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Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students

This study follows the progress of 11 elementary students who exhibited similar language-arts deficiencies and were treated with traditional and non-traditional language-arts remediation methods. Non-traditional methods were exclusively Discipline-Based Art Education (DBAE) lessons that required students to observe, talk about, and write about art images using a DBAE framework. Portfolios maintained by the students during one complete school year included writings and art production. Writings were marked using a color-coding system developed for the research project and designed to track growth in art cognition. Interviews for affective measure and the Test of Non-Verbal Intelligence, Edition II were administered as pre- and post-tests. Evidence indicated art understanding improved as cognition in language arts improved. Change in attitudes toward art and artists demonstrated a slight positive change. No significant difference was detected in non-verbal intelligence.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc277869
Date12 1900
CreatorsStephens, Pamela Geiger
ContributorsMcCarter, William, 1939-, Newton, Connie L., 1948-, Cooper, Jed Arthur, Berry, Nancy W., Summers, Patricia Ann
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatix, 150 leaves: ill., Text
CoverageUnited States - Texas - Tarrant County - Bedford
RightsPublic, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Stephens, Pamela Geiger

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