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1
McNeil, Isabelle. „General education, aesthetic education and value awareness : rationale for a phenomenological research“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24095.
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Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made.It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation.
This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.
2
Dafiotis, Panagiotis. „Art practice as a form of research in art education : towards a teaching artist practice“. Thesis, Institute of Education (University of London), 2011. http://eprints.ioe.ac.uk/7362/.
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Although the borders between art practice and domains like philosophy have been questioned, education and its relation to art seems somehow to be overlooked in these exchanges. In my arts-led research I examine the ways the teaching artist may be able to cross the borders between art and education to produce a hybrid field in which hierarchical distinctions are questioned and the voices of students legitimised. Through my own practice as a teaching artist I am attempting to recognise, theorise, ground and develop a framework for this hybrid field. In my practice-led PhD I am trying to create space for an alternative, parallel possibility within art education. To do so, I draw on the work of Kester (2004) and Bourriaud (2002) who analyse dialogic artworks and relational aesthetics (respectively). I perceive art lessons as artistic events in the relational sense and the space where these exchanges take place, as an ever-evolving installation artwork. To this effect I have created a series of multimodal installations, which question the dichotomy of visual arts and pedagogy. These installations became increasingly participatory 'culminating' in a project, (The Benevolent Trap' May, 2010) which involved pertinent presentations and discussions with fellow students. Affect through the visual becomes the fulcrum for inciting dialogue on the relation between art and meaningmaking. On a theoretical level I draw on Deleuze and Guattari, and particularly on their notions of the 'rhizome' and 'smooth space'. In my practice-based research project I therefore explore art making as a meta-process in which making about making becomes a way of thinking about thinking. The quest though is to create a space where participants can revisit their own assumptions and reflect on them.
3
Grubbs, Jeffrey Bryan. „Teacher Belief Research in Art Education: Analyzing a Church of Christ Christian College Art Educator Beliefs and their Influence on Teaching“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284733542.
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Bartholomee, Lucy. „How Does It Feel to be Creative? A Phenomenological Investigation of the Creative Experience in Kinetic Places“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062833/.
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How does it feel to be creative? Such a question, when approached from a phenomenological perspective, reveals new understandings about the embodied experience of creativity, and how it feels as it is being lived. This investigation begins with a provocative contrast of two environments where creativity is thought to manifest itself: school art classrooms, where creativity is often legislated from an authority figure, and New Orleans Second Line parades, where creativity is organically and kinetically expressed. A thorough review of the literature on creativity focuses on education, arts education, creative economies, psychology, and critical theorists, collectively revealing a cognitive bias and striking lack of consideration for community, freedom, and the lived experience of being creative. Further discussions in the literature also neglect sites of creativity, and the impact that place (such as a school classroom) can have upon creativity. The phenomenological perspectives of Merleau-Ponty, Heidegger, Bachelard, and Trigg support a methodological lens to grasp embodied knowledge, perceptions of placedness on creativity, and the interdependent frictions between freedom, authenticity, movement and belonging. The research method includes investigations in New Orleans in archives, examination of visual and material culture, participation in cultural practice, and formal and informal interviews. Further, the phenomena of walking and wandering became a methodology for embodied data collection that clarified the emerging rich experiences and descriptions of how it feels to be creative, especially how it feels to be creative in a creative place. What is also revealed are intense frictions, such as the tension between perceptions of personal freedom and a high demand for authenticity in terms of New Orleans traditions, that opens the space and fuels the inspiration for the abundance of creativity found in New Orleans culture.
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Langdon, Elizabeth Ann. „Place-Based and Intergenerational Art Education“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011804/.
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This qualitative inquiry explored how art educators might broaden their views of place through critical encounters with art, local visual culture, and working with older artists. I combined place-based (PB) education and intergenerational (IG) learning as the focus of an art education curriculum writing initiative with in-service art educators within a museum setting to produce PBIG art education. This study engaged art educators in cooperative action research using a multi-modal approach, including identifying and interviewing local artists to construct new understandings about local place and art to share with students and community. I used critical reflection in our cooperative action research by troubling paradoxes in local visual culture, which formed views of place including Indigenous cultures. Using Deleuze's Logic of Sense (LOS) theories of sense and event, enabled concept development through embracing the paradoxes of this research as sense producing. LOS theory of duration complements IG learning by clarifying the contributions of place and time to memory and experience. Duration suggests that place locates the virtual past, which is actualized through memories--one of the shared experiences of IG learning. Rethinking IG relationships as a sharing of experience and memory while positioning place as a commonality, dismantles ageist notions by offering alternatives to binary thinking about old and young. By triangulating participant data based on the extended epistemology of cooperative action research and Deleuze's pure event, I assess the credibility of participant learning. Critical reflection in cooperative action research combined with LOS theory is significant because the reflective aspect of action research aligns with Deleuze's pure event. Vital curricula and teacher praxes resulted when participants integrated localized experiences of place through older artists' memories and art.
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Piazza, Lisa M. „Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6928.
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In western societies, the persona of the artist has largely been associated with prevailing myths of the creative individual including the artist as genius and outsider. In my inquiry I endeavored to understand what it means to be an artist from the perspective of budding “creatives”. In this study I explored the process of becoming an artist that is how college students construct and navigate an artistic self (selves), and the factors that influenced this process. My purpose in this multiple text narrative inquiry was to discover how undergraduate art majors construct and navigate their artistic identity/identities, particularly while engaged in an artistic undergraduate research (UR) experience. I selected to explore students engaged in an undergraduate research project as a way to understand the process of artistic becoming within a unique educational practice, and to determine the role of creativity within this process.
My study involved students who participated in an undergraduate research scholarship program developed by the Office for Undergraduate Research at a large research university in the southeast of the United States. Ten undergraduate art majors participated in this study. Data included in-depth interviews, and participant writings in the form of “artist” reflective journal entries (which included both written and visual text), and a final self-reflection essay. I analyzed the interview data through a holistic- content approach (Lieblich et al., 1998). I identified specific themes in order to understand the complex, “whole” individual, which assisted me in understanding participant “artistic selves”, and how creativity played a role in this process. I analyzed participant art products using methods adapted from Riessman (2008) and Keats (2009). Three key findings emerged from my inquiry. First, for the majority of participants, the construction of artistic identity/identities involved a significant evolution in their meaning making structures. Second, the notion of “doing” for oneself through research was profound for most individuals, which resulted in a stronger sense of artistic identity/identities. The third major finding was how participants weaved their artistic identity/identities through creativity. Implications of my research underscore the need for more robust institutional support and resources to assist emerging artists with developing career skills, creating supportive environments for art majors from a variety of backgrounds to help them succeed and thrive in college, the design and implementation of additional educational practices in the arts that promote self-authorship, and the expansion of UR activities within the arts.
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Heindel, Allen J. „A Phenomenological Study of the Experiences of Higher Education Students with Disabilities“. Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5037.
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Distance education has the potential to offer a meaningful alternative for students with disabilities. Colleges and universities have opportunities to provide quality online courses to students with disabilities; yet data show these students may often choose to discontinue higher education pursuits. Little is currently known about how students with disabilities experience the distance learning environment or how institutions of higher education. This phenomenological study focuses on the quality of the learning experiences and learner satisfaction of students with disabilities in distance education courses.
The purpose of this study is to investigate 1) how online learning is experienced by students with disabilities, 2) what factors facilitate or inhibit their online learning, and 3) how what instructors do to facilitate online learning is perceived by students with various disabilities. This study examines how students with various disabilities assess the quality of distance education coursework in terms of three constructs: course interaction, structure, and support.
Data was gathered via interviews with consenting participants who had affirmatively responded to a study participation solicitation email and completed a brief survey.
Sadly, discussions of topics related to students with disabilities experiences are still rare in the distance education literature. These interview data suggest that, despite having many tasks to which they must attend, more training for instructors is needed on how to work with students with disabilities. The Offices of Students with Disabilities Services and instructors should develop a way to work together, rather than separately, in a proactive rather than reactive fashion, to better serve the needs of students with disabilities. Further research in this area may allow students with disabilities with online courses in higher education to become more vocal about their needs from their individual perspectives and in their own words, and pave the way for improving the quality of the online learning environment for them.
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Hoben, Kelly Anne. „AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211980552.
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Huffstetter, Olivia Claire. „Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education“. The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619043241765287.
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Pace, Christine R. „Art Museum Education and Well-Being“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469887811.
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Hood, Emily Jean. „Creative Matter: Exploring the Co-Creative Nature of Things“. Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404623/.
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This dissertation is about new materialism as it relates to art education. It is a speculative inquiry that seeks to illuminate the interconnectivity of things by considering the ways in which things participate in generative practices of perceiving and making. To do so, the dissertation pioneers an arts-based methodology that allows for broad considerations about who and what can be considered an agent in the process of art making. In this inquiry, the researcher is an artist-participant with other more-than-human and human participants to construct an (im)material autohistoria-teoría, a revisionist interdisciplinary artwork inspired by the work of Anzaldúa. The term w/e is developed and discussed as new language for expanding upon Braidotti's posthumanist subjectivity. New theories called thing(k)ing (including found poetry) and (im)materiality are discussed as movements towards better understanding the contributions of the more-than-human in artmaking practices.
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Morgan, Ava Truman. „Trauma and the Body: Turning to Fiction as Inquiry“. The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1610030350434333.
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Powell, Emmalee Glauser. „A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8464.
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This study explores how self-imposed limitations affect anxieties about art-making and the art-making process. As a teacher, I was interested in how limitations affected student art-making. I used arts-based research methodology to explore spiritual and personal quandaries in my own life through the process of art-making. A consistent thread throughout this investigation was using the process of making art as a way to gain understanding about my own life and teaching. I was also able to create a culture of vulnerability and honesty in my classroom and help my students embrace themselves and their physical, emotional, and situational limitations through the art-making process.
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Dew, SaraBeth. „An Action Research Study of Community Building with Elementary Students in a Title I School“. Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500214/.
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“In what ways does teaching with folk arts inspired visual arts-based instruction enhance community building among elementary students in a Title I school?” was the primary research question in this study. Agreeing with past and present day research that the construct of community is vital to social and cultural capital, this research attempts to determine how the notion of community benefits both students and teachers in the elementary art classroom. Folk art was utilized because this genre was accessible in terms of locality and familiarity among students and teachers. The purpose of this investigation was to produce teaching strategies and methods that show how community can be formed in the art classroom. The participants were elementary students, Grades 2 and 3, in a Title I school located in Denton, Texas. This investigation was conducted under an action research methodology. This approach to research is intended to be transformational, emergent, and accommodating. I recorded observations, field notes, and conversations from the participants. Emergent themes were discovered through content analysis and conceptual maps. Results from this investigation concluded transformation is only possible if the person wants change to happen. Data also showed that community and art education are symbiotic. Transformation, growth, and cultivation are demands that must be met in order for this relationship to flourish. In addition, data suggested that the role of folk arts-based lessons played a significant role in building community among second and third graders.
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Bombly, Sarah Mirlenbrink. „Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study“. Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4866.
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In this descriptive study, I researched five elementary general education teachers' reading assessment practices as they worked within the context of IDEA (2004), NCLB (2002) and Response to Intervention (RTI). My own connection to the classroom and reading assessment practices brought me to this research. I presented my personal and professional connection through vignettes about my own classroom assessment practices. Relevant literature on both the context and culture of assessment were pertinent to this research.
I used a qualitative design, specifically, Colaizzi's (1978) method of phenomenological analysis. Data were three in-depth phenomenological interviews, relevant documents and artifacts, and use of a researcher reflective blog. I summarized the initial findings of this research through 10 clustered themes; shift of focus, ever changing accountability, independent efforts with data, collaborative efforts with data, working environment, interventions and reading assessment practices in action, authenticity in practice, lack of decision making power, teacher emotion, and teacher needs and wants and a composite narrative in order to describe the lived experience of these teachers reading assessment practices.
Implications from my research with regard to policy include a perceived incongruence between an RTI framework and the teacher evaluation system with regard to active collaboration. Those toward practice include difficulty with the day-to-day implementation of an RTI framework and the perception of a singular focus of RTI as disability determination. My recommendations for future research include an action research agenda designed to explore increased involvement of stakeholders such as students, parents and other school personnel.
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Pierce, Mara Kristin. „An Investigation Of The Significance Of Place: Working Toward A Means Of Cultural Relevance In Diné-Serving Art Classrooms“. Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556731.
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The purpose of this research study was to explore how the significance of place serves as a part of Indigenous—specifically Diné (Navajo)—education cultural responsiveness in the art classroom. Further, objectives of the study included learning how North American art teacher educators can more effectively weave Indigenous understandings of place into pre-service art teacher education to benefit Indigenous learners' needs. I employed a qualitative approach to this study using multiple methodologies: ethnography, phenomenology, an Indigenous research methodology, and arts-based research. Through personal interviews with six participants—two Diné artists, two art teacher educators, and two unfamiliar art teachers new to reservation-serving schools—I sought to locate culturally situated perspectives and values. The goal of the interviews was to gather ideas about the significance of place, about relationships between place and art, and about art teacher preparation for teaching in Diné-serving schools. The design of the study also included new unfamiliar non-Diné art teacher preconceptions and in-situ learning experiences of teaching on the reservation. Beyond the participant interviews, I engaged an arts-based exploration of my experiences with Diné people as an outsider/insider member of the Diné community. The artwork I created also helped weave together data from participant interviews. Findings from the Diné artist participants suggested that places hold significance in Diné culture, art making, and the display or use of art. According to Diné epistemological perspective, place is more than just a physical location, and different from some mainstream ideas about place. For Diné interviewees, place is a container of aspects of life such as energies, nature, spirits, people, and a multitude of other significances, some tangible and some intangible. Findings from interviews with art teacher educators of other Indigenous groups also indicated that place is significant to many Native American peoples, and the idea of that significance is difficult to transmit to Euro-American pre-service teachers. Interviews also indicate that focusing teaching education on social justice theories and employing Native American art and artists can assist in the preparation of pre-service art teachers to teach in reservation or pueblo communities. However, there are deeply rooted cultural concepts that come into play once the new teacher reaches her/his teaching assignment community. Lastly, findings revealed that new unfamiliar art teachers experience a number of obstacles upon entering Diné communities when their prior understandings about the place is limited. Challenges include understanding acceptable cultural observances, student proclivities, and art making practices. Understanding significance of place, stereotyping concerns, and positionality challenges are among the themes that arose as a result of cross-participant analyses. The implications of this research study advocate for: a) building further knowledge about educating pre-service teachers about cultural relevance, stereotyping, and positionality in Native American-serving art classrooms; b) the need for continued cultural learning and mentoring in-situ; and c) the need for unfamiliar art teachers to develop culturally relevant teaching practices with the help of people in the community.
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Garver-Daniels, Tessa Marie. „An Action Research Study of a Secondary Art Classroom in Appalachia Utilizing Flipped Classroom Hybridization Methods“. Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627049030752619.
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Youngblood, Constance M. „A Study of Change: Exploring the Impact of a Professional Learning Community on the Implementation of a Federal Art Demonstration Grant in Three Northwestern Pennsylvania Rural Elementary Schools“. Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452607340.
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Fuser, Carlos. „Os sentidos das atividades realizadas pelos alunos nas aulas de arte: um estudo fenomenológico em uma escola da periferia de São Paulo“. Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/16500.
