This study follows the progress of 11 elementary students who exhibited similar language-arts deficiencies and were treated with traditional and non-traditional language-arts remediation methods. Non-traditional methods were exclusively Discipline-Based Art Education (DBAE) lessons that required students to observe, talk about, and write about art images using a DBAE framework. Portfolios maintained by the students during one complete school year included writings and art production. Writings were marked using a color-coding system developed for the research project and designed to track growth in art cognition. Interviews for affective measure and the Test of Non-Verbal Intelligence, Edition II were administered as pre- and post-tests. Evidence indicated art understanding improved as cognition in language arts improved. Change in attitudes toward art and artists demonstrated a slight positive change. No significant difference was detected in non-verbal intelligence.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc277869 |
| Date | 12 1900 |
| Creators | Stephens, Pamela Geiger |
| Contributors | McCarter, William, 1939-, Newton, Connie L., 1948-, Cooper, Jed Arthur, Berry, Nancy W., Summers, Patricia Ann |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | ix, 150 leaves: ill., Text |
| Coverage | United States - Texas - Tarrant County - Bedford |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Stephens, Pamela Geiger |
Page generated in 0.0023 seconds