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Dissertations / Theses on the topic ''Queensland College of Art''

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Published: 4 June 2021

Last updated: 20 February 2023

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1

Richardson, Lesley, and n/a. "The effectiveness of videotape support in enhancing print based learning material." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061107.124959.

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In higher education greater emphasis is being placed on independent study techniques for both on-campus and off-campus (distance education) students. At the University College of Southern Queensland the development of learning support material has been print based with other media included as supplementary material. The purpose of this study was to see if videotape support material had a mark benefit on the improvement of learning for students using print based study material as their basic learning resource. A Solomon Four-Group research design was used for this study. Subjects comprised all level-three Diploma of Education students of the UCSQ undertaking a creative arts unit. Sculptures produced by the students were assessed by three judges using a rating scale devised by the researcher. Results indicated that no benefit was gained by the addition of videotape support material. Implications for the design and integration of videotape support material in independent study material, and for production procedure are presented in this study.

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2

Hempenstall, Peter. "The art of collaborative leadership." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/35865/1/35865_Hempenstall_1996.pdf.

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This study discovers and describes the maJor themes of collaborative arts practice in the process of creating the dance theatre work Dream Hunters. The secondary purpose of this qualitative study is to evaluate the computer software known as NUD*IST as it was used in the process of achieving the primary purpose of the study. Three major themes are identified in the collaborative process: Emotional Returns, Personal Virtues and Ways of Working. These themes are linked by four supporting elements which underpin the degree of interpersonal meshing required for the success of the collaborative venture. These key elements are identified as: Leadership, Clarification of Role Descriptions, Trust and Respect as Self-absence, and subservience to the Work.

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3

Zheng, Jie Jane. "The Shanghai Art College, 1913-1937." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36628840.

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4

Zheng, Jie Jane, and 鄭潔. "The Shanghai Art College, 1913-1937." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37969833.

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5

Di, Mauro Salvatore Mario. "Public Art: A Catalyst for Community Engagement." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367985.

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This exegesis revolves around my research question: Is community participation an appropriate approach to creating public art in regional Queensland? It is informed by my experience of directing public art in regional Queensland over the last two decades. My investigation, which employs a reflective methodology, will attempt to address and answer why and how the process of community consultation and participation is essential to the relevance and longevity of public art projects. In doing so, I will engage with a number of case studies to position, problematise, and resolve issues and concerns that surround certain public art projects developed for and located in regional Queensland communities. My research also explores and extols a culture of place, and methodology that is informed by the oral history practices of interview and documentation. I consider the differences between ephemeral and permanent works, and acknowledge the significance of rituals, anniversary performance, and events. On completion of my analysis, I will formulate an effective reference chart and propose a redirective process that can be used by artists and community alike to further engage with locals in relation to negotiating public art and community. This will be done with the belief that communities, through their experience of place, can offer knowledge and inspire the artist. The artist in this way can work more positively to produce a public statement reflecting and informing the culture of place, past, present and future.
Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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6

Keating, Marla Jo Matlick. "Computers in college art and design programs /." Online version of thesis, 1992. http://hdl.handle.net/1850/11630.

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7

Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.

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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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8

Li, Vanessa Lok-Wa. "Effects of talking about art in art appreciation on Chinese writing ability of primary 3 pupils with low academic achievement in Hong Kong /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17991.pdf.

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9

Page, Tara. "Conceptions of senior visual art programs in a rural remote high school." Thesis, Queensland University of Technology, 2002.

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This study reveals how a rural and remote school community conceptualizes senior visual art programs. The study was based on interviews with students, parents and teachers, these interviews were transcribed and analysed according to the adopted phenomenographic structure. Photographs taken by the participants of the cultural context were included and explained by them as a part of the interview. The study identified conceptions of place as well as four conceptions of senior visual art programs. The four conceptions focus on cognitive abilities and expression, the enjoyment of practical tasks, employment for girls and the lack of/existence of theory within the visual art programs. The initial impetus for this study was the low number of students electing visual art as a subject in their senior studies at a rural and ~emote high school. The researcher while teaching visual art in a rural and remote community experienced this trend. The decision making processes in the selection of school subjects became the focus for this research and the vehicle for identifying held conceptions. The reasons for choosing, or not choosing, visual art as a subject revealed the immediate and embedded conceptions of visual art programs that ultimately shape the decision making process. The school community's conceptions of visual art programs focused on the intrinsic and/or extrinsic qualities of senior visual art programs. These conceptions can be applied to better understand and meet the needs of visual art education in a rural and remote cultural context. The findings from this research can be significant to teachers, teacher educators, administrators, curriculum writers and researchers involved in visual art education and rural and remote education. This research has provided insights into the understanding and experiences of visual art education in a rural and remote cultural context. This suggests that further study in this area would be useful to those interested in visual art education in the wider context of rural and remote education.