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This dissertation presents a research about the meaning that have, for the students, the activities of drawing carried through in the lessons of Art. Observations of lessons of Art in Basic Education classrooms had been carried through in a municipal school in the periphery of São Paulo. The research included colloquies with students and a press conference of the researcher with a group of sixth series where the students had produced small texts, beyond interviews with the teacher of Art, the pedagogical coordinator, the director and the vice-director, and, also, the observation of activities and workmanships of students in the common area of the school. The data-collecting and the analysis had followed the parameters of the Phenomenological qualitative research and, for the interpretation, the main theoretical reference were the phenomenology of the existence of Merleau-Ponty. It was concluded with the verification of that the meaning lived for the students in its activities in the lessons of Art say respect to the pertaining to school context, to the attitudes of the teacher and to the considered artistic creation as a phenomenon that is configured in the social world. "Anti-art" meaning had been shown, as the bureaucratic meaning to draw to get notes, the meaning to draw to prevent rebukes, beyond activities directed in the direction attacking the teacher. But they had predominated, in the activities of the children, different felt identified with the art, such as the search of an expressive artistic creation and the intention to show the workmanship for other people. It had shown either the sense of get the approval and the shelter on the part of the teacher and familiar. And had emerged the directions of art lessons as playful activity, as preparation for a professional activity, as exercise of the freedom and the revolt and, also, the artistic activity as freedom and cure of limitations and existencial sufferings.
Esta dissertação apresenta uma pesquisa sobre os sentidos que têm, para os alunos, as atividades de desenho realizadas nas aulas de Arte. Foram realizadas observações de aulas de Arte em classes do Ensino Fundamental, em uma escola municipal na periferia de São Paulo. A pesquisa incluiu conversas com alunos e uma entrevista coletiva com uma turma da 6a. série, em que os alunos produziram pequenos textos, além de entrevistas com a professora de Arte, a coordenadora pedagógica, o diretor e a vice-diretora, e, também, a observação de atividades e obras de alunos no pátio da escola. O levantamento de dados e a análise seguiram os parâmetros da pesquisa qualitativa fenomenológica e, para a interpretação, a principal referência teórica foi a fenomenologia da existência de Merleau-Ponty. Concluiu-se com a verificação de que os sentidos vividos pelos alunos nas suas atividades nas aulas de Arte dizem respeito ao contexto escolar, às atitudes da professora e à criação artística como fenômeno que se configura no mundo social. Revelaram-se sentidos anti-arte , como o sentido burocrático de desenhar para obter notas, o sentido de desenhar para evitar repreensões, além de atividades dirigidas no sentido de agredir a professora. Mas predominaram, nas atividades das crianças, diferentes sentidos identificados com a arte, tais como a busca de uma criação artística expressiva e a intenção de mostrar a obra para outras pessoas. Desvelou-se também o sentido de obter a aprovação e o acolhimento por parte da professora e de familiares. E emergiram os sentidos de aulas de arte como atividade lúdica, como preparação para uma atividade profissional, como exercício da liberdade e da revolta e, também, da atividade artística como libertação e cura de limitações e sofrimentos existenciais.
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Jung, Hyunil. „The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217340266.
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Lindle, Rachel L. „LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING“. UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.
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Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. This form of expression and communication may be a useful assessment tool for students at this developmental stage. The purpose of this research study is to test the hypothesis that retelling using visual art representations of the story will yield positive results.
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Copeland, Trinaa L. „African American Christian Senior Pastor's Beliefs About Mental Health Treatment“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6191.
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In the African American community, the Black Church and its clergy have served as gatekeepers to formal mental health treatment. Little is known about the beliefs of African American Christian senior pastors about mental health treatment and their personal views influencing their counsel to congregants seeking support through the church. This transcendental phenomenological study explored the lived experiences of African American Christian senior pastors in relation to how they understand mental health treatment and provide it to their congregants. The research questions explored three areas: (a) the senior pastors' experiences in rendering mental health treatment, (b) the senior pastors' personal experiences with mental health treatment, and (c) the senior pastors' views on their effectiveness in rendering mental health treatment to congregants. An emergent hand coding analysis of participant narratives collected from 6 participant semi-structured interviews generated 3 main themes and 14 sub-themes related to participant experiences. The results showed the senior pastors not wanting to do harm when congregants sought mental health support through the church; hence, the pastors referred congregants to formal treatment when issues were beyond their scope. Also most of the senior pastors felt comfortable participating in formal mental treatment as needed because it was beneficial for addressing personal and professional challenges. This study can assist the mental health community in making positive social change via the development of relationships and/or partnerships with African American Christian senior pastors looking to refer congregants to formal mental health treatment.
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Cuerden, Barbara. „Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events"“. Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/19679.
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Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.
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Barbera, Lucy Elizabeth. „Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course)“. Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1255357023.
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Alzimami, Hessah Khaled. „EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.
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In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
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Martinkėnaitė, Diana. „Netradicinis audinių taikymas vizualinėje mokinių raiškoje“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100708_092049-33528.
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Netradiciniai audinių panaudojimo būdai dailės pamokose padeda spręsti įvairias problemas: komponavimo principų suvokimo, technikų pažinimo, plastinės raiškos elementų įvairovės, jų panaudojimo tikslingumo.
Problema. Bendrojo lavinimo mokyklose didelis dėmesys skiriamas vaizduojamąjai dailei ir dažnai pamirštama taikomosios dailės galimybės, kurios dažnai neišnaudojamos, apsiribojant vien tradiciniu raiškos priemonių panaudojimu.
Tikslas- išanalizuoti netradicinį audinių taikymą mokinių vizualinėje raiškoje.
Pagal iškeltą tikslą, suformuluoti atitinkami uždaviniai.
Tyrimo objektas- audinių taikymas vizualineje raiškoje. Nagrinėdama problemą, analizavau įvairią dalykinę literatūrą, susipažinau su audinių savybėmis, galimybe audinį panaudoti meninėje raiškoje, įvairiais technologiniais būdais.
Atlikau tyrimą Vilniaus miesto pagrindinėse mokyklose. Tyrimai parodė, kad mokiniai domisi netradiciniu audinio pritaikymu ir noriai jį taiko kūrybinėje raiškoje. Didelę įtaką turi mokinių motyvacija, mokytojų paskatinimas užsiimti šia veikla, technikos naujumas, praktiškumas, utilitarumas, palankios mados tendencijos. Ištirta ir mokytojų nuomonė, atskleidžianti audinių taikymo privalumus ir pasitaikančias problemas. Bendra išvada tokia, kad audinių panaudojimas galėtų būti platesnis ir sistemingesnis, skatinantis mokinių kūrybiškumą, individualumą bei technologinių igūdžių formavimą. Darbas paremtas konkrečiomis mokinių darbų iliustracijomis, tyrimo duomenimis, darbo gale pateikiami... [toliau žr. visą tekstą]The unusual ways of the use of fabric help to solve different problems during the art lessons, such as the principles of composition, the knowledge of techniques, the variety and the purpose of the expression of the elements of the plastic art. Issue. The schools of general education pay attention mostly to the fine arts keeping to traditional measures of expression and ignore the possibilities of the applied arts. Aim. To analyse the unusual application of fabric in the visual expression of pupils. The objections are closely related to the principal aim of the work. The object of research is the application of cloth in the visual expression. Analysing the raised issues, I have covered various literature on the substantive issues, got acquainted with the possibilities and features of the fabric, different ways of technology. I have made a research at the basic schools of Vilnius. The tests showed that pupils are interested in different and unusual ways of application of the fabric and are eager to try them. Various factors, such as favorable fashion trends, pragmatism, utilitarian attitude, the originality of techniques, and the motivation of pupils and teachers make a huge impact on choosing unusual ways of expression. The opinion of teachers revealing the advantages and disadvantages of the fabric application has also been taken into consideration. In conclusion, the application of fabric should be more frequent, more systematic and evoke the creativity... [to full text]
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Hom, John S. „Making the Invisible Visible: Interrogating social spaces through photovoice“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284482097.
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Norris, Jessica R. „FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT“. VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.
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Teixeira, Paulo Marcelo Marini. „Pesquisa em Ensino de Biologia no Brasil (1972-2004) : um estudo baseado em dissertações e teses“. [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251678.
