Dissertations / Theses on the topic 'Art education'
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Lai, Shu-Ju Alice. "Virtualizing art education : An educational ethnographic case study of a distance art education course /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785818.
Full textDanner, Sarah E. "Creative Leadership in Art Education: Perspectives of an Art Educator." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1217001351.
Full textAnnan, Esi Sam. "SANKOFA ART EDUCATION: A CULTURAL BASIS FOR GHANAIAN ART EDUCATION." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3867.
Full textSilverman, Karen M. "Multicultural art education /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1548.html.
Full textThesis advisor: Dr. Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Art]." Includes bibliographical references (leaves 65-68).
Smith, Timothy. "Nomadic Encounters with Art and Art Education." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480418270792104.
Full textPedrosa, Sebastiano Gomes. "The influence of English art education upon Brazilian art education from 1941." Thesis, Birmingham City University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332216.
Full textLim, Kyungeun. "An Inquiry of How Art Education Policies are Reflected in Art Teacher Preparation| Examining the Standards for Visual Arts and Art Teacher Certification." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635268.
Full textPolicy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in relation to policies of academic and quality standards and the extent to which visual art teachers’ sense of identity as teachers and artists is affected by appropriation of these standards.
The theoretical framework of this study is the need to understand policy appropriation of standards (including visual art and art teacher preparation standards) as an on-going process, that is continually influenced and changed by internal (human level) and external (institutional level) factors. The appropriation process is effectively expressed through practices, narratives, and texts of practitioners.
To understand the status and factors of the art education policy appropriation in art teacher preparation, I collected data as printed or digital documents, and as interviews with faculty members and pre-service art teachers in two traditional visual art teacher preparation programs in Indiana. I analyzed external (institutional level) and internal (human level) factors to adopt and work with state and national standards. While national standards for visual art education (were adopted by many states and presented as voluntary policy, in Indiana the national standards were built into the Indiana’s Academic Standards for Visual Art Standards for K-12 students. Visual art teachers were required to complete a traditional teacher preparation program and pass examinations to become licensed to teach art.
Findings reveal that faculty of higher art teacher education programs in Indiana paid attention to the national and state standards in K-12 visual art and the standards for teacher education when preparing students to become licensed K-12 art educators. External motivations were accreditations system for teacher preparation requested by Indiana Department of Education related to NCATE. Schools and districts could be external motivations that pre-service art teachers adopt the standards in order to succeed in a job market. Internal factors were respects of roles and leaders of art education associations, desires to train/be qualified teachers and attain balanced knowledge between art studio and art education. Alternative routes to licensure were viewed as economically advantageous but not supportive of high-quality education. Policy had little impact on issues of identity. I concluded with recommendations for improvement in art teacher preparation that were needs of supportive policies for pre-service teachers’ teaching and teaching licensure including traditional and alternative licensures.
Haggar, Janette. "Issues in community art education : developing a profile of the community art educator." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54342.pdf.
Full textGreh, Deborah Ellen. "Computers in art education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778184.
Full textFulton, Lori Beth. "Building Art Education Relationships with Local Art Agencies." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/37.
Full textQuin?ones, Agar V. "Student Art Assessments, Teacher Evaluations, and Job Satisfaction among Art Teachers." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745119.
Full textThe purpose of this qualitative case study was to explore and recognize if district-created student art assessments and teacher evaluations influenced the job satisfaction of art teachers due to the increased teacher turnovers and teacher shortages. The experiences, beliefs, and perceptions of the art teachers were critical in understanding and establishing if the increased implementation of the accountability measures added to the stress level and job satisfaction experienced by art teachers. The sample for this case study comprised of 10 male and female art teachers who were certified to teach art within the State of Florida for at least five years and were currently or formerly employed in the Central Florida region. The art teachers were invited first through email invitations and subsequent participants were recruited through the snowball method. Data gathered in this study was collected through audio and visual recordings through the semi-structured interview process. The data collected were analyzed using NVivo 11 Pro (QSR International, 2017) software to uncover themes, patterns, and critical phrases shared by participants. The five themes were: (a) there is a greater level of stress is experienced by teachers from student art assessments and teacher evaluations than ever before; (b) there is much confusion and lack of information on the purpose, procedures, and calculation of student art assessments and VAM scores; (c) class size and an overloaded schedule are detrimental to both the already heightened stress level of art teachers; (d) a supportive, understanding, and appreciative leadership team at each school has a positive impact on an art teacher; (e) a teacher evaluation system that is applicable and fitting for performing arts courses is a necessity within the district. Research findings from this qualitative study exposed the experiences, perceptions, and challenges art teachers have encountered in relation to the district-created student art assessments and teacher evaluations, while teaching in the Central Florida region.
Albakri, Ghadah Shukri H. Shukri. "Transforming Art Education in Saudi Arabia: Inclusion of Social Issues in Art Education." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707324/.
Full textLutkus, Lauren Julia. "Holistic Approaches to Art Education: A Case Study of Choice-based Art Education." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564572381222662.
Full textSharp, Neil. "Modernity, art and art education in Britain, 1870-1940." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285129.
Full textSmith, Devin. "Augmented Reality in Art Education." The University of Arizona, 2016. http://hdl.handle.net/10150/621860.
Full textUhl, Allison K. "Understanding Innovation in Art Education." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587998333171341.
Full textYoon, Sohhyoun. "VIRTUAL REALITY IN ART EDUCATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2021.
Full textWilliams, Cheryl Lynn. "Mapping the art historical landscape : genres of art history appearing in art history literature and the journal, Art education /." Connect to this title online, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1102365647.
Full textHardy, Cheryl Winifred Mary. "Bourdieu and the art of education : a socio-theoretical investigation of education, change and art." Thesis, University of Winchester, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550217.