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10

Bland, Derek. "Crossing the line: A study of the experiences of students from low income backgrounds in transition from school to university." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36685/1/36685_Digitised%20Thesis.pdf.

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The aims of this research project were, through a qualitative enquiry, to consider the effects of the peer environment on the decisions and progress of academically successful students from low SES backgrounds in relation to higher education. Twelve students, drawn from the tertiary access and support program of an Australian university, took part in focus groups and individual interviews, providing details of their experiences in secondary school and the commencement of their university courses. The thesis examines the transition passages of such students, how they attempted to integrate with a new peer group in the university setting, and what supportive strategies had worked for them. As an aspect of this process, the thesis questions whether 'cultural suicide' -- the rejection by low SES students of their cultural heritage, whereby they make a clean break from their families and home communities -- had been a condition of academic success and persistence for these students. The social reproduction theory of Bourdieu is central to the theoretical base of the research, with particular reference to the concept of habitus.

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11

Wilson, Susan L. "Empowerment in organisations: A qualitative study of managers' perceptions within an institution of higher education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36607/1/36607_Digitsed%20Thesis.pdf.

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This thesis is a qualitative study that looks at non-academic managers' perceptions and experiences of empowerment for staff within a service division of higher education. The primary aim of the study is illuminative understanding of these perceptions and experiences in times of changing concepts of leadership and management in educational contexts, within a global environment of rapid organisational change and discontinuity. The research seeks subjective understandings through a process of interpretive hermeneutic inquiry, using a case study approach involving a semistructured questionnaire, interview and observation techniques and a reflective journal. The interpretive methodology used in the research outlines a process of inquiry that situates the researcher as a knowledgeable observer in a relationship of inter-relatedness with the research participants. The theoretical framework for the study evolves primarily from interpretive hermeneutics and phenomenology, the philosophical traditions which give direction and focus to meaning, understanding and interpretation, and how these are constructed and negotiated in terms of personal development and professional development for staff. This process incorporates a philosophy of 'research with' rather than 'research on' thus suggesting a research process that explores social relations in their everyday context. The data for the inquiry were gathered over a contained period of six months, occasioned by time-line requirements within the Doctor of Education program at the Queensland University of Technology (QUT). The twelve participants in the study were drawn from a population of twenty eight non-academic managers, employed in a full-time capacity from the Kelvin Grove and Gardens Point Campuses within the Division of Information and Academic Services at QUT. The sample of people drawn for the study represent factors of acceptance to participate, availability and gender balance. To receive approval from the University Research Ethics Committee at QUT to conduct this research, and to encourage managers within my Division to participate, a strict protocol was required and followed to ensure anonymity and confidentiality for the participants at all stages of the inquiry. The concept of empowerment was examined as an organisational strategy conceptualised within a sphere of self growth which focuses on the selfperceptions and subjective feelings of worth of individuals. The outcomes from the case study indicate that the participants see the concept of empowerment as a positive organisational strategy, which enables staff to give good service to clients, to be more productive and responsive to change, and to enhance the personal growth of all staff. The study found, however, that although most participants used some empowering strategies with their staff there were real constraints and limits placed upon them that frustrated these efforts. For example, there was a belief amongst all participants that they work in a bureaucracy, governed by rules that follow inflexible hierarchical lines of management, and that they are accountable for their area of operation without always having the right to use their preferred management style. These bureaucratic constraints and limitations were seen as a negative influence to individual empowerment and incompatible with the concept of empowerment. Nevertheless, a small number of participants testified that within the University there were spaces, albeit in small areas of work, that permitted individual empowerment which reflected the perception that it is the way you go about doing things where you have the most freedom. Some implications for personal and professional practice are discussed and the limitations of the study are outlined. Finally, the potential of the case study to generate social possibilities of 'what is' and 'what can be' is considered.