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Orientador: Jorge Megid NetoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O trabalho caracteriza-se como um estudo do tipo "Estado da Arte", tendo por objetivo analisar a produção acadêmica expressa em dissertações e teses em Ensino de Biologia, defendidas em Programas de Pós-Graduação existentes no país no período compreendido entre 1972 e 2004. Identifica 351 documentos, dos quais 316 (90%) são analisados em sua integralidade. A análise é desenvolvida com base nos seguintes descritores: I) autor e orientador do trabalho; II) grau de titulação acadêmica; III) instituição de origem do trabalho; IV) ano de defesa; V) fomento; VI) nível escolar; VII) subáreas da Biologia privilegiadas no trabalho; VIII) focos temáticos; IX) gênero de trabalho acadêmico. Os resultados são apresentados de modo a explicitar dados sobre a base institucional que sustenta esse campo investigativo e as tendências da pesquisa sobre o Ensino de Biologia no Brasil, tratando de questões como: a evolução histórica da produção acadêmica; instituições com tradição nessa área de estudo; distribuição geográfica da produção; níveis de ensino privilegiados no conjunto dos estudos realizados; temas e problemáticas priorizadas; linhas de investigação; métodos e técnicas de pesquisa; estilos de texto e perspectivas teóricas adotadas.
Abstract: The study is classified as a "state of the art" type whose aim is to analyze academic production expressed in dissertations and theses on the Teaching of Biology, defended in existing graduate programs in Brazil in the period from 1972-2004. It identified 351 documents, of which 316 (90%) are analyzed in their entirety. The analysis is developed based on the following descriptors: I) author and advisor for the work; II) academic degree; III) institution of origin for the work; IV) year of defense; V) sponsorship; VI) level of schooling; VII) sub-areas of biology prioritized in the work; VIII) thematic focus; IX) type of academic work. The results are presented in such a way as to make explicit the data on the institutional base that supports this field of investigation and the trends in research on Teaching Biology in Brazil, dealing with questions such as: the historical evolution of academic production; institutions with a tradition in this area of study; geographic distribution of production; levels of teaching prioritized in the overall set of studies undertaken; subjects and problems prioritized; lines of research; research methods and techniques; styles of texts, and theoretical perspectives adopted.
Doutorado
Ensino e Práticas Culturais
Doutor em Educação
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Price, Cecelia Joyce. „Multimodal Design for Secondary English Language Arts: A Portraiture Study“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.
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Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities.
Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits.
Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.
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Larson, Katie Titus. „Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory“. Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.
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Silva, Mayara Karla da Anunciação. „Arte e cultura no contexto da educação profissional e tecnológica: uma análise das ações culturais e artísticas em Açailândia (MA)“. Universidade Federal do Maranhão, 2015. http://tedebc.ufma.br:8080/jspui/handle/tede/1497.
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After the implementation of the InstitutosFederais in all Brazilian territory the actions linked to the tutorship, research and extension have given a new profile to the professional and technological education in the country. In Maranhão this fact was evidenced in different ways, through either the expansion andinternalization or in the qualified educational and cultural service deliver, especially in the area of knowledge in arts, that has developed a proactive, collaborationist and interdisciplinary role with the subjects, institutions and communities. In this context, the old professionalizing school has abandoned the vocation aiming former machine-men, for opening possibilities for a more humanistic education, in which the art/education professionals, supported by the students, teachers and the others cultural agents, has been giving an important contribution that became noticeable through diverse practices. The description of this scenario synthesize the main results got by this research, that was developed between 2013 and 2015, in Açailância Campus, IFMA, with the following aims: verifying the way the pedagogical actions in arts allows changes in the school context of the integrated education, linking the tutorship to the research and extension; analyzing the pedagogical processes and cultural and artistic events that contribute to this educative construction; and analyzing the way the educative action in arts collaborated for the occurrence of this social, educational and cultural change in the Integrated Elementary Education within that town. The theoretical-methodological purpose which has interdisciplinary origin was based in the conceptions more iterant of the art/education , cultural action and cultural studies, predicting an organization mediated by the research action and others complementary methodological procedures. It was verified that during the research the creation of the Study and Research Group in Art in the Açailândia Campus of IFMA, coordinated by the teacher and author of this research was relevant, which has organized artistic events linked to the tutorship, research and extension.
Após a implantação dos Institutos Federais em todo o território nacional, as ações vinculadas ao ensino, pesquisa e extensão deram novo sabor à educação profissional e tecnológica brasileira. No Maranhão isso se evidenciou de diversas maneiras, seja através da expansão e interiorização, seja na prestação de serviços educacionais e culturais de qualidade, especialmente na área de conhecimento em arte, que passou a desempenhar um papel proativo, colaboracionista e interdisciplinar junto aos sujeitos, instituições e comunidades. Nesse contexto, a antiga escola profissionalizante abandonou a vocação de formadora de homens máquinas, para, em seu lugar, abrir possibilidades para a uma educação humanista, na qual os profissionais da arte/educação, apoiados pelos estudantes, professores e demais agentes culturais, vêm dando uma contribuição ímpar e que se tornou visível através de práticas diversificadas. A descrição desse cenário sintetiza os principais resultados conseguidos pela presente pesquisa, que foi desenvolvida entre 2013 e 2015, no Campus Açailândia do IFMA, com os seguintes objetivos: verificar como a prática pedagógica em arte possibilita modificações no contexto escolar da educação integrada, interligando o ensino à pesquisa e extensão; analisar os processos pedagógicos e acontecimentos culturais e artísticos que favorecerem essa dada construção educativa; e finalmente, de que forma a prática educativa em arte colaborou para que ocorresse essa mudança social, educacional e cultural na Educação Básica Integrada, no âmbito daquele município. A proposta teóricometodológica de natureza interdisciplinar assentou-se nas concepções mais recorrentes da arte/educação, ação cultural e dos estudos culturais, prevendo uma organização mediada pela pesquisa ação e outros procedimentos metodológicos complementares. Verificou-se que nessa caminhada foi de fundamental importância a criação do Grupo de Estudos e Pesquisa em Arte no Campus Açailândia do IFMA, coordenado pela professora e autora da pesquisa, o qual passou a organizar as ações artísticas vinculadas ao ensino, à pesquisa e extensão.
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Barreto, Carolina Marielli [UNESP]. „Imagens, percursos e narrativas: relações possíveis entre arte, currículo e educação profissional“. Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155977.
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A tese intitulada, Imagens, percursos e narrativas: relações possíveis entre Arte, Currículo e Educação Profissional foi construída tendo como prerrogativa demonstrar a Arte uma ignitora de processos cognitivos, perceptivos e sócio afetivos que extrapolam o campo profissional tendo como hipótese o contato com as reflexões e argumentos da Arte, fundamentalmente por meio das imagens, contribui para a formação dos/ as estudantes, independente do contexto profissional. A presente tese utiliza-se da análise do discurso (RICOUER) e da pesquisa como narrativa biográfica (NÓVOA) como procedimento metodológico e foi organizada em duas partes complementares; na primeira parte foi realizada a revisão bibliográfica contemplando como as diferentes concepções de Currículo (CASEMIRO/ MACEDO e SILVA) e Trabalho (ALBORNOZ, ARENDT, BAUMAM, GORZ, ABRAMO e VENTURI) assim como as questões da visualidade, cultura visual, estética e criatividade (PAGLIA, GARDNER, BARBOSA, SERVIO, DARRAS, EFLAN e OSTROWER) se relacionam com a questão da formação profissional e como estas concepções se relacionam com as orientações curriculares (TROJAN) e documentos oficiais da educação profissional. Na segunda parte é apresentado como tais questões se relacionam no espaço de uma escola técnica profissionalizante de nível médio em duas turmas do eixo de Produção Cultural e Design por meio de projetos cujos objetivos são a produção de imagens. Para construção das análises, foram selecionados projetos e atividades, nos quais a autora atuou como orientadora, extrapolando as questões técnicas da habilitação profissional, exigindo escolhas e posicionamentos diante das situações entre aqueles que tratavam da produção de imagens e o debate das questões étnico raciais e de gênero. As experiências relatadas aconteceram na Etec Carapicuíba, uma escola técnica estadual e gratuita, caracterizada, como seus/ as docentes, estudantes e práticas na segunda parte do trabalho. As considerações finais abordam as relações do currículo e a formação continuada de docentes e o papel ignitor da Arte no desenvolvimento das competências profissionais e pessoais dos estudantes e as possibilidades da Arte no currículo da Educação Profissional.