Full textReibel, Shannon. "THE FUTURE OF AESTHETICS IN/AND VISUAL CULTURE ART EDUCATION IN 21ST CENTURY ART EDUCATION." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1752.
Full textMuirheid, Amanda J. "Visual Culture within Comprehensive Art Education and Elementary Art Curriculum." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/80.
Full textBlack, Christen Anne. "(Re)presenting Art Therapy: A Critical Conversation With Art Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306962321.
Full textHillard, Wonda Y. "An Art Educators' Perception of an Art Professional Development Workshop." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6578.
Full textKim, Sunah Irvine Hope. "Art in schools: considering the profession of teaching secondary art." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.
Full textLintner, Natalie Elaine. "Living art history in the elementary art room." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407397595.
Full textTaylor, Kristin Vanderlip. "Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816921.
Full textVisual art teachers, from beginning to veteran, often report experiencing feelings of professional isolation and a desire for content-specific support and collaborative professional learning experiences. Mentoring and Induction Programs (IPs) offered by schools and districts continue to fall short of meeting the needs of beginning visual art teachers in particular. There are a large number of visual art teachers in the state of California, especially in Los Angeles County, yet there are no visual art specific support networks for beginning visual art teachers to help them navigate their first years teaching. Collaborative learning groups, such as communities of practice (CoP), may offer visual art teachers opportunities to learn together and support one another in shared learning, yet none have been formally documented in Los Angeles County as a means of supporting novice art educators. The Exploratorium in San Francisco, CA has established a community of practice called the Teacher Induction Program (TIP) to support beginning science teachers with content-specific pedagogy during their first two years of teaching. Using the TIP as a framework, a visual art professional growth support community was outlined for this study based on the needs and concerns of visual art teachers reported throughout the literature. Beginning visual art teachers in Los Angeles County were interviewed to help the researcher better understand their existing and desired supports, as well as their individual needs and concerns as new teachers. The visual art CoP was proposed to them to elicit feedback about its anticipated values (immediate, potential, applied) based on their lived experiences as first or second year PK-12 public school visual art teachers in Los Angeles County.
Ashworth, Elizabeth Laura Auger. "Elementary art education : an expendable curriculum?" Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2403/.
Full textTeschers, Christoph. "Education and the Art of Living." Thesis, University of Canterbury. School for Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8688.
Full textGray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.
Full textSpringborg, Claus. "Art-based Methods in Management Education." Thesis, Cranfield University, 2014. http://dspace.lib.cranfield.ac.uk/handle/1826/9212.
Full textESRC (Economic and Social Research Council)
Wipert, Cheryl A. "Promoting Gender Equity Through Art Education." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770302.
Full textPace, Christine R. "Art Museum Education and Well-Being." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469887811.
Full textLangdon, Elizabeth Ann. "Place-Based and Intergenerational Art Education." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011804/.
Full textVilleneuve, Pat. "Contending art education paradigms and professionalization." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185997.
Full textDmytryuk, S. "Educational technologies in art and design higher education of great britain." Thesis, Diamond trading tour, 2017. https://er.knutd.edu.ua/handle/123456789/8263.
Full textMyers, Sally Ann. "A description and analysis of preconceptions about art and art education held by preservice elementary education students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186018.
Full textPalumbo, Jill. "ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIA." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3204.
Full textBreitenstein, Gary. "A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3156/.
Full textNichols, Laura. "Assessing Multicultural Art Education: What approaches are currently being used in Virginia public high schools?" VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2298.
Full textBowers, Sylvia Gibson. "Multicultural Art Education: Possibilities for Reducing Cultural Conflict in the Art Classroom." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392893834.
Full textUnderhill, Helen P. V. "Art school, art world, art circuit : an ethnography of contemporary visual art education and production in two Palestinian locations." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/30303/.
Full textAlvarez, Azalea Aluija. "The effects of an augmented art curriculum on the attitudes of high school art students toward diversity in art." FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/1118.
Full textBianchi, Jessica. "A Week in Your Shoes| The Impacts of a Visual Art Program Informed by Clinical Art Therapy With Adolescents in a School Setting." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3671778.
Full textThis study looked at the impact of a weeklong visual art program informed by clinical art therapy on empathy development with two groups of adolescents in their school setting. The study used a mixed-methods approach to uncover any quantitative change in empathy as well as identify emergent themes seen through qualitative data. Quantitative outcomes indicated no change in empathy development as seen through analysis of a survey measure. Qualitative analysis uncovered several key findings seen through observations, participant interviews, and visual art data; most specifically, participants illustrated beginning levels of empathy by way of increased self-awareness and several cognitive functions involved in empathy development.
Tiranasar, Ampai. "Art education for elementary school teachers : a study of educational needs in Thailand /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726013535529.
Full textFouquet, Monique. "Contemporary art/contemporary pedagogy : interrupting mastery as paradigm for art school education." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31304.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Park, Jeong-Ae. "Modernism and postmodernism in contemporary Korean art : implications for art education reform." Thesis, Roehampton University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362641.
Full textBernasconi, Gina. "Art and religious education: Seeking meaning in the sacred seriousness of art." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/4866d8aeffa87aa911cd9ec0550330f1da5a5413861095d66dc5812ac891d9b1/3609586/Bernasconi_2006_Art_and_religious_education_seeking_meaning_in.pdf.
Full textGranlund, Magdalena, and Maria Silén. ""We Really Are Not Artists, We Are Military. We Are Soldiers": The Street Art Culture of Chile and its Power in Art Education." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35528.
Full textGormly, Robin K. "Education for Education's Sake? Exposing the Arts District of Downtown Dallas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4876/.
Full textEwing, Gillian. "Secondary school art education : the artist’s viewpoint." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25386.
Full textEducation, Faculty of
Graduate