subject:(art education curricula)

University of Wisconsin – Oshkosh

1. Richardson, Todd M. Seeking lucidity : a reimaging of the visual arts curriculum.

Degree: 2014, University of Wisconsin – Oshkosh

URL: http://digital.library.wisc.edu/1793/69528

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A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science-Educational Leadership

The impact of modernism and postmodernism on contemporary… (more)

▼

A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science-Educational Leadership

The impact of modernism and postmodernism on contemporary pedagogy is broad and deep. Kant's philosophy provides the framework for a reality based on rationalization of facts and emotions while Nietzsche's influence reduces human behavior to the search for authenticity and power. Contemporary art inspired by these thinkers has influenced the secondary art classroom by providing a historical foundation built on aesthetic, emotional expression, fact-based scientistic reasoning, personal identity, and cultural provocation. Unfortunately, the promise to increase the development of critical thinking and creativity has gone largely unkept, hindered by the inherent theoretical implications associated with the pursuit of facts, feelings, power, and empathy. At best, modernism and postmodernism promote the exploration of individually-created realities which renders morality and thought relative and thus empty. At worst, it justifies arrogant sociocultural themes via a provocative pursuit of identity based on assertions of authenticity and power. ! Proposed is a reimagining of modern pedagogy in the secondary art education classroom. Central to that task is the work of Ananda K. Coomaraswamy, curator of the Museum of Fine Arts, Boston, whose work remains vitally important to the field of art and art history. Coomaraswamy's scholarship advocates that for art to be educational, study must include an exploration of the theories behind the artist's work "in order to understand the things they made by art." Additionally, students must be free to critically analyze those theories to determine their validity, a necessary component of Coomaraswamy's overarching theory that the education of art must challenge a student's worldview in order to determine whether different views of reality may be, in fact, truer than their own. !!!! !

Advisors/Committee Members: Pontynen.

Subjects/Keywords: Art - Study and teaching - Secondary; Art - Curricula; Education - Secondary - Curricula

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APA (6^th Edition):

Richardson, T. M. (2014). Seeking lucidity : a reimaging of the visual arts curriculum. (Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/69528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Richardson, Todd M. “Seeking lucidity : a reimaging of the visual arts curriculum.” 2014. Thesis, University of Wisconsin – Oshkosh. Accessed December 16, 2019. http://digital.library.wisc.edu/1793/69528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Richardson, Todd M. “Seeking lucidity : a reimaging of the visual arts curriculum.” 2014. Web. 16 Dec 2019.

Vancouver:

Richardson TM. Seeking lucidity : a reimaging of the visual arts curriculum. [Internet] [Thesis]. University of Wisconsin – Oshkosh; 2014. [cited 2019 Dec 16]. Available from: http://digital.library.wisc.edu/1793/69528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Richardson TM. Seeking lucidity : a reimaging of the visual arts curriculum. [Thesis]. University of Wisconsin – Oshkosh; 2014. Available from: http://digital.library.wisc.edu/1793/69528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

2. Lutfi, Dina Abdelhamid. Understanding the Dynamics of Art Education in Saudi Arabia Within High Schools and Colleges.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D8KD39F4

► This dissertation focuses on understanding how art education is structured within high schools and colleges of Saudi Arabia, and investigates why educational institutions are focused… (more)

Subjects/Keywords: Art – Study and teaching; Art; Art in education; Education – Curricula

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APA (6^th Edition):

Lutfi, D. A. (2018). Understanding the Dynamics of Art Education in Saudi Arabia Within High Schools and Colleges. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8KD39F4

Chicago Manual of Style (16^th Edition):

Lutfi, Dina Abdelhamid. “Understanding the Dynamics of Art Education in Saudi Arabia Within High Schools and Colleges.” 2018. Doctoral Dissertation, Columbia University. Accessed December 16, 2019. https://doi.org/10.7916/D8KD39F4.

MLA Handbook (7^th Edition):

Lutfi, Dina Abdelhamid. “Understanding the Dynamics of Art Education in Saudi Arabia Within High Schools and Colleges.” 2018. Web. 16 Dec 2019.

Vancouver:

Lutfi DA. Understanding the Dynamics of Art Education in Saudi Arabia Within High Schools and Colleges. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Dec 16]. Available from: https://doi.org/10.7916/D8KD39F4.

Council of Science Editors:

Lutfi DA. Understanding the Dynamics of Art Education in Saudi Arabia Within High Schools and Colleges. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8KD39F4

Universidade Federal de Mato Grosso do Sul

3. Maldonado, Rafael Duailibi. Documentos curriculares de Arte: afirmação estética do gosto na confluência dos campos educativo e artístico .

Degree: 2016, Universidade Federal de Mato Grosso do Sul

URL: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2861

► Este estudo faz parte do programa de pesquisas do/no Grupo de Estudos e Pesquisas Observatório de Cultura Escolar (OCE), que toma como objetos de estudos… (more)

▼ Este estudo faz parte do programa de pesquisas do/no Grupo de Estudos e Pesquisas Observatório de Cultura Escolar (OCE), que toma como objetos de estudos documentos curriculares produzidos para os espaços da educação formal e não formal, entendidos, respectivamente, como instância de formação escolar com ação educativa institucionalizada, estruturada e sistemática; e como uma possibilidade de produção, seleção e distribuição de conhecimento fora das estruturas curriculares do ensino tradicional. Nessa proposição, esse estudo tem como objetivo principal analisar documentos curriculares da educação formal e não formal, a fim de detectar as formas de definição do gosto estético a partir da incorporação do conhecimento artístico como fator determinante para a construção do capital cultural dos indivíduos. A hipótese que orienta as análises pressupõe que a seleção e distribuição do conhecimento artístico por meio dos documentos curriculares conduzem o processo de aprendizagem da arte de modo a sistematizar a elaboração do conhecimento cultural entendido como conhecimento erudito, e que, na perspectiva da educação estética, determinam ao processo educativo responsabilidades que evidenciam possíveis formas de curricularização da cultura e do gosto. A orientação metodológica dessa investigação está definida pelos procedimentos da pesquisa qualitativa de caráter bibliográfica e documental sobre arte, currículo, cultura, educação formal e não formal. Para tanto, tomamos como fontes os documentos curriculares formais (nacionais e locais) de Arte: Parâmetros Curriculares Nacionais para o Ensino Fundamental (PCN), para as séries iniciais (1ª a 4ª séries) e séries finais (5ª a 8ª séries) do Ensino Fundamental, publicados respectivamente, nos anos de 1997 e 1998; e o Referencial Curricular da Educação Básica (Ensino Fundamental e Ensino Médio), publicado em 2007 pela Secretaria Estadual de Educação de Mato Grosso do Sul (SED); e o Referencial Curricular do Ensino Fundamental (1º ao 9º ano), publicado em 2008 pela Secretaria Municipal de Educação, de Campo Grande (SEMED); e os não-formais: os materiais educativos das três últimas edições da Bienal de Arte de São Paulo (2010, 2012 e 2014); e o material educativo do Instituto Cultural Inhotim (2010). A partir desses documentos, adotamos, como chaves de análise, a educação estética, a cultura curricularizada, e a formação do gosto, na tentativa de relacionar como o processo educativo atua para a formação de capital cultural e legitimação de um padrão erudito de gosto. Em conclusão, a seleção e distribuição do conhecimento no processo educativo institui o repertório teórico que intenciona fornecer condições para que o indivíduo seja capaz de formular diferentes pontos de vista sobre diversos assuntos, tendo base para a determinação de ideias, interpretações e desenvolvimento de habilidades para elaborar critérios de avaliação e emitir juízo de valor. Advisors/Committee Members: Silva, Fabiany de Cássia Tavares (advisor).