The thesis entitled, Images, paths and narratives: possi- ble relations between Art, Curriculum and Professional Education was built with the prerogative to demonstrate Art as an igniter of cognitive, perceptive and affective partner processes that extrapolate the professional field having as hypothesis the contact with the reflections and Arguments of Art, mainly through images, contributes to the formation of students, regardless of the professional context. The present thesis is using the discourse analysis (RICOUER) and the research such as biographical narrative (NÓVOA) as methodological procedure and was organized in two complementary parts; in the first part, a bibliographical review was carried out contemplating how the different conceptions of Curriculum (CASEMIRO/MACEDO and SILVA) and Work (ALBORNOZ, ARENDT, BAUMAM, GORZ, ABRAMO and VENTURI) as well as the questions of visuality, visual culture, aesthetics and creativity (PAGLIA, GARDNER, BARBOSA, SERVIO, DARRAS, EFLAN and OSTROWER) are related to the issue of vocational training and how these conceptions relate to the curriculum guidelines (TROJAN) and official vocational education documents. The second part presents how such questions relate in the space of a vocational technical school of medium level in two groups of the axis of Cultural Production and Design through projects the objectives of which are the production of images. For the construction of the analyzes, projects and activities were selected, in which the author acted as a guide, extrapolating the technical issues of professional qualification, demanding choices and positioning in the face of situations that involved the production of images and the debate of racial and ethnic issues of gender. The experiences reported took place at Etec Carapicuíba, a free state technical school, characterized teachers, students and practices in the second part of the work. The final considerations deal with the curriculum relations and the ongoing training of teachers and the ignator role of Art in the development of students’ professional and personal skills and the possibilities of Art in the Professional Education curriculum.
La tesis titulada , Imágenes, trayectorias y narrativas: relaciones posibles entre Arte, Currículo y Educación Profesional fue construida teniendo la prerrogativa demostrar el Arte una ignitora de procesos cognitivos, perceptivos y socio afectivos que extrapolan el campo profesional teniendo la hipótesis el contacto con las reflexiones y argumentos del Arte, fundamentalmente por medio de las imágenes, contribuye a la formación de los / las estudiantes, independientemente del contexto profesional. La presente tesis se utiliza del análisis del discurso (RICOUER) y de la investigación narrativa biográfica (NÓVOA) como procedimiento metodológico y fue organizada en dos partes complementarias; en la primera parte se realizó la revisión bibliográfica contemplando como las diferentes concepciones de Currículo (CASEMIRO / MACEDO y SILVA) y Trabajo (ALBORNOZ, ARENDT, BAUMAM, GORZ, ABRAMO y VENTURI) las cuestiones de la visualidad, cultura visual, estética y creatividad (PAGLIA, GARDNER, BARBOSA, SERVIO, DARRAS, EFLAN y OSTROWER) se relacionan con la cuestión de la formación profesional y lo modo que estas concepciones se relacionan con las orientaciones curriculares (TROJAN) y documentos oficiales de la educación profesional. En la segunda parte se presenta lo modo que las cuestiones se relacionan en el espacio de una escuela técnica profesional de nivel medio en dos grupos del eje de Producción Cultural y Diseño en proyectos cuyos objetivos son la producción de imágenes. Para la construcción de los análisis, se seleccionaron proyectos y actividades, en los que la autora fuera orientadora, extrapolando las cuestiones técnicas de la habilitación profesional, exigiendo elecciones y posicionamientos ante las situaciones entre aquellos que trataban de la producción de imágenes y el debate de las cuestiones étnicas raciales y de género. Las experiencias relatadas ocurrieron en Etec Carapicuíba, una escuela técnica estatal y gratuita, caracterizada, por medio de sus docentes, estudiantes y prácticas en la segunda parte del trabajo. Las consideraciones finales abordan las relaciones del currículo y la formación continuada de docentes y el papel ignitor del Arte en el desarrollo de las competencias profesionales y personales de los estudiantes y las posibilidades del Arte en el currículo de la Educación Profesional.
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Carrera, Vanessa Mendes. „Contribuições do uso do cinema para o ensino de ciências: tendências entre 1997 e 2009“. Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29052012-133206/.
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Tendo em vista a influência causada pelas mídias em nossa sociedade, esta dissertação buscou analisar, qualitativamente, as produções acadêmicas que tratavam da utilização do Cinema tomando como foco o ensino de Ciências. Para isso, foram pesquisados três bancos de dados (ENPEC, CEDOC e SIBIUSP) em um recorte temporal definido (de 1997 até 2009) e, tomando como base uma metodologia baseada no Estado da arte, foi possível estabelecer descritores que melhor categorizassem os trabalhos encontrados. Com os dados obtidos e catalogados em tabelas foi possível concluir que a quantidade de pesquisas destinadas ao uso de filmes comerciais para o ensino de Ciências é muito pequena e recente, pois está concentrado a partir do ano de 2002 com algumas oscilações e um pico em 2009. Durante a seleção do material, percebeu-se que existem mais trabalhos que envolvam filmes comerciais para discussões na área da História, Filosofia e Antropologia do que para tratar de assuntos relacionados à Ciências. Dentre as causas apontadas para este fato, estão o despreparo por parte do profissional da educação em lidar com os equipamentos e com a linguagem audiovisual e o receio de que filmes comerciais possam conter erros conceituais. Assim, utilizar vídeos educativos desenvolvidos pedagogicamente acaba sendo considerado mais seguro. Constatou-se também que a grande maioria das pesquisas é proveniente de instituições ou departamentos ligados à área da Educação, ambiente em que nota-se um espaço destinado a estudos de caráter social, cultural e tendências com enfoque educacional. Logo em seguida, estão os trabalhos provenientes de instituições ou departamentos de Arte, Comunicação e Cinema, em que percebe-se uma análise mais criteriosa da linguagem audiovisual. Com relação aos filmes utilizados, existe o predomínio do gênero da ficção científica para suscitar discussões sobre robótica, clima e genética. Em quantidade bem menor, está o drama com conteúdos ligados à saúde e farmacologia e, por fim, a animação e aventura que tratam do meio ambiente e da interferência humana na natureza.Taking into consideration the influence caused by the media in our society, this dissertation seeks to analyze qualitatively the academic production dealing with the use of Cinema with focus on teaching Science. For this purpose three databases were searched (ENPEC, CEDOC and SIBIUSP) in a specific time frame (1997 to 2009) and were based on a methodology centered on \"State of the art\" then it was possible to establish the settings that best classify the found works. With the obtained results listed in tables, it became clear that the amount of finalized research which aimed the use of commercial movies for teaching Sciences is small and fairly recent. It effectively starts in 2002 has some oscillations and peaks in 2009. During the selection of the material it was noticeable that there were more papers working with the usage of commercial films in the field of History, Philosophy and Anthropology than ones related to Sciences. Among the causes given for this fact there were the education professional lack of preparation in dealing with equipment and the audiovisual language and the fear that commercial movies may contain conceptual errors. So, it was considered safer to use pedagogically developed educational videos. It was also concluded that the vast majority of searches are from institutions or departments related with Education an environment in which we can see a definite focus on studies in social, cultural and educational trends. Fewer, there were works from institutions or departments of Art, Communication and Cinema in which one perceives a more careful analysis of the audiovisual language. On the respect of the films used we find a predominance of science fiction to spark discussions about robotics, climate and genetics. A much smaller quantity in drama with content related to health and pharmacology and finally animation and adventure which address environmental and human interference in nature.
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Carlier, Currie Kate. „New Arrival Students' Experience Creating Illustrated Memoirs: Making Meaning and Developing Intellectual Self-Trust“. Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1632829861429171.
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Alvares, Katia Salvany Felinto. „Rudolf Laban nas artes visuais : fatores do movimento e o ensino do desenho“. Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/27/27131/tde-11032013-153932/.
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Minha estratégia enquanto arte-educadora e pesquisadora foi a de relacionar, investigar e transpor os estudos dos Fatores do Movimento de Rudolf Laban para o ensino-aprendizagem do desenho para adultos, tendo como objetivo o exercício da expressão criadora e a aprendizagem da sintaxe da linguagem visual. Rudolf Laban (1879-1958) criou um sistema de anotação do movimento (Labanotação), assim como organizou um rico instrumental didático para a teorização e exploração das possibilidades expressivas do movimento (Eucinética) e suas possíveis organizações espaciais (Corêutica), sendo também responsável pela renovação da dança moderna conhecida como expressionista (1920-30). Os resultados alcançados apontam para uma mudança na atitude do aprendiz de desenho, de receptor para construtor e co-autor de seu conhecimento, propiciando uma melhor performance tanto de suas decisões compositivas, quanto no manuseio técnico expressivo dos instrumentos gráficos.My approach as an art-educator and researcher has included relating, investigating and rendering Rudolf Laban´s Motion Factors into the process of teaching and learning how to draw for adults, with a view to exercising student´s creative expression and learning visual language syntax. Rudolf Laban (1879 1958) created a system of movement notation (Labanotation), and organized a rich set of educational tools aimed at theorizing and exploring the expressive potential of movement (Eukinetics) and the possibilities of its organization in space (Coreutics). He also helped to develop modern Expressionist dance (1920 30). The results suggest a shift in the art students approach to drawing, from a passive receiver to one of playing an active role in building his or her own knowledge, as well as an improvement in their performance regarding both their compositional choices and the technical and expressive use of graphic tools.
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Ochoa, Rodríguez María Alejandra. „Objetnografia. Una investigación narrativa sobre una práctica educativa en las artes“. Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/397803.
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La presente investigación doctoral “objetnografía: una investigación narrativa sobre una práctica educativa en las artes” apertura una indagación autobiográfica que me permite posicionarme desde una mirada docente-investigadora para emprender una acción educativa autoetnográfica que se concreta en una práctica de campo. A partir de una vivencia educativa en el aula de clase y con un colectivo de veinticinco estudiantes (25), se traza una narrativa sobre los procesos creativos y la necesidad de ejercitar la escritura en jóvenes estudiantes de las artes visuales. La objetnografía bosqueja un movimiento de indagación metodológica que nos conecta con la investigación narrativa y que nos permite transitar por una pedagogía creativa, detectando en la implicación del objeto, la memoria y las emociones que modelan, la introspección de un sujeto vinculados con las artes.This research “objetnography: a narrative research on educational practice in the arts” unfolds an autobiographical inquiry that allowed to position myself from a teacher-researcher regard in order to undertake an educational autoethnographic action on a fieldwork. Plotted from an educational lived experience in the classroom and with a group of twenty-five students (25), this narrative traces the creative process and the need to exercise the writing of young art students. Objetnography outlines a motion of methodological inquiry that connect us with narrative research and allows us to transit through creative teaching, discovering into the implication of the object, the memory and the emotions that shape the introspection of a subject related to the arts.
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Uelk, Katie Owens. „Arts-Based Pedagogies and the Literacy of Adolescent Students in High-Risk and High-Poverty Communities“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555430793261226.
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Soares, Maria Rosana. „Um estado da arte das pesquisas acadêmicas sobre modelagem em educação matemática (de 1979 a 2015) nas áreas de Educação e de Ensino da Capes: as dimensões fundamentadas e as direções históricas“. Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20854.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The aim of this thesis was to develop, analyze and emphasize the well-founded dimensions and historical directions of academic research on mathematics modeling in mathematics education (from 1979 to 2015) in the Education and Teaching Areas of Capes (2016), starting with the elaboration, discovery and revelation of a creative process of scientific investigation for the realization of a state of the art of research. In order to do so, it is concretized through the construction and intervention in the said creative process, organized in phases, which involves two distinct and related moments in the state of the art. The first step was to address the well-founded dimensions and historical directions regarding the sources, origins, productions and transformations of these research pieces (up to 2015) in the said areas, being carried out through three phases – choice of a theme, formulation of the problem and collection, recording, organization, preparation and coding of data. The second stage concerns the introduction, development and consolidation of this approach (from 1979 to 2015) by means of the last proposed phase: results, discussion and report of the problem with respect to the analysis, interpretation, description and disclosure of data. Methodologically, the research strategies covered in the state of the art were developed from a qualitative approach, its characteristics and requirements. More specifically, we used descriptive and analytical strategies based on data collection and recording procedures, using public documents, dissertations and theses, as well as general means and audiovisual material: physical and online communications, libraries, telephone and / or e-mail seeking samples, and software: Microsoft Office Excel and Microsoft Office Word. Therefore, the investigation addressed the source of the data collected, the indirect documentation and the materials available in the scientific domain, as well as to the bibliographic research, addressing bibliographic data sources in line with the type of publication. For the accomplishment of this creative process, another qualitative strategy was used according to its procedures of codification, analysis and interpretation of the collected data, based on a theory founded, interpreted and constructed from them. The grounded dimensions revealed the conceptual and subjective elements and the theoretical constructs that emerged, sustaining and meaning the modeling theme to the development, analysis and disclosure of the state of the art, deriving from a relevant creative process of research founded on the data based on a natural environment, where the researcher is a key instrument, who uses multiple methods, complex reasoning through the inductive and deductive logic, document meanings, emergent project, interpretation and holistic report. Historical directions revealed the institutions, programs, courses, regions, and guidance that leveraged the introduction, development and consolidation of modeling research (from 1979 to 2015): Education Area – 45 (17.24%) MA and 10 (3.83%) DO in Education programs (UNICAMP, FURB, UEPG) and Teaching Area – 101 (38.70%) MA, 37 (10.34%) DO and 78 (29.89%) MP in Mathematics Education programs, Science Teaching and Mathematics Education and Education in Science and Mathematics (UNESP/RC, UEL, UFPA and PUC/SP), 71 (27.20%) running in São Paulo, 49 (18.77%) in Paraná, 47 (18.01%) in Rio Grande do Sul, 27 (10.34%) in Minas Gerais and 21 (8.05%) in the Southern and Southeastern regions – Santa Catarina and Pará. The main precursors of modeling which were considered were D’Ambrosio, Barreto and Bassanezi, and also their essential successors, Almeida, Santo and Biembengut, who contributed to the maturity of this teaching strategy for mathematics learning in the research pieces of the two Capes areas that were investigated
