Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains xi, 348 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 311-319).

Thesis (Ph. D.)--Illinois State University, 1979. / Title from title page screen, viewed Jan. 28, 2005. Dissertation Committee: J.H. McGrath (chair), Paul Baker, Clint Bunke, Ben Hubbard, Larry Kennedy. Includes bibliographical references (leaves 181-192) and abstract. Also available in print.

Four objectives guided the research and writing of this thesis. First, there was an attempt to identify and establish specific educational goals for a group interpretation production. Second, there was an effort to describe certain procedures for selecting, adapting, arranging, and presenting a piece of literature to an audience through a group interpretation performance. Third, this thesis attempted to relate the three modes of group interpretation—Choric Interpretation, Readers Theatre, and Chamber Theatre—as a single art form. Fourth, there has been an attempt to suggest specific evaluative criteria and evaluation sheets for group interpretation performances.

Including the Arts in the Generalist Classroom is an integrated arts curriculum within a 6th grade classroom in Eagle Mountain Utah. This project describes the process of putting an art curriculum into an elementary 6th grade where there is no art specialist and no means of getting one. This project focuses on four lessons that have been written using the 6th grade Science and Social Studies Utah Core. Each lesson is written to ensure that a teacher and/or a parent volunteer can give instruction without any prior knowledge of content and/or technique in art.The Appendices describe the curriculum and more fully include essential information for proper lesson instruction. They include background information, websites, vocabulary, studio techniques, etc. are all there for the convenience of the teacher. The ultimate goal in creating these lessons is to help create an art curriculum for a school without an art specialist and have the instruction be not only art based, but also integrated withother core subjects in ways that enrich student learning through art instruction.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (p. 120-127).

Thesis (Ed.D.)--Boston University / This study concerns John Passmore (1914-2004) and the applicability of his philosophic work to American education policy and practice. Passmore, an Australian educator and philosopher, is rarely cited by scholars of American education and his possible influence on public policy governing education in America are yet to be articulated. This study applies the methodology of analytical educational philosophy, with which he is often associated. The Massachusetts English Language Arts Curriculum Framework (MELACF) is used to illustrate the practical value of Passmore's work to education today. This dissertation examines the life and published scholarship of John Passmore to investigate the relevance and significance of his work as a guide to the paths American educators might follow or avoid in forming policy and directing practice. His nine education constructs, found in The Philosophy ofTeaching (1980), are a primary source of this analysis. The study is mindful of the evolution of American culture from its earliest days through the present. It considers the influence of the politico-social environment, philosophical trends and religious forces upon the establishment of public and private education. Perennialism, essentialism, romanticism and reconstructionism are reviewed comparatively. The impact of Nation at Risk and No Child Left Behind in light of current national educational policy trends is also considered. The utility of Passmore's work is tested by an in depth analysis of Massachusetts English education policy. The period of interest dates from the Massachusetts Education Reform Act of 1993 to the present implementation of MELACF, and its guiding principles, strands and standards. Modifications that could effectively be made are noted. Criteria for a just and democratic society set forth by the analytical political philosopher, John Rawls, informs education policies and practices consistent with those necessary to promote the free, just and democratic society. It concludes with questions aimed to inform the limits and duties of the federal, state and local governments in secure the health, safety and rights of their citizens. An integral part of those limits and duties must be directed toward preserving democracy through thoughtfully conceived public education.

The purpose of this study was to ascertain which assignments from the course outline for The World of Construction should be deleted, retained, or combined with each other to form the curriculum for an eighteen-week construction technology curriculum. The study contains a brief descriptive account of the development of the Industrial Arts Curriculum Project. Questionnaires asking for the opinions of experienced teachers of The World of Construction were distributed in the Dallas and Fort Worth, Texas school districts. Respondents indicated that the majority did not agree upon which assignments should be deleted, shortened and combined, and that all of the assignments were considered to be important and essential.

The purpose of this study is to develop and evaluate a comprehensive program for the elementary schools of Texas in which industrial arts is correlated with the other subjects in the elementary curriculum.

Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the lack of managerial skills is a reason why artists fail to make a living from their talent, then this chain of cause and effect could be ruptured by adequate educational opportunities. This paper analyses the curricula of a wide range of institutions offering art education programmes and identifies their managerial learning content. In doing so, we focused on German-speaking countries, the so-called DACH region (i.e. Germany, Austria and Switzerland, whereas D, A and CH are country codes). We identified and analysed 159 course syllabi of 81 art universities, schools and academies. The results of our study indicate a lack of managerial learning contents: a vast majority of institutions follow a rather traditional approach to art education, focusing solely on artistic competences. We suggest the implementation of managerial learning contents to better prepare art students for successful careers in the arts.