Subjects/Keywords: Currículos; Ensino Fundamental; Arte; Education - Curricula; Art

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APA (6^th Edition):

Maldonado, R. D. (2016). Documentos curriculares de Arte: afirmação estética do gosto na confluência dos campos educativo e artístico . (Thesis). Universidade Federal de Mato Grosso do Sul. Retrieved from http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maldonado, Rafael Duailibi. “Documentos curriculares de Arte: afirmação estética do gosto na confluência dos campos educativo e artístico .” 2016. Thesis, Universidade Federal de Mato Grosso do Sul. Accessed December 16, 2019. http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maldonado, Rafael Duailibi. “Documentos curriculares de Arte: afirmação estética do gosto na confluência dos campos educativo e artístico .” 2016. Web. 16 Dec 2019.

Vancouver:

Maldonado RD. Documentos curriculares de Arte: afirmação estética do gosto na confluência dos campos educativo e artístico . [Internet] [Thesis]. Universidade Federal de Mato Grosso do Sul; 2016. [cited 2019 Dec 16]. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maldonado RD. Documentos curriculares de Arte: afirmação estética do gosto na confluência dos campos educativo e artístico . [Thesis]. Universidade Federal de Mato Grosso do Sul; 2016. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kent State University

4. McElfresh, Rebecca Ann. Imaginations of Democracy: The Lived Experiences of Artists Engaged in Social Change.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2008, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1216566818

► The purpose of this study was to examine the nature of the experiences of teacher / artists who engage in art making with social… (more)

▼ The purpose of this study was to examine the nature of the experiences of teacher / artists who engage in art making with social change as the end-in-view. Building on Dewey's notion of educative experience (1938) and art as experience (1934), the study illuminates particular experiences of personal and social transformation through this way of working. Although considerable theorizing has explored the relationship between art making and social change, this study explores this theorizing as it applies to teacher / artists. Through qualitative methodologies of narrative and phenomenological analysis, data from field observations and participant interviews were coded for narrative constructions and then a narrative for each participant was constructed from the data. Next, phenomenological analysis revealed themes that were confirmed and further developed in the focus group session. Findings of the study indicated the following integrated categories of experiential transformation at both personal and social levels: mind, body, and spirit. Within these categories, the data revealed the significance of embodied knowing, physical presence, identity and voice, finding locations of memory and awareness, cross-difference dialogue, spiritual presence and emergent working, finding guidance concerning purpose and truth making, sustenance and nurture, as well as pain and loss. Implications for this study include further consideration of the nature of the experiences provided for students as well as the entire community of learners with regard to experiences with the arts. Epistemological and ontological positions allowing for experiences with the arts as a means to gain understanding and to seek truth might provide a means by which teachers might develop sophisticated educational artistry. Implications for further research include exploring art making as a dialogic experience, especially in cross-difference dialogue. Exploration of research protocol among arts-based researchers might reveal means by which data is gathered an analyzed so that it might become more consistent with arts informed practice. Further research is implied for the development of educational artistry through experiences with the arts. Advisors/Committee Members: Henderson, James G. (Committee Chair).

Subjects/Keywords: Art Education; Curricula; Education; art; social change; curriculum studies; a/r/tography; arts-based research

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APA (6^th Edition):

McElfresh, R. A. (2008). Imaginations of Democracy: The Lived Experiences of Artists Engaged in Social Change. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1216566818

Chicago Manual of Style (16^th Edition):

McElfresh, Rebecca Ann. “Imaginations of Democracy: The Lived Experiences of Artists Engaged in Social Change.” 2008. Doctoral Dissertation, Kent State University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216566818.

MLA Handbook (7^th Edition):

McElfresh, Rebecca Ann. “Imaginations of Democracy: The Lived Experiences of Artists Engaged in Social Change.” 2008. Web. 16 Dec 2019.

Vancouver:

McElfresh RA. Imaginations of Democracy: The Lived Experiences of Artists Engaged in Social Change. [Internet] [Doctoral dissertation]. Kent State University; 2008. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1216566818.

Council of Science Editors:

McElfresh RA. Imaginations of Democracy: The Lived Experiences of Artists Engaged in Social Change. [Doctoral Dissertation]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1216566818

University of Florida

5. Gustlin, Deborah Zoe. Why cant we paint in math class? Integrating art into the core curriculum.

Degree: 2012, University of Florida

URL: http://ufdc.ufl.edu/AA00011275

► The purpose of this capstone project thesis is to present various methods of art integration into the core curriculum and a set of instructional lessons… (more)

Subjects/Keywords: Art education; Art teachers; Arts; Classrooms; Integrated curricula; Learning; Mathematics; Observational research; Schools; Students

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APA (6^th Edition):

Gustlin, D. Z. (2012). Why cant we paint in math class? Integrating art into the core curriculum. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00011275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gustlin, Deborah Zoe. “Why cant we paint in math class? Integrating art into the core curriculum.” 2012. Thesis, University of Florida. Accessed December 16, 2019. http://ufdc.ufl.edu/AA00011275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gustlin, Deborah Zoe. “Why cant we paint in math class? Integrating art into the core curriculum.” 2012. Web. 16 Dec 2019.

Vancouver:

Gustlin DZ. Why cant we paint in math class? Integrating art into the core curriculum. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Dec 16]. Available from: http://ufdc.ufl.edu/AA00011275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gustlin DZ. Why cant we paint in math class? Integrating art into the core curriculum. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00011275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

6. Daiello, Vittoria S. The “I” of the Text: A Psychoanalytic Theory Perspective on Students’ Television Criticism Writing, Subjectivity, and Critical Consciousness in Visual Culture Art Education.

Degree: PhD, Art Education, 2011, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293716652

► This qualitative, interpretive case study uses a psychoanalytically informed theory base to examine students’ perceptions of television criticism essays and writing processes created in the… (more)

Subjects/Keywords: Art Criticism; Art Education; Curricula; Mass Media; Pedagogy; art education; visual culture; television criticism; writing pedagogy; psychoanalytic theory; Lacan; subjectivity; reflexivity

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APA (6^th Edition):

Daiello, V. S. (2011). The “I” of the Text: A Psychoanalytic Theory Perspective on Students’ Television Criticism Writing, Subjectivity, and Critical Consciousness in Visual Culture Art Education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1293716652

Chicago Manual of Style (16^th Edition):

Daiello, Vittoria S. “The “I” of the Text: A Psychoanalytic Theory Perspective on Students’ Television Criticism Writing, Subjectivity, and Critical Consciousness in Visual Culture Art Education.” 2011. Doctoral Dissertation, The Ohio State University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293716652.

MLA Handbook (7^th Edition):

Daiello, Vittoria S. “The “I” of the Text: A Psychoanalytic Theory Perspective on Students’ Television Criticism Writing, Subjectivity, and Critical Consciousness in Visual Culture Art Education.” 2011. Web. 16 Dec 2019.

Vancouver:

Daiello VS. The “I” of the Text: A Psychoanalytic Theory Perspective on Students’ Television Criticism Writing, Subjectivity, and Critical Consciousness in Visual Culture Art Education. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293716652.

