The problem was three—fold: (1) to document formative influences on a population who possessed enlightened and cherishing attitudes toward art; (2) to compare their experiences with relevant aspects of Harry S. Broudy's notion of enlightened cherishing; (3) to assess what implications these findings might have for the most recent British Columbia fine arts curricula. Procedure Fifty personal interviews were conducted with a population consisting of visual artists, art critics, art historians, art teachers, art gallery curators, aestheticians, art collectors, and an art consultant. The instrument was an open—ended question schedule which allowed for separate analysis and interpretation of experiences which were: (1) educational (formal) vs. extra-curricular (informal); (2) studio art experiences (aesthetic expression) vs. art critical/historical/aesthetic—based experiences (aesthetic impression). From these taped interviews, thirty were chosen for transcription. The resulting data were categorized and qualitatively analyzed. Comparisons were made with prior research relating to art attitudes, with aspects of Broudy's theory and, finally, with aspects of the British Columbia fine arts curricula. Conclusions : The research supports Broudy's recommendations for more teacher training in art, for art classes at elementary level to occur on a daily basis and for art classes to be given equal status with other subjects in schools. The research does not support Broudy's recommendation that specific art exemplars be chosen by curriculum designers for implementation in the classroom by teachers. Instead, the research suggests that operational-definitional standards in art be suggested by curriculum designers so that teachers may make their own choices for exemplars and, when appropriate, even use exemplars from the realm of what Broudy refers to as popular art. Recommendations : Out of this study come the following recommendations for art education in British Columbia: — that the level of training for elementary generalists be upgraded in areas of aesthetics, art history, and studio methods. — that more art monospecialists be recruited at both elementary and secondary school levels. — that both teacher training and art curricula include references to the significant role (in nurturing a cherishing attitude toward art) played by: a teacher's encouragement of the student's progress in art; open-ended and imaginative teaching strategies allowing for some independence for the student; sound evaluation practices; and knowledge and enthusiasm for the subject area. — that the implementation of art curricula in schools be mandatory and that the art curricula include information on the use and choice of art exemplars (works, materials, and processes). — that time for art (aesthetic expression and aesthetic impression) equivalent to that allotted for other subjects be provided at the elementary school level. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

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In public education, it is not possible to present school programs that will satisfy all the external groups from society. When an outside interest group perceives a need that is lacking in the schools' curriculum, it may petition the ministry of education or the local school board to include its need into the curricula. Another method to influence or insert its point of view is for the interest group to produce its own curriculum for a school program. This study investigated the impact of one outside interest group as it attempts to modify students' attitudes through its school program, Salmonids in the Classroom. Werner's description of editorial criticism permitted examination with a political perspective, of the resource package, Salmonids in the Classroom. The methodology of this analysis permitted a view of the goals and values espoused and hidden in a school program and how those goals and values were modified as they are passed from the program sponsors through the developers to the teachers. To determine the effects of the Salmonids in the Classroom Program upon student attitudes toward the salmonid resource, a Likert-type instrument using a slide show was used. To understand children's beliefs and attitudes about the salmonid resource, student interviews were conducted with some students after they were exposed to the Salmonids in the Classroom Program. This study confirms that a special interest group can sponsor a school program and modify student attitudes to be more supportive of the interest group's programs and goals. This study may be useful not only to teachers to assist in clarifying their role with the special interest group's school program, but it may also be useful to special interest groups who may be planning ways to influence the public through the school system. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

[abstract missing] / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Significant changes to the British Columbia's educational system have been caused by new curriculums that are based on a resource-based learning and teaching model. The Ministry of Education evaluates learning resources and allocates funding to support the acquisition of learning resources at the district and school level. Learning resources selected for classroom use are to support the Principles of Learning: • learning requires the active participation of the student; • people learn in a variety of ways and at different rates; • learning is both an individual and a group process. The Ministry recommends that schools have a Learning Resource Committee to develop a school vision for learning resources, evaluate current school resources, establish selection priorities, evaluate resources and make recommendations for purchase, and identify learning resource management systems. A survey of Vancouver elementary and secondary schools indicates that 41% of the schools have Learning Resource Committees, but that their activities rarely include all the recommendations of the Ministry. The survey shows that only 25% of the Committees have an established procedure for selecting learning resources. This study includes an analysis of Learning Resources Committees at two secondary and one elementary school where interviews were done with administrators, teacher-librarians, teachers and staff assistants provide a picture of how learning resources are selected and managed and their impact on resource-based learning and teaching. This study found that systems for selecting and managing learning resources are in the developmental stage as teachers move from primarily print formats to a broad range of print and non-print learning resources.

Significant changes to the British Columbia's educational system have been caused by new curriculums that are based on a resource-based learning and teaching model. The Ministry of Education evaluates learning resources and allocates funding to support the acquisition of learning resources at the district and school level. Learning resources selected for classroom use are to support the Principles of Learning: • learning requires the active participation of the student; • people learn in a variety of ways and at different rates; • learning is both an individual and a group process. The Ministry recommends that schools have a Learning Resource Committee to develop a school vision for learning resources, evaluate current school resources, establish selection priorities, evaluate resources and make recommendations for purchase, and identify learning resource management systems. A survey of Vancouver elementary and secondary schools indicates that 41% of the schools have Learning Resource Committees, but that their activities rarely include all the recommendations of the Ministry. The survey shows that only 25% of the Committees have an established procedure for selecting learning resources. This study includes an analysis of Learning Resources Committees at two secondary and one elementary school where interviews were done with administrators, teacher-librarians, teachers and staff assistants provide a picture of how learning resources are selected and managed and their impact on resource-based learning and teaching. This study found that systems for selecting and managing learning resources are in the developmental stage as teachers move from primarily print formats to a broad range of print and non-print learning resources. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate