Video art is a more recent development and use of video technology. This much less commonly known aspect of video making focuses on art rather than entertainment. Video artists are interested not only in the formal visual aspects of the medium, but also in those other intrinsic qualities of the medium. The particular language of video art can be understood, however, only when the proper education is gained by the viewer. That is, a method of critically viewing video art is needed in order to help students understand this new art form and be able to derive meaning from video art works. The purpose of this study, therefore, is to develop a framework for critiquing video art in an educational contest. The basic structure of the framework developed is based both on Lippitt's (1973) framework for the development of a model and Van Gigch's (1991) model building concepts. In this study, the framework is composed of five major constituents which are: supports and policies of the government, collaborative relationships, art criticism, educational methods of art criticism, and instructional framework. They are structured as a framework for pedagogically developing secondary school students' critical skills, which are required for critiquing video art. In addition, this instructional framework can be used as reference by regular classroom teachers, arts specialist teachers, or school administrators. / Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1449. / Major Professor: Jessie Lovano-Kerr. / Thesis (Ph.D.)--The Florida State University, 1996.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77701 |
| Contributors | Lee, Chungpin Apins., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 146 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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