Council of Science Editors:

Daiello VS. The “I” of the Text: A Psychoanalytic Theory Perspective on Students’ Television Criticism Writing, Subjectivity, and Critical Consciousness in Visual Culture Art Education. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293716652

University of Wisconsin – Stout

7. Fossum, Farrah W. Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education.

Degree: 2005, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf ; http://digital.library.wisc.edu/1793/41625

Subjects/Keywords: Art – Study and teaching; Education – Curricula

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APA (6^th Edition):

Fossum, F. W. (2005). Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf ; http://digital.library.wisc.edu/1793/41625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fossum, Farrah W. “Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education.” 2005. Thesis, University of Wisconsin – Stout. Accessed December 16, 2019. http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf ; http://digital.library.wisc.edu/1793/41625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fossum, Farrah W. “Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education.” 2005. Web. 16 Dec 2019.

Vancouver:

Fossum FW. Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education. [Internet] [Thesis]. University of Wisconsin – Stout; 2005. [cited 2019 Dec 16]. Available from: http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf ; http://digital.library.wisc.edu/1793/41625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fossum FW. Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education. [Thesis]. University of Wisconsin – Stout; 2005. Available from: http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf ; http://digital.library.wisc.edu/1793/41625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Rochester

8. Sweet, Catherine Salomon (1959 - ). A Phenomenological study of the perceptions and practices of preservice art educators when working with visual arts-based integrated curricula as it relates to their philosophical perspectives of artistic ability, whether it is “caught” or “taught”, and art, whether it is defined by “context” or “content”.

Degree: EdD, 2010, University of Rochester

URL: http://hdl.handle.net/1802/9123

► This paper reviews the current state of visual arts-based integrated curricula and problematicizes the lack of art educator involvement in the design, implementation, and assessment… (more)

Subjects/Keywords: Visual arts-based integration; Integrated curricula; Interdisciplinary; Art education; Arts-based learning

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APA (6^th Edition):

Sweet, C. S. (. -. ). (2010). A Phenomenological study of the perceptions and practices of preservice art educators when working with visual arts-based integrated curricula as it relates to their philosophical perspectives of artistic ability, whether it is “caught” or “taught”, and art, whether it is defined by “context” or “content”. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/9123

Chicago Manual of Style (16^th Edition):

Sweet, Catherine Salomon (1959 - ). “A Phenomenological study of the perceptions and practices of preservice art educators when working with visual arts-based integrated curricula as it relates to their philosophical perspectives of artistic ability, whether it is “caught” or “taught”, and art, whether it is defined by “context” or “content”.” 2010. Doctoral Dissertation, University of Rochester. Accessed December 16, 2019. http://hdl.handle.net/1802/9123.

MLA Handbook (7^th Edition):

Sweet, Catherine Salomon (1959 - ). “A Phenomenological study of the perceptions and practices of preservice art educators when working with visual arts-based integrated curricula as it relates to their philosophical perspectives of artistic ability, whether it is “caught” or “taught”, and art, whether it is defined by “context” or “content”.” 2010. Web. 16 Dec 2019.

Vancouver:

Sweet CS(-). A Phenomenological study of the perceptions and practices of preservice art educators when working with visual arts-based integrated curricula as it relates to their philosophical perspectives of artistic ability, whether it is “caught” or “taught”, and art, whether it is defined by “context” or “content”. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1802/9123.

Council of Science Editors:

Sweet CS(-). A Phenomenological study of the perceptions and practices of preservice art educators when working with visual arts-based integrated curricula as it relates to their philosophical perspectives of artistic ability, whether it is “caught” or “taught”, and art, whether it is defined by “context” or “content”. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/9123

University of Florida

9. Wall, Rebecca. Art Integration: Making Connections between Standards.

Degree: Master's, 2014, University of Florida

URL: http://ufdc.ufl.edu/AA00031024

► Creating an integrated art curriculum can be a difficult task for any educator. An enormous amount of research must take place, along with collaboration among… (more)

Subjects/Keywords: Art education; Art teachers; Arts; Classrooms; Curriculum design; Curriculum standards; Integrated curricula; Students; Teachers; Visual arts

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APA (6^th Edition):

Wall, R. (2014). Art Integration: Making Connections between Standards. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031024

Chicago Manual of Style (16^th Edition):

Wall, Rebecca. “Art Integration: Making Connections between Standards.” 2014. Masters Thesis, University of Florida. Accessed December 16, 2019. http://ufdc.ufl.edu/AA00031024.

MLA Handbook (7^th Edition):

Wall, Rebecca. “Art Integration: Making Connections between Standards.” 2014. Web. 16 Dec 2019.

Vancouver:

Wall R. Art Integration: Making Connections between Standards. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Dec 16]. Available from: http://ufdc.ufl.edu/AA00031024.

Council of Science Editors:

Wall R. Art Integration: Making Connections between Standards. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/AA00031024

Montana State University

10. Boehler, Kimberly Raie. Historical inquiry and epiphany : a bridge for elementary education majors learning to design elementary art curriculum.

Degree: College of Education, Health & Human Development, 2008, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/939

► Theory and practice for comprehensive art education (K-8) has continued to reflect and influence reform in general education since the 1960s. Yet in spite of… (more)

▼ Theory and practice for comprehensive art education (K-8) has continued to reflect and influence reform in general education since the 1960s. Yet in spite of development of exemplary programs, art in many classrooms is often limited to experimentation with materials, providing breaks in the day for students or teachers. Teacher educators need to consider what training will enable emerging elementary teachers to become competent developers of relevant and purposeful art curriculum (for learning built on knowledge and skills unique to the arts.) The purpose of this qualitative study was to guide, observe, and report on the experiences of Elementary Education (EDEL) Majors in an Elementary Art Methods course within the Education Department at Montana State University. These students were asked to engage in historical/cultural inquiry as members of a group in order to construct contextual understanding of one artwork or art site. Then students were guided through the process of designing curriculum from their insights of the same art prompt. The unit foundation guidelines used were from the Transforming Education Through the Arts Challenge (TETAC), a five-year project completed in 2001. The framework, which emphasizes art integration, was founded on Discipline-Based Art Education (DBAE) and Understanding by Design (Wiggins and McTighe, 1998) concepts. The results of this study indicate that emerging teachers have a pre-determined idea about what art is and should be in the classroom. Most EDEL majors say they intend to teach or integrate art but many feel art should be fun activity allowing for free expression. However, when given opportunity to cultivate informed understanding of an artwork, EDEL students were able to design substantive and well-aligned curriculum with meaningful enduring ideas, essential questions, and learning objectives for art skills and knowledge. The findings will encourage educators to approach inquiry in elementary art methods as an information-gathering process appropriate for preparing to teach in any content area. The inquiry process alone did not lead EDEL students to experience epiphany until they began to unpack their ideas according to the structure for unit design. Then one student remarked: "Pow, suddenly it all made sense!" Advisors/Committee Members: Chairperson, Graduate Committee: Priscilla Lund. (advisor).

Subjects/Keywords: Art in education.; Arts.; Education, Elementary.; Education Curricula.

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APA (6^th Edition):

Boehler, K. R. (2008). Historical inquiry and epiphany : a bridge for elementary education majors learning to design elementary art curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boehler, Kimberly Raie. “Historical inquiry and epiphany : a bridge for elementary education majors learning to design elementary art curriculum.” 2008. Thesis, Montana State University. Accessed December 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boehler, Kimberly Raie. “Historical inquiry and epiphany : a bridge for elementary education majors learning to design elementary art curriculum.” 2008. Web. 16 Dec 2019.

