This study examines a cross-disciplinary curriculum that uses guided imagery and writing warm-ups to enhance student awareness of sensory properties in the teaching of printmaking, book making and memoir writing. I questioned whether implementation of such a course could: (1) increase student motivation? (2) show improvement in student writing? (3) show student comprehension and application of basic printmaking and book making techniques? (4) show evidence of experimentation in student artwork that results from an awareness of the sensory properties? The curriculum was taught to two courses of middle school students during the University of Arizona's SEEK (Summer Education Enrichment for Kids) program. Each course was two weeks' duration for two hours a day. Quantitative and qualitative results indicate an improvement in student writing and a comprehension and application of printmaking and book making techniques, in addition to experimentation in art as a result of awareness of the sensory properties. Evidence also suggests that both subjects enhance one another when taught together.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/291897 |
| Date | January 1997 |
| Creators | Peterson-Stroz, Leslie Ayn, 1967- |
| Contributors | Garber, Elizabeth |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Thesis-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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