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Author: Sal Anello
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
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Buffalo State College Master's project in Art Education, 2009.
Author: Sal Anello
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
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Buffalo State College Master's project in Art Education, 2009.
Author: Mallory Jane Green
Publisher:
ISBN:
Category :
Languages : en
Pages : 250
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Visual Art has been a part of Australian education for decades; however, in an increasingly globalized visual world where individuals are inundated with media images the need for students to develop the skills to deconstruct and reconstruct images has become vital. And yet the notions thatVisual Art is simply a God-given gift, frill or busy-work activity remain prevalent within our society and the skills that are taught become optional for students at the end of their middle school years. Therefore, educators and researchers alike have the added responsibility to determinestudents' understanding of the benefits of Visual Art and identify ways in which to encourage continued appreciation and involvement in their Visual Art Education. The purpose of this thesis is to identify possible perceptions Year 7 students at a private college have on Visual Art, the influences that effect student subject selection and the ways their attitudescan inform future planning. The context of the study was an elite independent college in Victoria, Australia. This school currently allows students at the end of Year 7 to discontinue their Visual Artstudies in Year 8. This study approached Year 7 students with the intention of determining whether or not they enjoyed and valued Visual Art in addition to seeking insight into their attitudes surrounding their Visual Art classroom learning activities. The study furthermore sought insight into student attitudes concerning the role parents, self-efficacy, peers or dreams for the future played in their decision to continue or discontinue specific subjects. This paper also endeavoured to add to the mounting body of literature on student perceptions by investigating student's beliefs within a Visual Art classroom context. It similarly aimed to add tocurrent arts educational research through addressing the gaps that exist in Visual Art Educational studies, specifically the lack of student opinions. The study attempted this through collating data on Year 7 perceptions from three different instruments. Forty-one students volunteered to participate in an online questionnaire, during their timetabled art class, and provided their thoughts on their classroom experiences, subject selection influences anddreams for the future. Eleven students, who completed the surveys, then offered to attend one of four focus groups interviews that were conducted. These 30-minute interviews involved the interviewer asking semi-structured questions and prompting discussion with visual stimuli. Four students within the focus group interviews also illustrated how they saw themselves within their Visual Art classroom. Multiple instruments were created to encourage students to answer honestly and be able to offer in-depth insight into their opinions as well as allow the researcher to triangulate data and increase the validity of the information gathered. It became apparent within the questionnaire, focus group interviews and drawing instruments that students enjoyed Visual Art, looked forward to their Visual Art class learning experiences and it was a favourite among many. The key struggle students' highlighted during their classroomexperiences concerned time-management. However the data, while suggesting that students liked Visual Art, also noted that the majority of students had dated notions of the purpose of Visual Art subjects and illustrated that further discussions on the aims of Visual Art Education in accordanceto the new ACARA (2011) documents might be beneficial to implementing the national curriculum. The findings also clarified that Visual Art was not perceived as an important class and the minority of student participants saw a future in the creative industries. By identifying through the findings and literature framework the role that goals, self-efficacy and mindsets play within subject selection and motivation, as well as the significance of parent influence, the study was able to highlight thegrowing need for parental involvement in promoting Visual Art Education, developing a growth mindset and student self-efficacy. The study also implicated the necessity for teachers to promote career pathways in our global and creative economy that are benefited by Visual Art studies. As awhole the study provides insight into potential actions Visual Art teachers at a Private College might explore to improve motivation in the Visual Art classroom and encourage students to elect to continue their studies in Visual Art in the future.
Author: Jennifer L. Bashore
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 72
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Author: Angela Merced Cornelius
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Category :
Languages : en
Pages :
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The overarching problems to which this study responds are the inadequacies of a traditional language arts curriculum for underserved middle school students and the ways such curricula fall short in providing these students viable means to succeed both academically and socially. The purpose of this study is to learn what happens when underserved middle school students are simultaneously engaged in literacy studies and visual arts learning based on the perceptions of four students, their teacher and the researcher. The questions that guide this study of an integrated literacy curriculum in a visual arts classroom are: 1) What are the perceptions of four underserved middle school students regarding their participation in an arts and literacy integrated curriculum? 2) What are the perceptions of a middle school teacher about student participation in an arts and literacy integrated curriculum? and, 3) What are the perceptions of the researcher who participated in the arts and literacy integrated curriculum? By using a case study methodology along with elements of autoethnography, the study primarily explores the perceptions of four underserved students in an art class as they engage in literacy activities. This study incorporates ethnographic techniques of observation, interviews, artifact collection, and analysis as a basis for assessing and interpreting evaluations of real world experiences of students and a teacher. Results illustrate the students did not find the writing assignment relevant to the associated art activity. The veteran teacher expressed interest in incorporating language arts into the art class but only did so on a limited basis. It appeared to the researcher that the potential for increasing verbal literacy was likely hampered by inadequate preparation for the lesson. The teacher may not have had a deep belief or motivation to fully utilize this technique. The potential for students to be exposed to deeper literacy integration in the art class may not have been fully realized.
Author: National Art Education Association
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 136
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Author: Dominique Mediak-Pirigyi
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
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Buffalo State College Master's project in Elementary Education and Reading, 2001.
Author: Kendall Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 40
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Author: Madison Mock
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Category :
Languages : en
Pages :
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In this study, I use interviews with two middle school art teachers to discuss attitudes, experiences, and perceptions in relation to cross disciplinary learning. I examine the ways word choices shape understandings of specific concepts and their influence on teaching and learning styles. Using previous examples of my work to contextualize my conceptual framework, I highlight practical and theoretical aspects of this project. This presentation of my research captures the tone of the teacher interviews in the form of composites of the examples they provided and the concepts we discussed. Situated in relevant literature, I investigate both the teachers' and my own engagement with cross disciplinary learning through interpretations of our ideas about interdisciplinary learning and arts integration. Ending with a look forward, I connect my own thoughts about how learning transcends boundaries using the metaphor of fractals as a way to understand knowledge construction in relation to developing strategies for cross disciplinary and cross contextual learning experiences.
Author: Catherine J. Mitchell
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Category :
Languages : en
Pages :
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Author: Progressive Education Association (U.S.). Commission on the Secondary School Curriculum. Committee on the Function of Art in General Education
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 188
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