Vancouver:

Boehler KR. Historical inquiry and epiphany : a bridge for elementary education majors learning to design elementary art curriculum. [Internet] [Thesis]. Montana State University; 2008. [cited 2019 Dec 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boehler KR. Historical inquiry and epiphany : a bridge for elementary education majors learning to design elementary art curriculum. [Thesis]. Montana State University; 2008. Available from: https://scholarworks.montana.edu/xmlui/handle/1/939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

11. Hartman, Jennifer. Alignment of Middle School Core TEKS with Visual Arts TEKS.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc33160/

► This descriptive study uses a qualitative, content analysis to examine the middle school visual arts and core Texas Essential Knowledge and Skills (TEKS) to determine… (more)

Subjects/Keywords: curriculum alignment; integrated curriculum; TEKS; Texas Essential Knowledge and Skills; middle school; Art – Study and teaching (Middle school) – Curricula – Texas.; Middle school education – Curricula – Texas.; Texas Essential Knowledge and Skills.

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APA (6^th Edition):

Hartman, J. (2010). Alignment of Middle School Core TEKS with Visual Arts TEKS. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33160/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hartman, Jennifer. “Alignment of Middle School Core TEKS with Visual Arts TEKS.” 2010. Thesis, University of North Texas. Accessed December 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc33160/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hartman, Jennifer. “Alignment of Middle School Core TEKS with Visual Arts TEKS.” 2010. Web. 16 Dec 2019.

Vancouver:

Hartman J. Alignment of Middle School Core TEKS with Visual Arts TEKS. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Dec 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33160/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hartman J. Alignment of Middle School Core TEKS with Visual Arts TEKS. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33160/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cape Peninsula University of Technology

12. Westraadt, Georina. Mentoring educators to facilitate quality and meaningful art education .

Degree: 2012, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/1984

► Quality and meaningful art education is a very important vehicle for learning and knowledge acquisition which is within the reach of all children in schools.… (more)

▼ Quality and meaningful art education is a very important vehicle for learning and knowledge acquisition which is within the reach of all children in schools. Unfortunately, due to a variety of reasons such as the fact that generalist trained teachers, with no specialised training in art, are responsible for the teaching of art in schools in South Africa, as well as recurring educational change and subsequent uncertainty, lead to the situation that art lessons currently taught at many schools do not answer to the requirements for quality art education. There is a great need for in-service training to address the shortfalls in the teaching of art in schools. When skills building workshops in art education were offered, teachers requested personal interventions on a one-to-one basis with a focus on their own particular strengths and shortcomings. Mentoring the educators seems to be a means of addressing their needs to improve the quality of their teaching of art. In response to a plea from teachers this research project was designed during which inexperienced and insufficiently trained teachers who are responsible for art education were mentored. Four sites were selected at which the teachers were mentored. There were marked differences in the circumstances and conditions at the four schools, however, from all the sites there was an outcry for assistance in the planning and presentation of quality art lessons and for lesson ideas. The one similarity in all the cases was the fact that they were all generalist trained teachers who are responsible for the teaching of art in their own class and some other classes as well. The mentoring followed a cyclical process and was adapted for art education. The process comprised the establishment of a relationship in which the mentor and mentee played equally important roles, needs analysis, the mentoring process, which iv consisted of joint planning of lessons, model teaching, discussions and coaching sessions, reflection and then to return to the beginning of the cycle. The process concluded with a workshop. The entire process was recorded, reported on and assessed upon termination. Data that was collected at the four sites was analysed according to themes that were developed from the literature on mentoring in education as well as the literature on quality and meaningful art education. Themes that have emerged are the mentoring relationship, the role of the mentor, the role of the mentee, the purpose and goals of the mentoring, the mentoring process and the mentoring outcomes. The thesis concludes with recommendations for the mentoring of educators in the teaching of quality and meaningful art and suggests that no child should be deprived of the learning opportunities through art that can form part of their primary school experience.

Subjects/Keywords: Art – Study and teaching – South Africa; Education – Curricula – South Africa; Dissertations, Academic; DEd; Theses, dissertations, etc.

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APA (6^th Edition):

Westraadt, G. (2012). Mentoring educators to facilitate quality and meaningful art education . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1984

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Westraadt, Georina. “Mentoring educators to facilitate quality and meaningful art education .” 2012. Thesis, Cape Peninsula University of Technology. Accessed December 16, 2019. http://etd.cput.ac.za/handle/20.500.11838/1984.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Westraadt, Georina. “Mentoring educators to facilitate quality and meaningful art education .” 2012. Web. 16 Dec 2019.

Vancouver:

Westraadt G. Mentoring educators to facilitate quality and meaningful art education . [Internet] [Thesis]. Cape Peninsula University of Technology; 2012. [cited 2019 Dec 16]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1984.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Westraadt G. Mentoring educators to facilitate quality and meaningful art education . [Thesis]. Cape Peninsula University of Technology; 2012. Available from: http://etd.cput.ac.za/handle/20.500.11838/1984

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Keiler, Emil E. A study of content material for art metalwork in the junior high school.

Degree: Education, 1946, U of Massachusetts : Masters

URL: https://scholarworks.umass.edu/theses/2710

Subjects/Keywords: Art metal-work Study and teaching; Secondary education Curricula.

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APA (6^th Edition):

Keiler, E. E. (1946). A study of content material for art metalwork in the junior high school. (Masters Thesis). U of Massachusetts : Masters. Retrieved from https://scholarworks.umass.edu/theses/2710

Chicago Manual of Style (16^th Edition):

Keiler, Emil E. “A study of content material for art metalwork in the junior high school.” 1946. Masters Thesis, U of Massachusetts : Masters. Accessed December 16, 2019. https://scholarworks.umass.edu/theses/2710.

MLA Handbook (7^th Edition):

Keiler, Emil E. “A study of content material for art metalwork in the junior high school.” 1946. Web. 16 Dec 2019.

Vancouver:

Keiler EE. A study of content material for art metalwork in the junior high school. [Internet] [Masters thesis]. U of Massachusetts : Masters; 1946. [cited 2019 Dec 16]. Available from: https://scholarworks.umass.edu/theses/2710.

Council of Science Editors:

Keiler EE. A study of content material for art metalwork in the junior high school. [Masters Thesis]. U of Massachusetts : Masters; 1946. Available from: https://scholarworks.umass.edu/theses/2710

Montana State University

14. Alberda, Joanne Kimm. A study to design an art curriculum for grades six, seven and eight in the Sioux Center Christian School.

Degree: 1975, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10724

Subjects/Keywords: Art Study and teaching.; Middle school students.; Education Curricula.

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APA (6^th Edition):

Alberda, J. K. (1975). A study to design an art curriculum for grades six, seven and eight in the Sioux Center Christian School. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alberda, Joanne Kimm. “A study to design an art curriculum for grades six, seven and eight in the Sioux Center Christian School.” 1975. Thesis, Montana State University. Accessed December 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alberda, Joanne Kimm. “A study to design an art curriculum for grades six, seven and eight in the Sioux Center Christian School.” 1975. Web. 16 Dec 2019.

Vancouver:

Alberda JK. A study to design an art curriculum for grades six, seven and eight in the Sioux Center Christian School. [Internet] [Thesis]. Montana State University; 1975. [cited 2019 Dec 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alberda JK. A study to design an art curriculum for grades six, seven and eight in the Sioux Center Christian School. [Thesis]. Montana State University; 1975. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

15. Myers, Sally Ann, 1948-. DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS.

Degree: 1985, University of Arizona

URL: http://hdl.handle.net/10150/275293

Subjects/Keywords: Art teachers.; Instructional systems – Design.; Education, Elementary – Curricula.