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No. of bitstreams: 1 Dissertação Lúcia Mairot.pdf: 1064790 bytes, checksum: dd87051c063270b72d1fe09ccdc7fb4d (MD5) Previous issue date: 2018-02-27 / Introduction: The introduction of the arts into the medical curriculum has aroused increasing interest since they present unique qualities that can aid in the development of the social aspects of medical practice, offering new and distinctive ways of exploring knowledge and professional identity. Objective: To evaluate the effectiveness of the use of the arts in the medical curriculum, through a bibliographical review. Methodology: The Lilacs, Scielo, PubMed and ERIC databases were searched for published articles on studies that attempted to evaluate the effectiveness of an arts-based approach in undergraduate medical education. Other articles were identified through active search. The following descriptors (Art or visual arts or paintings or literature or narrative or poetry or theare ormovies or films or cinema) AND (Medical education or medical student or medical curriculum) were used. We included only the articles whose study was conducted with medical students and whose effectiveness of the intervention was evaluated by comparison between groups (quantitative studies) or by medical student satisfaction by questionnaire (qualitative studies). We excluded articles that addressed the use of art in patients and professionals from other health areas, as well as articles describing the importance of art or those that did not describe the intervention used. The selected articles were read in full in order to identify the type of art used in the intervention, the author, the sample, the methodology and the conclusion about the reported activity. Results: A total of 28 articles were included in the study, distributed according to the type of art used: (n = 16) visual arts; (n = 6) literature; (n = 3) theater; (n = 3) cinema. The arts-sensitive educational skills reported in the studies evaluated were: Skills diagnostic observation, teamwork, and reflection and argumentation; facilitating cognitive learning; humanistic aspects of medicine (empathy / patient medical relationship); professionalism. Some studies state that arts-based interventions are effective at changing attitudes; however, they did not define how this success was measured. No study considers the effects on behavior. Evidence for the use of arts-based interventions to promote diagnostic observation skills has been shown to be stronger. However, its effect on other clinical skills has not been studied. Conclusion: Art can be a strategy to facilitate learning, since it helps the student to deal with the complexity of the human being and human health. This broader understanding of health and illness can lead to improved physician-patient relationships in clinical practice. However, due to the qualitative nature of most of the studies, based mainly on the student's opinion of the changes in their attitudes, the effectiveness of the interventions have not always been effectively demonstrated. / Introdução: A introdução das artes no currículo médico tem despertado interesse crescente, uma vez que as artes apresentam qualidades únicas que podem auxiliar no desenvolvimento dos aspectos sociais da prática médica, oferecendo maneiras novas e distintivas da exploração do conhecimento e da identidade profissional. Objetivo: Avaliar a eficácia da utilização das artes no currículo médico, por meio de uma revisão bibliográfica. Metodologia: As bases de dados Lilacs, Scielo, PubMed e ERIC foram pesquisadas para artigos publicados sobre estudos que tentaram avaliar a eficácia de uma abordagem baseada em artes na educação médica de graduação. Outros artigos foram identificados por meio de busca ativa. Foram utilizados os seguintes descritores (Art or visual arts or paintings or literature or narrative or poetry or theatre or movies or films or cinema) AND (Medical education or medical student or medical curriculum). Foram incluídos somente os artigos cujo estudo foi realizado com estudantes de medicina e cuja eficácia da intervenção foi avaliada por comparação entre grupos (estudos quantitativos) ou pela satisfação do estudante de medicina por questionário (estudos qualitativos). Foram excluídos artigos que abordavam a utilização da arte em pacientes e profissionais de outras áreas de saúde, bem como os artigos de descrição da importância da arte ou aqueles que não descreviam a intervenção utilizada. Os artigos selecionados foram lidos na íntegra de modo a identificar o tipo de arte utilizada na intervenção, identificar o autor, a amostra, a metodologia e a conclusão sobre a atividade relatada. Resultados: Foram incluídos 28 artigos no estudo, sendo distribuídos de acordo com o tipo de arte utilizada: (n=16) artes visuais; (n=6) literatura; (n=3) teatro; (n=3) cinema. As competências educacionais sensíveis a artes, relatadas nos estudos avaliados, foram: habilidades de observação diagnóstica; trabalho em equipe, reflexão e argumentação; facilitação do aprendizado cognitivo; aspectos humanísticos da medicina (empatia/relação médico-paciente) e profissionalismo. Alguns estudos afirmam que as intervenções, baseadas em artes, são eficazes na alteração de atitudes, entretanto, não definiram como esse sucesso foi medido. Nenhum estudo considera os efeitos sobre o comportamento. As evidências para o uso de intervenções, baseadas em artes para promover habilidades de observação diagnóstica, mostraram-se mais fortes. No entanto, seu efeito em outras habilidades clínicas não foi estudado. Conclusão: A arte pode ser uma estratégia facilitadora do aprendizado, uma vez que auxilia o estudante a lidar com a complexidade do ser humano e da saúde humana. Esse conhecimento mais amplo sobre saúde e doença pode levar à melhoria da relação médico- -paciente na prática clínica. Entretanto, devido à natureza qualitativa da maioria dos estudos, baseados, principalmente, na opinião do estudante sobre as modificações ocorridas em suas atitudes, a eficácia das intervenções nem sempre foram efetivamente demonstradas.