Why are We Here? A Model for Affecting Change in Student Perceptions of the Visual Arts in the Middle School Classroom PDF Download
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Author: Dominique Mediak-Pirigyi
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
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Book Description
Buffalo State College Master's project in Elementary Education and Reading, 2001.
Author: Dominique Mediak-Pirigyi
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
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Book Description
Buffalo State College Master's project in Elementary Education and Reading, 2001.
Author: Angela Merced Cornelius
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 740
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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: Jennifer L. Bashore
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 72
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Author: Peggy Albers
Publisher: Routledge
ISBN: 1135662568
Category : Education
Languages : en
Pages : 256
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Telling Pieces is an exploration of how pre-adolescent middle-school children develop a knowledge and understanding of the conventions of art (art as literacy) and how they use this knowledge to create representations of their lives in a small midwestern U.S. town. Beginning with an overview of social semiotics and emergent literacy theorizing, the authors set the stage for their study of sixth graders involved in art. A galleria of children's artworks is presented, allowing readers/viewers to consider these texts independent of the authors' interpretations of them. Then, set against the galleria is the story of the community and school contexts in which the artworks are produced--contexts in which racism, homophobia, and the repression of creativity are often the norm. The interpretation the authors bring to bear on the artworks reveals stories that the artworks may or may not tell on their own. But the tales of artistic literacy achievement are counterbalanced by reflection about the content of the artworks produced, because the artworks reveal the impossibility for students to imagine beyond the situational bounds of racism, homophobia, and religiosity. The authors conclude by raising questions about the kinds of conditions that make literacy in art possible. In doing so, they explore selected alternative models and, in addition, ask readers to consider the implications of the ideological issues underlying teaching children how to represent their ideas. They also advocate for a participatory pedagogy of possibility founded on ethical relational principles in the creation and interpretation of visual text. Of particular interest to school professionals, researchers, and graduate students in literacy or art education, this pioneering book: * brings together the fields of art education and literacy education through its focus on how middle school students come to work with and understand the semiotic systems, * introduces sociolinguistic, sociological, and postmodernist perspectives to thinking about children's work with art--adding a new dimension to the psychological and developmental descriptions that have tended to dominate thinking in the field, * includes a galleria of 40 examples of children's artwork, providing a unique opportunity for readers/viewers to interpret and consider the artwork of the sixth graders independent of the authors' interpretations, * presents descriptions of art teaching in process, * gives considerable attention to the interpretation of the children's artworks and the influences that contribute to the content they represent, and * considers varying models of art education along with the implications of introducing new representational possibilities.
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Joseph Maurer
Publisher: Consortium on Chicago School Research
ISBN: 9780999550946
Category : Education
Languages : en
Pages : 48
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Book Description
Social and emotional learning is a topic of increasing focus in the education sector. Though definitions and terminology vary, at its core this trend reflects an increased interest among educators, administrators, parents, and other stakeholders in students' development of individual and interpersonal skills beyond the realm of academic achievement.This project, conducted as a partnership between Ingenuity and the University of Chicago Consortium on School Research, consists of two components: a review of literature on this topic and an interview-based fieldwork component with educators, administrators, students, and parents in Chicago Public Schools. The authors reviewed more than 200 studies on arts education spanning six decades. They also conducted focus groups and interviews with key participants in the arts education process-including educators, administrators, students, and parents-to evaluate evidence of the effects of arts education on social-emotional development in school and after-school settings. They found a widespread belief that arts education contributes to children's and adolescents' social-emotional development.
Author: Pamela Sammons
Publisher: CRC Press
ISBN: 9789026515491
Category : Education
Languages : en
Pages : 428
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Book Description
This volume explores the influence of students' background on educational outcomes, ways of contextualising school performance, and current issues and developments in school effectiveness research. Also investigated is how the research contributes to understanding of school and classroom processes.
Author: Sal Anello
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
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Book Description
Buffalo State College Master's project in Art Education, 2009.