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APA (6^th Edition):

Myers, Sally Ann, 1. (1985). DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS. (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/275293

Chicago Manual of Style (16^th Edition):

Myers, Sally Ann, 1948-. “DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS. ” 1985. Masters Thesis, University of Arizona. Accessed December 16, 2019. http://hdl.handle.net/10150/275293.

MLA Handbook (7^th Edition):

Myers, Sally Ann, 1948-. “DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS. ” 1985. Web. 16 Dec 2019.

Vancouver:

Myers, Sally Ann 1. DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS. [Internet] [Masters thesis]. University of Arizona; 1985. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10150/275293.

Council of Science Editors:

Myers, Sally Ann 1. DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS. [Masters Thesis]. University of Arizona; 1985. Available from: http://hdl.handle.net/10150/275293

16. Hicks, Margaret Katharine. Admission, Curricula, and Degree Requirements for the Art Education Doctoral Degree, 1974-1975.

Degree: 1976, North Texas State University

URL: https://digital.library.unt.edu/ark:/67531/metadc331855/

Subjects/Keywords: art education doctoral programs; art education admission requirements; art education degree requirements; art education curricula

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APA (6^th Edition):

Hicks, M. K. (1976). Admission, Curricula, and Degree Requirements for the Art Education Doctoral Degree, 1974-1975. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331855/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hicks, Margaret Katharine. “Admission, Curricula, and Degree Requirements for the Art Education Doctoral Degree, 1974-1975.” 1976. Thesis, North Texas State University. Accessed December 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc331855/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hicks, Margaret Katharine. “Admission, Curricula, and Degree Requirements for the Art Education Doctoral Degree, 1974-1975.” 1976. Web. 16 Dec 2019.

Vancouver:

Hicks MK. Admission, Curricula, and Degree Requirements for the Art Education Doctoral Degree, 1974-1975. [Internet] [Thesis]. North Texas State University; 1976. [cited 2019 Dec 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331855/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hicks MK. Admission, Curricula, and Degree Requirements for the Art Education Doctoral Degree, 1974-1975. [Thesis]. North Texas State University; 1976. Available from: https://digital.library.unt.edu/ark:/67531/metadc331855/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Akron

17. Bordo, Vanessa C. Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations.

Degree: MA, Theatre Arts-Arts Administration, 2011, University of Akron

URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640

► The research hypothesis of this case study is that the natural marriage of language and arts can both strengthen foreign language learning and the vitality… (more)

Subjects/Keywords: Art Education; Arts Management; Bilingual Education; Curricula; Curriculum Development; Education; Education Policy; Fine Arts; Foreign Language; Language; Language Arts; Modern Language; Multicultural Education; Multilingual Education; Museums; Museum Studies; Performin; Arts Administration; Foreign Language; French; Art Gallery; Language Acquisition

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APA (6^th Edition):

Bordo, V. C. (2011). Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640

Chicago Manual of Style (16^th Edition):

Bordo, Vanessa C. “Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations.” 2011. Masters Thesis, University of Akron. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.

MLA Handbook (7^th Edition):

Bordo, Vanessa C. “Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations.” 2011. Web. 16 Dec 2019.

Vancouver:

Bordo VC. Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations. [Internet] [Masters thesis]. University of Akron; 2011. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.

Council of Science Editors:

Bordo VC. Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations. [Masters Thesis]. University of Akron; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640

University of Oklahoma

18. Brinkman, James Warren. The standardization of teaching combinations and teacher education programs for art teachers for the secondary schools of Kansas.

Degree: Educat.D., 1967, University of Oklahoma

URL: http://hdl.handle.net/11244/2280

Subjects/Keywords: Art Study and teaching.; Education, Teacher Training.; Teachers Training of.; Education Kansas Curricula.

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APA (6^th Edition):

Brinkman, J. W. (1967). The standardization of teaching combinations and teacher education programs for art teachers for the secondary schools of Kansas. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/2280

Chicago Manual of Style (16^th Edition):

Brinkman, James Warren. “The standardization of teaching combinations and teacher education programs for art teachers for the secondary schools of Kansas.” 1967. Doctoral Dissertation, University of Oklahoma. Accessed December 16, 2019. http://hdl.handle.net/11244/2280.

MLA Handbook (7^th Edition):

Brinkman, James Warren. “The standardization of teaching combinations and teacher education programs for art teachers for the secondary schools of Kansas.” 1967. Web. 16 Dec 2019.

Vancouver:

Brinkman JW. The standardization of teaching combinations and teacher education programs for art teachers for the secondary schools of Kansas. [Internet] [Doctoral dissertation]. University of Oklahoma; 1967. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/11244/2280.

Council of Science Editors:

Brinkman JW. The standardization of teaching combinations and teacher education programs for art teachers for the secondary schools of Kansas. [Doctoral Dissertation]. University of Oklahoma; 1967. Available from: http://hdl.handle.net/11244/2280

The Ohio State University

19. Banner, Terron. A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century.

Degree: PhD, Arts Administration, Education and Policy, 2019, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696

► The purpose of this dissertation is to provide an intrinsic case study investigation of The City of Miami Beach and Miami - Dade County Public… (more)

Subjects/Keywords: Art Education; Arts Management; Curricula; Curriculum Development; Demographics; Education; Education Policy; Educational Evaluation; Educational Leadership; Minority and Ethnic Groups; Multicultural Education; Organizational Behavior; Responsive education; education reform; equitable education; cultural diversity in education; art education; arts administration; education compact; education policies; educational governance; innovative education policies; crisis management in education

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APA (6^th Edition):

Banner, T. (2019). A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696

Chicago Manual of Style (16^th Edition):

Banner, Terron. “A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century.” 2019. Doctoral Dissertation, The Ohio State University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.

MLA Handbook (7^th Edition):

Banner, Terron. “A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century.” 2019. Web. 16 Dec 2019.

Vancouver:

Banner T. A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.

Council of Science Editors:

Banner T. A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696

20. Jung, Hyunil. The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study.

Degree: PhD, Art Education, 2008, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217340266

► This study is a review of the development of a community-based art education curriculum for the Korean School of Columbus, Ohio, where I have… (more)

▼ This study is a review of the development of a community-based art education curriculum for the Korean School of Columbus, Ohio, where I have served 5 years as an art teacher. From my teaching experiences in the school, I realized that Korean-American students in the United States suffer from a host of psychological problems, such as feelings of rejection and discrimination because they are not able to identify themselves with either the culture of their parents or that of the society they are growing up in. This results in serious outcomes for the Korean-American children because a lost identity takes away one's motivation or purposeful activity in society. In addition, these children are not able to fully express their chaotic feelings, which is a huge reason for many of the psychological problems they suffer. This is where I believe art comes in: art gives the Korean students a chance to express what they feel, think and experience in a form that is nonverbal. Based on this understanding, my desire is to develop a community-based art education curriculum for the Korean School of the Korean Church of Columbus, Ohio. The major goals of this study are: (1) to help Korean students develop their artistic talents, find their identity, and nurture their Christian faith, (2) to create a connection between Korean churches and the Korean immigrants in the United States, (3) to teach visual arts and cultural heritage in order to effectively address the problems of language barriers, cultural conflicts, and racial discrimination, (4) and to help children achieve basic art education disciplines and studio art techniques in order to better express their personal beliefs, ideas and responses to the visual arts. This case study is based on Stringer's (1999) community-based action research as the primary methodology, as well as the theories of communitarians like Etzioni (1993), Gusfield (1975), Selznick (1992), and Sites (1998). I choose Stringer's community-based action research because his strategies and philosophies give this study a strong research foundation. The communitarian theory also provides this project with a standardized definition of the term, <i>community</i>, for both the purposes of this researcher and the other Korean participants of this case study here in the United States. As the results of the research project, there are 30 lesson plans divided by three units: (a) Unit I relates to a general art education, (b) Unit II responds to theological issues in art education, and (c) Unit III includes five lesson plans around the themes of Korean history and culture. Advisors/Committee Members: Daniel, Vesta (Advisor).

