Art teachers have inherited unreconciled attitudes toward the teaching of
drawing, which stem from an unresolved conflict between interventionists and
non-interventionists. The resulting fragmentation of teaching practises is further
confounded by consideration of the "crisis in confidence" period of drawing
development that surfaces in grade four. In an effort to provide a clearer
definition of the teacher's role in the drawing class, this study examined the
practises of four exemplary art specialists^ Descriptive research techniques
were employed in the observation of 27 drawing lessons, nine each at the
grade two, four and six levels. Recorded dialogue was analyzed using Kakas'
Peer Interaction Typology and Clements' Questioning Typology, and it was
found that peers at all grades spoke most often about their own drawing
experiences or artwork, and that teachers used mostly indirect questioning
strategies when interacting with students. Data collected regarding initiators of
interactions revealed that with increasing age came decreasing amounts of
student initiated interaction, together with increasing amounts of teacher
initiated interaction. It was also found that there was a paucity of peer
interaction at the grade four level, and that in-process viewing of peers' artwork
was an important component of the drawing lesson. Within a supportive
environment, interaction generally ranged from neutral to positive. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/5392 |
| Date | 11 1900 |
| Creators | Allingham, Judy Lynn |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 5144765 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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