A presente tese teve por objetivo desenvolver, analisar e evidenciar as dimensões fundamentadas e as direções históricas das pesquisas acadêmicas sobre modelagem matemática em educação matemática (de 1979 a 2015) nas Áreas de Educação e Ensino da Capes (2016), a partir da elaboração, descoberta e revelação de um processo criativo de investigação científica para a efetivação de um Estado da Arte da pesquisa. Para tanto, ela se concretiza por meio da construção e da intervenção no referido processo criativo, organizado em fases, que envolve dois momentos distintos e conexos em um Estado da Arte. O primeiro momento abordou as dimensões fundamentadas e as direções históricas referentes às fontes, origens, produções e transformações dessas pesquisas (até 2015) nas referidas Áreas e realizou-se por meio de três fases – escolha do tema, formulação do problema e coleta, registro, organização, preparação e codificação dos dados. Ao passo que, o segundo momento, se referiu à introdução, desenvolvimento e consolidação dessa abordagem (de 1979 a 2015) e efetivou-se por meio da última fase proposta: resultado, discussão e relatório do problema no que diz respeito à análise, interpretação, descrição e evidenciação dos dados. Metodologicamente, as estratégias de investigação tratadas em um Estado da Arte se encaminharam a partir da abordagem qualitativa, suas características e exigências. Mais especificamente, se utilizaram das estratégias descritiva e analítica a partir dos procedimentos de coleta e registro dos dados, recorrendo a documentos públicos, dissertações e teses, bem como a meios e a materiais audiovisuais: comunicações física e on-line, biblioteca, telefone e/ou e-mail, visando a obtenção das amostras, e software, Microsoft Office Excel e Microsoft Office Word. Por conseguinte, se dirigiu à fonte de dados coletados, à documentação indireta e aos materiais disponíveis no domínio científico, à pesquisa bibliográfica, abordando as fontes de dados bibliográficos do tipo publicações. Para a realização do referido processo criativo, se empregou outra estratégia qualitativa conforme seus procedimentos de codificação, análise e interpretação dos dados coletados, tomando por base uma teoria fundamentada, interpretada e construída a partir deles. As dimensões fundamentadas revelaram os elementos conceituais e subjetivos e os construtos teóricos que emergiram, sustentaram e significaram o tema da modelagem para o desenvolvimento, análise e evidenciação de um Estado da Arte, resultando em um relevante processo criativo de investigação fundamentado nos dados com base em um ambiente natural, em que o pesquisador é um instrumento-chave, ele se utiliza de múltiplos métodos, raciocínio complexo por meio das lógicas indutiva e dedutiva, significados dos documentos, projeto emergente, interpretação e relatório holístico. As direções históricas revelaram as instituições, programas, cursos, regiões e orientadores que alavancaram a introdução, desenvolvimento e consolidação das pesquisas sobre modelagem (de 1979 a 2015): na Área de Educação – 45 (17,24%) MA e 10 (3,83%) DO em programas de Educação (UNICAMP, FURB, UEPG); e na Área de Ensino – 101 (38,70%) MA, 37 (10,34%) DO e 78 (29,89%) MP nos programas de Educação Matemática, Ensino de Ciências e Educação Matemática e Educação em Ciências e Matemáticas (UNESP/RC, UEL, UFPA, PUC/SP), inserindo-se em São Paulo 71 (27,20%), Paraná 49 (18,77%), Rio Grande do Sul 47 (18,01%), Minas Gerais 27 (10,34%) e Santa Catarina e Pará 21 (8,05%), Sul e Sudeste. Os principais precursores da modelagem, D’Ambrosio, Barreto e Bassanezi, e seus sucessores, Almeida, Santo e Biembengut, contribuíram para a maturidade dessa estratégia de ensino para a aprendizagem matemática nas pesquisas das duas Áreas da Capes investigadas
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Crum, Melissa R. „Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Dyer, Emma. „Where do beginner readers read in the English, mainstream primary school and where could they read?“ Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.
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Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.
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Alcón, Latorre Mireia. „La utilización de rúbricas en los estudios universitarios de las artes: un análisis cualitativo de los procesos de diseño y aplicación“. Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/668707.
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La presente tesis doctoral está adscrita a las líneas de trabajo del Observatorio sobre la Didáctica de las Artes (ODAS) del Departamento de Historia del Arte de la Universidad de Barcelona. ODAS es un grupo de investigación consolidado reconocido por la Generalitat de Catalunya (2017SGR342) y grupo de innovación docente consolidado por la Universidad de Barcelona (GIDCUB-13/103). La tesis ha sido financiada por el programa de ayudas para la formación de doctores correspondiente al año 2014 del Ministerio de Economía y Competitividad. La investigación consiste en el análisis de las representaciones sociales acaecidas durante el proceso de aplicación de una rúbrica por parte de un grupo evaluador de un mismo ámbito académico. Dicha rúbrica ha sido diseñada por ODAS para valorar la calidad de las guías docentes y sirve como eje vertebrador de la investigación. Las guías sobre las que se aplica el recurso corresponden a diversas asignaturas de másteres oficiales de arte impartidos en la Universidad de Barcelona. El estudio utiliza un enfoque cualitativo que emplea el método de la fenomenografía sobre un estudio de casos múltiples. Los resultados se fundamentan en el discurso del equipo evaluador participante –miembros expertos y no expertos en rúbricas–, que surgió de la verbalización concurrente al proceso de aplicación de la rúbrica, esto es, de la utilización de la técnica del pensamiento en voz alta. La propuesta ha permitido explorar las posibilidades del recurso y analizar las ideas educativas del grupo participante. Entre las conclusiones del estudio destacan, por un lado, las oportunidades que ofrece la rúbrica para guiar el proceso de evaluación y favorecer la reflexión profunda sobre el objeto evaluado, y por otro, la relevancia que adquiere la formación previa en el recurso para su plena utilización y aprovechamiento.This doctoral thesis is part of a research carried out by the Observatorio sobre la Didáctica de las Artes (ODAS) of the Department of Art History of the University of Barcelona. ODAS is a consolidated research group recognized by the Catalonia Government (Generalitat de Catalunya. 2017SGR342) and a teaching innovation group consolidated by the University of Barcelona (GIDCUB-13/103). The thesis has been funded by the Spanish Ministry of Economy and Competitiveness as part as its grants programme. The research is an analysis of the social representations occurred during the application of a rubric by a rater group belonging to a same academic field. This rubric has been designed by ODAS to assess the quality of teaching guides and serves as the linchpin of the research. The guides on which this resource is applied are from official master's degrees taught at the University of Barcelona. The research adopts a qualitative approach that uses the phenomenology method in a multiple case study. The results are based on the discourse of the participating rater team - expert and non-expert members -, which emerged from the concurrent verbalization to the rubric application, that is, from the use of the thinking aloud technique. The research has allowed exploring the possibilities of the resource and analyzing the educational ideas of the participating group. Among the conclusions of the study are, on the one hand, the opportunities offered by the rubric to guide the evaluation process and to foster a deep reflection on the teaching guides, and on the other, the relevance of previous training on rubric use for a complete utilization of the resource.
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Leary, Judith A. „Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
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Kain, Megan Marie. „Bind, Tether, and Transcend: Achieving Integration Through Extra-Therapeutic Dance“. Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1466901499.
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Lübke, Christin. „Körper, Haut und Hülle: Ausdrucksformen von Körper und Leib in der Performancekunst – eine phänomenologische Einzelfallstudie im Kunstunterricht der Sekundarstufe II“. 2021. https://tud.qucosa.de/id/qucosa%3A75241.
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Körperlich Handeln, bis Kunst entsteht. Was in der Aussage des Schülers Moris anklingt, soll mit der Fokussierung auf Ausdrucksformen von Körper und Leib in der Performancekunst im Zuge dieser Arbeit differenziert betrachtet werden. Der erzählende Einblick aus einer Unterrichtssequenz, in welcher sich Lernende der Jahrgangsstufe 12 mit Performancekunst zum Thema „Körper, Haut und Hülle“ auseinandersetzen, veranschaulicht somit eröffnend den Gegenstandsbereich der vorliegenden phänomenologisch orientierten Einzelfallstudie: sich bewegende, explorierende, aufeinander reagierende Lernende, die performativ agieren und mit Körper und Leib mehrsinnlich wahrnehmend-denkend in der Welt verankert sind. Performances verhandeln die flüchtigen, schwer greifbaren und sich in Veränderung befindenden Momente künstlerischer Gestaltung.
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馬成怡. „Moving Classroom - Action Research on Integrating Environmental Education into Visual Art Teaching:“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/26425079402660873007.