Subjects/Keywords: Art Education; Curricula; Education; Teaching; art Education; Curriculum; Curricula; Community-based Art Education; Lesson Plans; Korean Schools; Community-based Action Research; Art Education Disciplines

…2008 �� …....Graduate Teaching Associate, The Department of Art Education, The Ohio State… …of Art Education, Korea National University of Education, Chung-Buk, Korea FIELDS OF STUDY… …Major Field: Art Education 3D Modeling-Sculpture viii TABLE OF CONTENTS Page Abstract… …Theories of Learning and Curriculum in Art Education .........................43 Curriculum… …Goals in Art Education............................................................48 Contents…

11 more images…

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APA (6^th Edition):

Jung, H. (2008). The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1217340266

Chicago Manual of Style (16^th Edition):

Jung, Hyunil. “The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study.” 2008. Doctoral Dissertation, The Ohio State University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217340266.

MLA Handbook (7^th Edition):

Jung, Hyunil. “The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study.” 2008. Web. 16 Dec 2019.

Vancouver:

Jung H. The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217340266.

Council of Science Editors:

Jung H. The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217340266

University of Akron

21. Horne, Courtney Ayana. Developing Confidence in Late Adolescents: A New Theatre Curriculum.

Degree: MA, Theatre Arts-Arts Administration, 2017, University of Akron

URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1492437412092612

► While observing at-risk high school students at a Cleveland-area arts education organization, it became evident that stress may act as a barrier to developing confidence… (more)

Subjects/Keywords: Art Education; Arts Management; Curricula; Curriculum Development; Education; Fine Arts; Performing Arts; Theater; arts; arts education; theatre; theatre education; adolescent psychology; arts administration; arts programming; benefits of arts education; benefits of theatre education; education; curriculum; curriculum sample; classroom assessment; affective domain

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APA (6^th Edition):

Horne, C. A. (2017). Developing Confidence in Late Adolescents: A New Theatre Curriculum. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1492437412092612

Chicago Manual of Style (16^th Edition):

Horne, Courtney Ayana. “Developing Confidence in Late Adolescents: A New Theatre Curriculum.” 2017. Masters Thesis, University of Akron. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492437412092612.

MLA Handbook (7^th Edition):

Horne, Courtney Ayana. “Developing Confidence in Late Adolescents: A New Theatre Curriculum.” 2017. Web. 16 Dec 2019.

Vancouver:

Horne CA. Developing Confidence in Late Adolescents: A New Theatre Curriculum. [Internet] [Masters thesis]. University of Akron; 2017. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1492437412092612.

Council of Science Editors:

Horne CA. Developing Confidence in Late Adolescents: A New Theatre Curriculum. [Masters Thesis]. University of Akron; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1492437412092612

Cape Peninsula University of Technology

22. Westraadt, Georina. The potential for facilitating a rich variety of learning opportunities through the learning area arts and culture (visual arts) .

Degree: 2007, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/1857

► When C2005 was introduced in South Africa, teacher training had to be restructured, to be in accordance with Outcomes Based Education. In 2002, C2005 was… (more)

Subjects/Keywords: Education – Curricula – South Africa; Art – Juvenile literature; Culture – Juvenile literature; MTech

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APA (6^th Edition):

Westraadt, G. (2007). The potential for facilitating a rich variety of learning opportunities through the learning area arts and culture (visual arts) . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1857

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Westraadt, Georina. “The potential for facilitating a rich variety of learning opportunities through the learning area arts and culture (visual arts) .” 2007. Thesis, Cape Peninsula University of Technology. Accessed December 16, 2019. http://etd.cput.ac.za/handle/20.500.11838/1857.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Westraadt, Georina. “The potential for facilitating a rich variety of learning opportunities through the learning area arts and culture (visual arts) .” 2007. Web. 16 Dec 2019.

Vancouver:

Westraadt G. The potential for facilitating a rich variety of learning opportunities through the learning area arts and culture (visual arts) . [Internet] [Thesis]. Cape Peninsula University of Technology; 2007. [cited 2019 Dec 16]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1857.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Westraadt G. The potential for facilitating a rich variety of learning opportunities through the learning area arts and culture (visual arts) . [Thesis]. Cape Peninsula University of Technology; 2007. Available from: http://etd.cput.ac.za/handle/20.500.11838/1857

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universitat de Barcelona

23. Lopes Ferreira Martins, Maria da Graça. Currículo, Subjetividade e Trajetória Profissional na Educação das Artes Visuais. Intérpretes da educação artística em Portugal.

Degree: 2014, Universitat de Barcelona

URL: http://hdl.handle.net/10803/285082

► The social, political and cultural transformations that marked the 60´s, with access to the means of mass communication, and increased production and advertising systems, led… (more)

▼ The social, political and cultural transformations that marked the 60´s, with access to the means of mass communication, and increased production and advertising systems, led to significant changes in the scientific community, including the social sciences, in the approach to sensitive issues of differentiation conditions (gender, race, ethnicity, etc.). These changes enabled thinking societies and reality from new epistemological perspectives which asserted themselves as unavoidable in the years 1980-90 (criticism, post-criticism, feminism, constructivism, post-structuralism, cultural studies). There was an appeal to new forms of social interaction, totalities were questioned and a spread of compelling invitations emerged to explore new references, perspectives and ways of acting, proposing significant changes in the organization of knowledge, in symbolic representation, methods of work, and in rationalization models. In fact, from the 70´s onwards, the cognitive possibility to think the social, focusing on the construction of identities, has been amplified, with the contribution of Histórias de Vidas (Life Stories), (Nóvoa 1992, Goodson 1995, Hernández (coord) 2011, Sancho (coord.) 2013), thus bringing about a boost in the auto-biographical method endorsed by Antonio Nóvoa (1992) that set in the 1980’s, in Portugal. Tangent to this landscape, the research presented, herein, follows a narrative methodology (Clandinin y Connelly 1990, Bolivar 2001, Bruner 1997). This methodology, more than a ground for reflection, becomes a provocative way of reconfiguration: going beyond the need to situate the account of the collaborator in the research - Elvira Leite - in context (Life History), it becomes a self-reflective exercise, recovering the absent to the present, as the autobiographical exercise summons. Triggered by the collision of the story with life, with the professional career and the purposes of the research, the story emerges, an opportunity and an event, with the need to create transversal connections and find writing forms that allow the integration of the diverse experiences that characterize the educational universe. And, it may be an event, from the moment the other perceives and feels that he is involved with what happens to the other and to self: “Hay algo curioso en la autobiografia. Es un relato efectuado por un narrador en aqui y ahora sobre un protagonista que lleva su nonbre y que existía en allí y entonces, y la historia termina en el presente, cuando el protagonista se funde com el narrador” (Bruner, 1990, pp.119). Experiencing the theoretical ground and involving myself in the possibilities that the narrative methodology promotes, my research started with an open and informal (though with a script more provocative than categorical) interview designed to favor the creation of significance, where all the inconsistencies were confirmed. The stories told, conspire to the construction of meaning of the researcher herself. Then, it is the time of our contemporaneity from which these diverse,… Advisors/Committee Members: Universitat de Barcelona. Facultat de Belles Arts, [email protected] (authoremail), false (authoremailshow), Hernández, Fernando (Hernández Hernández) (director), Barros Fernandes, Domingos Manuel (director), Hernández, Fernando (Hernández Hernández) (tutor), true (authorsendemail).

