Pupils' and Teachers' Perceptions of Visual Art Education PDF Download
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Author: Irene Tsimboukidou
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Irene Tsimboukidou
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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: Sandra S. Ruppert
Publisher:
ISBN: 9780977705009
Category : Art and state
Languages : en
Pages : 20
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Author: Kirby Brooks Meng
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 133
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Lack of student engagement in high schools is a concerning factor in education; low levels of engagement can lead to student apathy, academic challenges, disruptive behavior, and a higher dropout rate. The purpose of this research was to examine the relationship between high school students’ perceptions of engagement and students’ perceptions of the teacher in the visual art classroom. The researcher used social constructivism as a lens through which to explore this topic. The theory of constructivism focuses on active exploration and learning about ideas of personal significance, where the teacher plays an essential supportive and guiding role in student learning. The sample for this research was 68 high school students in a large metropolitan school district in Georgia who were enrolled in Comprehensive Art I. The researcher used a survey to collect students’ perceptions of their cognitive, emotional, and behavioral engagement in the art classroom as well as perceptions of their teacher. Data from this nonexperimental, cross-sectional, predictive study was analyzed using multiple linear regression where the dependent variable is teacher perception and the independent variables are cognitive, emotional, and behavioral engagement. Key findings include insight on the relationship of student levels of engagement to perceptions of the teacher in the art classroom.
Author: Arthur Efland
Publisher: Teachers College Press
ISBN: 080774218X
Category : Education
Languages : en
Pages : 215
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"This in-depth text ... not only sheds light on the problems inhibiting art education, but also demonstrates how art contributes to the overall development of the mind ... Describes how the arts can be used to develop cognitive ability in children; identifies implications for art curricula, teaching practices, and the reform of general education"--http://www.naea-reston.org/publications-list.html.
Author: Douglas Boughton
Publisher: Teachers College Press
ISBN: 9780807735114
Category : Art
Languages : en
Pages : 360
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Author: Edward B. Fiske
Publisher:
ISBN:
Category : Arts
Languages : en
Pages : 124
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Author: Diane Mrochko
Publisher:
ISBN:
Category : Art teachers
Languages : en
Pages : 110
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This study examined art education and special education teachers' perceptions of the impact of art education on the social-emotional development of students with autism in grades kindergarten through eighth grade. Forty-nine participants from three southeastern Pennsylvania school districts participated in the study. Nine volunteered to participate in an interview to expatiate on the topic and qualify their opinions. Multiple data collection instruments were utilized to provide qualitative data on teacher perceptions of which social-emotional skills are impacted by the art classroom as well as to what degree. Participants perceived that the art classroom was an appropriate place for students with autism to work on social-emotional skills. The researcher found that art teachers identified eight social-emotional skills impacted by the art classroom. The majority of art teachers observed students with autism making occasional to frequent improvement in all eight skills. The majority of special education teachers observed occasional to frequent improvement in three skills, occasional improvement in four skills, and rare to occasional improvement in one skill. The researcher also found that both art and special education teachers supported the placement of students with autism in the art classroom because students with autism can be grouped with their non-disabled peers, there is an emphasis on visual rather than verbal communication, the classroom is a flexible environment, and the classroom is a less structured environment.
Author: Christine Powell Boyd
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 486
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Author: Angela Merced Cornelius
Publisher:
ISBN:
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.
