This study explored two areas: (1) teacher implementation of aesthetic and critical activities in the classroom; and (2) the nature of fourth and fifth grade students' responses during such activities. A series of lessons were designed and taught to fourth and fifth grade students. The study had two goals: (1) to solicit responses from the students that would illustrate their cognitive levels and their stages of understanding art; and (2) to provide a venue by which the researcher would assess her ability to design and facilitate philosophical and interpretive activities. Data from the study indicates that these students recognize expressive qualities of portraits, understand basic symbolism, apply the concept of figurative expression to their own abstract representations, and give clearly stated reasons for their aesthetic beliefs. Reflections on the teacher's participation in the study indicate need for fine tuning of questioning and facilitating strategies, and a greater historical knowledge of art and aesthetic theories.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/278666 |
| Date | January 1998 |
| Creators | Christopher-Yarrington, Laura |
| 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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