The purpose of this investigation was to study a comparison of the effects of two methods of teaching selected concepts from Cubism on the studio production of middle school students. Differences between the results of the teaching of control and experimental methods were attributed to the impetus of enrichment synchronized slide-tape programs being integrated into studio production. Answers were sought to the questions: (1) can students who obtain enriched art history lessons on Cubism show more creativity on their art productions? and, (2) can the integration of enriched art history and related studio activity help students gain more knowledge of subject matter and intellectual concepts of art history? / One hundred and forty-one heterogenous members of the eighth grade art classes of the four middle schools in Dothan, Alabama, were the subject of the study. The middle school supervisor randomly assigned two schools to be in the control group and two in the experimental group. / The content and learning materials for the control group were the same as for the experimental group and both groups participated in integrated studio art activity. The study sheets, discussion, studio art activity, and use of The McDearman Paper-Pencil Test consisting of two twenty-five multiple choice items were conducted as with the control group with the exception of two ten-minute synchronized slide-tape enrichment presentations which were given to the experimental group at the beginning of each week of the two week study. / Experimental groups who were exposed to the art history enrichment lessons demonstrated gains in performance of skills, originality, and Cubistic influences in their art production as measured by the McDearman Judgment Scale used by three art education teachers with master's degrees and experience working with this age group. In the comprehension and retention of concepts about art history, the students who received enrichment treatments did not perform better than the control groups as measured by McDearman Paper-Pencil Test. The .05 level was used as the basis for acceptance of the hypotheses and the alpha = .05. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2447. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74476 |
| Contributors | MCDEARMAN, BETTE LOVE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 93 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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