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碩士國立花蓮教育大學
視覺藝術教育研究所
96
Owing to the promotion on the information integrated education in the recent years, a large number of pictures were shown through the utilization of overhead projectors in visual art curricula when it came to the visual art education. This kind of teaching method can overcome the limitation on spaces, which can stimulate students’ appreciation of art masters’ works wherever they are. Yet, we noticed that when students viewed pictures and read books, they gradually lost their interest in their surrounding environment. There was a gap between knowledge acquired from books and from real life. Therefore, we had to think of a question that how to cultivate student s’ aesthetic experience through their real life. The purpose of this study was to discuss how teachers can systematically include environmental issues as a learning resource to junior high visual art curricula with the help of the method of action research. The study took the advantage of Hualien’s beautiful scenery, especially that of in Chisingtan. Chisingtan is a popular scenic spot and has abundant natural resources because it faces the Pacific Ocean and lies in front of the mountain. In the aspect of curriculum practice, the study not only introduced the background of Chisingtan, but also brought students to the site to appreciate the stone carving art resources and the works and photographs of colored stones, so as to let them learn to appreciate the diversification and openness of art from natural environment and to broaden their perspective to the visual appreciation. Students were advised to design an art piece with their creativity based on the topic of ocean, so as to help them understand the concept that art is not limited to books but is actualized in the daily life of human beings. It is hoped that the study can find out an appropriate teaching strategy for the current inclusion of environmental education to the visual art education with the help of the conception of “walking out of classroom”. The effective use of local resources can increase students’ appreciation ability, can help students’ understanding of natural environment, and can stimulate students’ sense and sensitiveness to the environment. Students were expected to be attentive to the global environmental issues through their awareness of local environment. It is the so-called “life realization is the art and art is the education purpose of life”.
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Hsu, Tzu-fang, und 許慈芳. „An Action Research on Teaching Studies of The Environmental Art Education in the kindergarten“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/00023585242313606077.
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碩士國立臺北教育大學
藝術與造形設計學系碩士班
98
The purpose of the research is to discuss the content and curriculums of the Environmental Art Teaching for kindergarten. In order to provide the reference for future study. of Environmental Art Education for kindergarten we are to proceed the teaching and experimental research,then following discussion applicability for the teaching curriculums to expect the research results. In this study, it is to use of action research for discussion. Before course design, in terms of the literature by analyzing the trends of Art Education,Environmental Education and Environment Art Education, to build the theories foundation of this research and Curriculum framework.The lessonplan and teaching activities were designed by the school environment. Through implement, bservation,record,evaluation,the following research result after the analysis to be: 1.To be the theories foundation to proceed the Environment Art Education curriculum the Environmental Art Education curriculum in kindergarten arts needs to integrate the contents of trends of Art Education, Environment Art, Environmental Aesthetics, Environmental education. 2.The principles of Environmental Art Education curriculum in kindergarten are using constructivist teaching,planning multi-teaching strategies, emphasizing on environmental experience and environmental aesthetics. 3.After proceeding the Environmental Art Education curriculum in kindergarten, the analysis of activity specialty to be: （1）Environment to explore and artistic creation implemente of kindergarten vision. （2）Multi-material recycling and resource using foster the concept of environmental protection. （3）Cooperative learning and peer interaction context scaffold structure learning. （4）Curriculum integration of Humanities, the environment and the arts in line with the post-modern art education. At last,based on the result of the study,there are some suggestions were given to provide the reference for teaching curriculums,teachers,school systems and future study.
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Cassidy, Keely Marie. „Embryology in medical education: a mixed methods study and phenomenology of faculty and first year medical students“. Diss., 2015. http://hdl.handle.net/1805/10459.
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Indiana University-Purdue University Indianapolis (IUPUI)The anatomical sciences are experiencing a notable decrease in the time and resources devoted to embryology in North American medical education. With more changes assured, it is necessary to investigate the current trends in curriculum, pedagogy, and related experiences of embryology teachers and learners. To address these concerns, the researcher developed two online mixed methods surveys: one for current anatomy and embryology faculty and another for first year medical students. The faculty survey was followed by interviews with volunteers from that cohort. The researcher used a grounded theory methodology to analyze the qualitative components of the surveys, and descriptive statistics to analyze the quantitative components of the surveys. Both the faculty and student surveys illuminated the vast differences between the explicit, implicit, and null curricular components found in the numerous medical education programs represented. A combined grounded theory methodology and phenomenological approach was used to analyze the interviews with faculty. This generated a lived experience narrative of the phenomenon of teaching embryological content to medical students in the modern world, which led to a better understanding of the needs and challenges that face this subject matter and those who teach it. In this fluid era of medical education reform and integration, the perceptions and experiences of anatomy and embryology faculty and first year medical students are invaluable to assessing the curriculum and pedagogy of this foundational anatomical science and formulating evidence-based recommendations for the future.
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陳維真. „An Action Research of Life Education Integrated into Visual Art Teaching in a Junior High School“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/48589950053974156747.
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碩士國立彰化師範大學
美術學系
95
The objective of life education is to guide students to understand life, construct meanings of life, and therefore, make them respect and treasure life, build values, exploit individual potential and lead to self-realization. The methodology of this research include: Literature research, Theoretical Analysis, Action Research, Questionnaires, and Interviews. The study targeted on the fundamental philosophy and characteristics of the field of Art and humane learning in the compulsory 9-year education program, Theory of the design of Art Education, Theory of Life Education Integration and its related experience of previous studies. The end result is to design a one-semester Life Education and Visual Arts Integration course for first-grade Junior High students. The research subjects were one class of first-grade students from a Junior High School in Taichung County. They received twelve themes of life education classes in the first semester of 2005. The study was to understand, within the compulsory 9-year straight education program, the basic ideas of the course of art and humane learning and the theoretical basis of course design. Further, the study included the meaning and function of integrating Visual Arts into Life Education and examination of learning effect through action projects. The data are collected from: student feedback from each theme, Questionnaires, Interview, and review of teaching. These data were then organized, categorized and analyzed to understand the topics being researched. Based on this research, the conclusions are: 1. On the course design and implementation of Integration of Visual Arts into Life Education: （1）Integration of Visual Arts into Life Education is to meet the demand of current education and society. Moreover, it is the important trend in the education revolution in the new age. （2）When implementing Integration of Visual Arts into Life Education, the teacher need to revise course based on student feedback so that the expected learning effect can be achieved. （3）When implementing Integration of Visual Arts into Life Education, technology such as multimedia Computer Assisted Instruction should be used extensively so that students can learn more effectively toward the issues and contents of the subjects. （4）During the curriculum time, it is noted that, if school related activities are well coordinated with the course, and the students asked to record the contents and related materials of study and placed for exhibition, the teaching effectiveness is further enhanced. （5）For this special course, the teacher should possess an open-minded attitude and take every opportunity to educate, and also pay attention to the feeling of students from unusual family background. （6）During the curriculum time, the teacher should pay special attention to those students needing help, and request the assistance for tutor and family whenever the need arises. 2. On the students’ learning achievements from this curriculum: （1）Students demonstrated high learning interest, support and expectation on this curriculum. They also felt positive about attending the course. （2）The students’ response on learning conforms to “ the curriculum goals of life education in junior high school”. （3）This curriculum makes students more interested in social issues and enhance students’ ability in judging and independent thinking. （4）During the curriculum, students demonstrated high interest in those issues related to themselves, and those activities requiring personal hands-on involvement. （5）From this curriculum, it is found that the general students are in lack of in-depth thinking in career planning. Based on this study, the researcher proposed specific suggestions to serve as references for visual art teachers , the future searchers, educational authorities and guidance centers at schools, in the hope that the function of Life Education will be further expanded.
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Kacir, Lucinda Margaret. „Discussing art in the early childhood classroom : an action research study in professional development“. Thesis, 2014. http://hdl.handle.net/2152/26378.
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This study uses an action research methodology to create, implement, evaluate, and improve a professional development workshop for early childhood educators. The purpose of the workshop was to provide training in art education for practicing teachers in a childcare center. The workshop was intended to enable teachers to lead art discussions in the early childhood classroom derived from museum education teaching strategies. As a museum educator and early childhood teacher, the researcher was compelled to develop the workshop based on her experience in the field. Realizing that professional development opportunities in art education topics other than art making are not readily available to educators, the researcher used the existing, state mandated annual training requirement to address this void in early childhood teacher education. The learning potential within art discussions is addressed to make a case for the inclusion of these teaching strategies in early childhood classrooms. The findings of this study identify successful elements of professional development workshops for early childhood educators and make suggestions for other teacher-educators designing and leading such workshops.text