Arte (LAPA-USP) e aborda a temática da correspondência das artes e a unidade dos sentidos. Assumindo a postura interdisciplinar preconizada pelo Laboratório, munido de referencial fenomenológico, estético e psicanalítico, procurei investigar o romance Lavoura arcaica, de Raduan Nassar, e o filme homônimo, dirigido por Luiz Fernando Carvalho, atentando sobretudo para a correspondência estabelecida entre os dois registros. Mais especificamente, a partir da leitura do romance, abordei as condições para o surgimento do filme, debrucei-me sobre a correspondência entre as obras e aportei de volta à linguagem, quando então discuti a temática da diversidade e unidade do múltiplo encarnada em Lavoura arcaica. Voltar o olhar às duas narrativas e reconstruí-las neste trabalho implicou o nascimento de uma terceira narrativa. / This research inserts itself in the context of the Laboratory of Studies in Psychology of Art (LAPA-USP), and it tackles the theme of the correspondence between the arts and the unity of the senses. I assume the interdisciplinary posture of the Laboratory, with phenomenological, aesthetic, and psychoanalytic references, in order to examine the novel Lavoura arcaica, by Raduan Nassar, and the homonymic movie directed by Luiz Fernando Carvalho, attending mainly to the correspondence between the two records. To do that I dealt with the conditions for the emergence of the movie from the reading of the novel, I investigated the links between the two works, and then I turned my attention to the language, which made me discuss the theme of diversity and unity in the multiplicity of Lavoura arcaica. To investigate and to rebuild the two forms of the narrative in this research then created a third narrative.

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<p> This study takes place in a Mid-Atlantic public charter school over the course of a semester with eight seventh- and eighth-grade students in a visual art painting class. The author aimed to discover whether the integration of art therapy techniques within her curriculum might increase the self-efficacy students felt towards art-making. The study employed the ethnographic method of action research to allow the researcher to implement the study within regular classroom instruction and routine. This method also allowed more in-depth and cross-sectional analysis by the researcher due to regular exposure and established relationships with the subjects. Four exercises, modeled after commonly-used art therapy exercises, were inserted into the beginning of classroom instruction along with immediate individual reflection. Along with the student artwork, four other bodies of data were analyzed including: field observations, one-on-one interviews, written responses and an initial benchmark survey. Thematic analysis allowed the researcher to identify themes that would gauge levels of student engagement, compare content of the work and recognize student affect. Results from analysis confirmed the hypothesis as evidence revealed an increase in self-efficacious behaviors and attitudes towards art-making for students. This study confirmed adolescent artistic developmental stages as well as developmental tendencies towards gaining and displaying control. These findings correspond to the need for differentiated teaching to adolescent students and the importance of educator awareness and consideration of developmental needs. This study also highlights the possibility of enhancing the student experience when the practice of art education and techniques of art therapy are carefully and intentionally combined. It provides a model of an empathetic approach to curriculum for the purpose of providing a holistic art education. </p>