Subjects/Keywords: Ensenyament de l'art; Enseñanza del arte; Art education; Currículums (Ensenyament); Programas de estudio; Curricula (Courses of study); Autobiografies; Autobiografías; Autobiographies; Ciències Humanes i Socials; 371

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APA (6^th Edition):

Lopes Ferreira Martins, M. d. G. (2014). Currículo, Subjetividade e Trajetória Profissional na Educação das Artes Visuais. Intérpretes da educação artística em Portugal. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/285082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lopes Ferreira Martins, Maria da Graça. “Currículo, Subjetividade e Trajetória Profissional na Educação das Artes Visuais. Intérpretes da educação artística em Portugal.” 2014. Thesis, Universitat de Barcelona. Accessed December 16, 2019. http://hdl.handle.net/10803/285082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lopes Ferreira Martins, Maria da Graça. “Currículo, Subjetividade e Trajetória Profissional na Educação das Artes Visuais. Intérpretes da educação artística em Portugal.” 2014. Web. 16 Dec 2019.

Vancouver:

Lopes Ferreira Martins MdG. Currículo, Subjetividade e Trajetória Profissional na Educação das Artes Visuais. Intérpretes da educação artística em Portugal. [Internet] [Thesis]. Universitat de Barcelona; 2014. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10803/285082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopes Ferreira Martins MdG. Currículo, Subjetividade e Trajetória Profissional na Educação das Artes Visuais. Intérpretes da educação artística em Portugal. [Thesis]. Universitat de Barcelona; 2014. Available from: http://hdl.handle.net/10803/285082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Murray-Tiedge, Donna. Understanding pedagogy through the material world: lessons from a pre-service Saturday art school.

Degree: PhD, 0215, 2014, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/49445

► This study explores ways in which Saturday art school teachers use the material world in teaching art. Specifically, this research investigates how pedagogy can be… (more)

▼ This study explores ways in which Saturday art school teachers use the material world in teaching art. Specifically, this research investigates how pedagogy can be enacted through the presentation of the materiality of the classroom. Drawing on Bresler's (1994) three orientations within visual arts curricula: imitative, complementary, and expansive, this work illustrates the richness and complexity of how the material world is used in each orientation, and how these orientations interact and coexist. This research adds to the understanding of the unique contribution of visual arts curricula in relation to schooling and educational goals broadly conceived. A concurrent nested mixed methods design (QquanUAL) employed within a cast study framework enabled qualitative understanding of teachers' actions while quantitative components served to establish associations between physical variables while contributing to complex descriptions of the taskscapes under investigation. Analysis as dictated by the constant comparative method focused on the spatial and material practices and processes of teaching assistants and student teachers. A case study approach enabled engagement with a variety of evidence including fieldnotes and photographs from 39 participant observations, interview transcripts from six key participants, classroom artifacts, lesson plans, and program documents. The rationale for this study arose from the acknowledgement that although essential, the material world remains predominantly a part of the implicit rather than the explicit curriculum. Description and interpretation of the operational curricula of six key participants portray diverse uses of the material world. Even though the six individuals taught art education within the same institutional context, within the same Saturday art school program, in fact, within the same physical classroom, their uses of the material world were individually varied. Findings indicate that the imitative uses of the material world highlight classroom management and discipline. The complementary uses highlight affect, serving to motivate, activate, and engage, as well as teach specific artistic skills. The expansive uses employ artistic forms of presentation that meaningfully intermingle engagements on sensory, emotional, and cognitive levels. These material orientations are not mutually exclusive: each orientation offers important aspects of a balanced curriculum. Advisors/Committee Members: Bresler, Liora (advisor), Bresler, Liora (Committee Chair), Erkert, Jan (committee member), Greene, Jennifer C. (committee member), Kellman, Julia (committee member), Thompson, Christine M. (committee member).

Subjects/Keywords: materiality and pedagogy; pre-service art education; visual arts curricula

…descriptive readings of three higher education environments (a school of art and design, a… …94). 2 Now an assistant professor of art education at a Midwestern university. 1… …school" as a general concept and found that, in art education, this phrase refers to a… …teaching experiences. Pre-service art education students teach the SAS class sessions under the… …supervision of art education graduate students and art education faculty. Student teaching is one of…

10 more images…

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APA (6^th Edition):

Murray-Tiedge, D. (2014). Understanding pedagogy through the material world: lessons from a pre-service Saturday art school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49445

Chicago Manual of Style (16^th Edition):

Murray-Tiedge, Donna. “Understanding pedagogy through the material world: lessons from a pre-service Saturday art school.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 16, 2019. http://hdl.handle.net/2142/49445.

MLA Handbook (7^th Edition):

Murray-Tiedge, Donna. “Understanding pedagogy through the material world: lessons from a pre-service Saturday art school.” 2014. Web. 16 Dec 2019.

Vancouver:

Murray-Tiedge D. Understanding pedagogy through the material world: lessons from a pre-service Saturday art school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/2142/49445.

Council of Science Editors:

Murray-Tiedge D. Understanding pedagogy through the material world: lessons from a pre-service Saturday art school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49445

University of New South Wales

25. Weate, Amanda. An analysis of theories of creativity in philosophy of aesthetics, psychology and art education.

Degree: Art, 1990, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/54715 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35643/SOURCE01?view=true

Subjects/Keywords: Psychology; Art Education; Theories of Creativity; Curricula; Thesis digitisation program

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APA (6^th Edition):

Weate, A. (1990). An analysis of theories of creativity in philosophy of aesthetics, psychology and art education. (Masters Thesis). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/54715 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35643/SOURCE01?view=true

Chicago Manual of Style (16^th Edition):

Weate, Amanda. “An analysis of theories of creativity in philosophy of aesthetics, psychology and art education.” 1990. Masters Thesis, University of New South Wales. Accessed December 16, 2019. http://handle.unsw.edu.au/1959.4/54715 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35643/SOURCE01?view=true.

MLA Handbook (7^th Edition):

Weate, Amanda. “An analysis of theories of creativity in philosophy of aesthetics, psychology and art education.” 1990. Web. 16 Dec 2019.

Vancouver:

Weate A. An analysis of theories of creativity in philosophy of aesthetics, psychology and art education. [Internet] [Masters thesis]. University of New South Wales; 1990. [cited 2019 Dec 16]. Available from: http://handle.unsw.edu.au/1959.4/54715 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35643/SOURCE01?view=true.

Council of Science Editors:

Weate A. An analysis of theories of creativity in philosophy of aesthetics, psychology and art education. [Masters Thesis]. University of New South Wales; 1990. Available from: http://handle.unsw.edu.au/1959.4/54715 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35643/SOURCE01?view=true

Florida State University

26. [No author]. The development of a ceramics curriculum on the college level.

Degree: 1960, Florida State University

URL: http://purl.flvc.org/fcla/dt/164688 ;

text/pdf

Subjects/Keywords: Education, Higher – Curricula; Art – Study and teaching; Pottery craft – Study and teaching (Higher)

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APA (6^th Edition):

author], [. (1960). The development of a ceramics curriculum on the college level. (Thesis). Florida State University. Retrieved from http://purl.flvc.org/fcla/dt/164688 ;

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “The development of a ceramics curriculum on the college level.” 1960. Thesis, Florida State University. Accessed December 16, 2019. http://purl.flvc.org/fcla/dt/164688 ;.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “The development of a ceramics curriculum on the college level.” 1960. Web. 16 Dec 2019.

Vancouver:

author] [. The development of a ceramics curriculum on the college level. [Internet] [Thesis]. Florida State University; 1960. [cited 2019 Dec 16]. Available from: http://purl.flvc.org/fcla/dt/164688 ;.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. The development of a ceramics curriculum on the college level. [Thesis]. Florida State University; 1960. Available from: http://purl.flvc.org/fcla/dt/164688 ;

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – San Bernardino

27. Myerchin, Naomi Sue. The value of art integration in grades four through six.

Degree: MAin Interdisciplinary Studies, Interdisciplinary Studies, 2001, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/2043

Research supports ideas that relate the value of arts integration to success in the elementary classroom. This thesis explores the theoretical and practical aspects of the integration of the visual arts and their value, specifically to elementary grades four through six.

Subjects/Keywords: Art – Study and teaching; Art – Analysis; interpretation; Art – Study and teaching (Elementary); Art – Study and teaching – Curricula (Elementary); Art appreciation; Art Education

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APA (6^th Edition):

Myerchin, N. S. (2001). The value of art integration in grades four through six. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Myerchin, Naomi Sue. “The value of art integration in grades four through six.” 2001. Thesis, California State University – San Bernardino. Accessed December 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/2043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Myerchin, Naomi Sue. “The value of art integration in grades four through six.” 2001. Web. 16 Dec 2019.

Vancouver:

Myerchin NS. The value of art integration in grades four through six. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2019 Dec 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Myerchin NS. The value of art integration in grades four through six. [Thesis]. California State University – San Bernardino; 2001. Available from: http://scholarworks.lib.csusb.edu/etd-project/2043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Heinrich, Ruth Esther. Nineteenth And Twentieth Century Prints For Classroom Use In A Secondary School Painting Program .

Degree: 1956, Drake U

URL: http://hdl.handle.net/2092/1828

Subjects/Keywords: Nineteenth century art – Education (Secondary); Twentieth century art – Education (Secondary); Painting – Education (Secondary) – Curricula

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APA (6^th Edition):

Heinrich, R. E. (1956). Nineteenth And Twentieth Century Prints For Classroom Use In A Secondary School Painting Program . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1828

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Heinrich, Ruth Esther. “Nineteenth And Twentieth Century Prints For Classroom Use In A Secondary School Painting Program .” 1956. Thesis, Drake U. Accessed December 16, 2019. http://hdl.handle.net/2092/1828.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Heinrich, Ruth Esther. “Nineteenth And Twentieth Century Prints For Classroom Use In A Secondary School Painting Program .” 1956. Web. 16 Dec 2019.

Vancouver:

Heinrich RE. Nineteenth And Twentieth Century Prints For Classroom Use In A Secondary School Painting Program . [Internet] [Thesis]. Drake U; 1956. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/2092/1828.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heinrich RE. Nineteenth And Twentieth Century Prints For Classroom Use In A Secondary School Painting Program . [Thesis]. Drake U; 1956. Available from: http://hdl.handle.net/2092/1828

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – San Bernardino

29. Brow, Jo-Ann. Developing an art curriculum for elementary education.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/1506

Subjects/Keywords: Art – Study and teaching (Elementary); Art – Study and teaching – Curricula (Elementary) Art appreciation; Visual preception; Creative thinking; Art and history; Art Education; Curriculum and Instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Brow, J. (1998). Developing an art curriculum for elementary education. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1506

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brow, Jo-Ann. “Developing an art curriculum for elementary education.” 1998. Thesis, California State University – San Bernardino. Accessed December 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/1506.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brow, Jo-Ann. “Developing an art curriculum for elementary education.” 1998. Web. 16 Dec 2019.

Vancouver:

Brow J. Developing an art curriculum for elementary education. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Dec 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1506.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brow J. Developing an art curriculum for elementary education. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1506

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Akron

30. Fatzinger, Stefanie Abbott. Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology.

Degree: MA, Theatre Arts, 2010, University of Akron

URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1271007280

► Objectives- The primary goals of this thesis was to illustrate, through the production of the theatrical production, Spoon River Anthology by Edgar Lee Masters,… (more)

▼ Objectives- The primary goals of this thesis was to illustrate, through the production of the theatrical production, Spoon River Anthology by Edgar Lee Masters, that a theatrical production may be used to provide integration opportunities for other areas of the high school curriculum and the staff and students of the high school. The theatrical production and the academic integration were completed at Jackson High School in Massillon, Ohio during the 2008-2009 academic year. In addition, the other goals of the project were to illustrate how the choice of a theatrical production may assist in improving the overall quality of the Theatre program in a school district, thus making it more accessible, appealing, and ultimately, educational to a larger population of students. Methods- Integration of Theatre was accomplished through study of all academic areas of the Ohio State Academic Standards and using Theatre to accomplish those standards in several different content areas. Theatre may also be used as a means of preparation or review for standardized tests, such as the OGT in English and Social Studies areas. Additionally, involving staff offered the opportunity for them to collaborate with the Theatre teacher and create multi-faceted learning opportunities. Development of the Theatre program involved collaboration with students, staff, and parents. This made the Theatrical Production connect to a larger audience. Results- Teachers want to collaborate but often do not due to time conflicts and budgetary constraints. Overall staff members enjoyed the integration and wanted to do for future theatrical productions. The teachers were willing to assist in making the production a success by offering their talents and the talents of their students. The number of students who participated in the theatrical production was exceeding larger than any previous school year. Conclusions- Theatre productions are designed to teach. They should be used to reach a larger number of students than those actually in the production. They can be used to teach through production opportunities and academic integration. Ultimately these activities may lead to the growth of the Theatre program and provide enrichment for other students who may never have chosen to take part in the Theatre program (or other arts programs) in the school. Advisors/Committee Members: Slowiak, James (Advisor).

Subjects/Keywords: American Literature; Art Education; Curricula; Education; Fine Arts; Language Arts; Teaching; Theater; American Literature; Spoon River Anthology; Theatre Education; Curriculum; Arts Education; Theatre in Education; Language Arts; High School Theatre Production; Performing Arts

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fatzinger, S. A. (2010). Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1271007280

Chicago Manual of Style (16^th Edition):

Fatzinger, Stefanie Abbott. “Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology.” 2010. Masters Thesis, University of Akron. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1271007280.

MLA Handbook (7^th Edition):

Fatzinger, Stefanie Abbott. “Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology.” 2010. Web. 16 Dec 2019.

Vancouver:

Fatzinger SA. Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology. [Internet] [Masters thesis]. University of Akron; 2010. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1271007280.

Council of Science Editors:

Fatzinger SA. Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology. [Masters Thesis]. University of Akron; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1271007280

Open Access Theses and Dissertations