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12

Otomo, Ayako. "Art, music and the harpsichord in seventeenth- and eighteenth-century France /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18614.pdf.

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13

Derby, John K. "Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd733.pdf.

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14

Cunliffe-Charlesworth, Hilary. "The Royal College of Art : its influence on education, art and design 1900-1950." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/3144/.

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The Royal College of Art is considered through its teaching of art and design, and its work as a centre for the training of art teachers. The ideas of some of the staff are evaluated with regard to the need for art and design education. The influence of the diplomates of the College on the areas of education, art and design is appraised with a view to assessing the value of the work of the College. The relevance of government bodies to the Royal College of Art is examined in some detail, notably the Board and Ministry of Education, the Board of Trade and the Treasury. The relationship between the Civil Servants and the College Principals, Visitors and College Council are considered. The extent to which the College was prevented from achieving its original aims and objectives is explored. This is appraised together with examples of criticism the College received from government circles and external bodies. How such criticism was adapted for future educational policy at the College is also noted. When the Royal College of Art obtained independence from the Ministry of Education the College established its status as a post-graduate institution and was able to address the requirements of modern design education. The Appendices provide details of the Royal College of Art's chronology of events, statistical information and summarised results of a questionnaire given to ex-students.

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15

Axelsen, Megan Lena. "Do the motivations of people attending short-term art exhibitions differ from those of general gallery visitors? : a case study of the Queensland Art Gallery's Asia Pacific Triennial /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17781.pdf.

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16

Bemrose, Anna. "A servant of art : Robert Helpmann in Australia /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17332.pdf.

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17

Kessler, Evelyn Amster Susan Frederica. "Personality characteristics of college art instructors in seven midwestern states." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901466.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 16, 2005. Dissertation Committee: Susan Amster (chair), Richard A. Salome, Elizabeth L. Harris, John R. McCarthy. Includes bibliographical references (leaves 87-91) and abstract. Also available in print.

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18

Han, Sonya Lei. "Improving mental wellbeing on college campuses through participatory art installation." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106406.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Architecture, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 45-46).
In recent years, the mental wellbeing of the students and faculty here at MIT has generated a lot of discussion, both on campus and in the press. In response to this, a large number of student-lead and institute-lead mental health initiatives have been launched, promoting conversation and acceptance, and providing a wide range of social and medical resources. However, can we further supplement our community's mental wellbeing through altering our physical surroundings? This thesis draws on precedent research and case studies in the fields of psychology, biology, and art, and combines it with site-specific observational studies of student life on campus. The culmination is the proposal and implementation of a public art installation that uses properties of soil, nature, and customizable components that users can interact with. This installation aims to improve the mental wellbeing of the community at MIT and/or anyone who comes into contact with the art objects through different modes of active interaction and passive interaction. The thesis concludes with an examination of the installation and a discussion of the feedback gained from users as well as observed behaviors exhibited in relation to the objects.
by Sonya Lei Han.
S.B.

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19

Lang, Ian William, and n/a. "Conditional Truths: Remapping Paths To Documentary 'Independence'." Griffith University. Queensland College of Art, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031112.105737.

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(Synopsis to introductory statement): An introductory statement to five documentary films made by Ian Lang in Australia between 1981 and 1997 exemplifying a 'democratising' model of sustainable and ethical documentary film production. This document critically reflects on the production process of these films to accompany their submission for the degree of Doctor of Philosophy by Publication at Griffith University. It finds that a contemporary tendency towards 'post-industrial' conditions allows an observational film-maker to negotiate a critical inter-dependence rather than a romantically conceived 'independence' traditional to the genre. [Full thesis consists of introductory statement plus six DVD videodiscs.]

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Lang, Ian William. "Conditional Truths: Remapping Paths To Documentary 'Independence'." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367923.

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(Synopsis to introductory statement): An introductory statement to five documentary films made by Ian Lang in Australia between 1981 and 1997 exemplifying a 'democratising' model of sustainable and ethical documentary film production. This document critically reflects on the production process of these films to accompany their submission for the degree of Doctor of Philosophy by Publication at Griffith University. It finds that a contemporary tendency towards 'post-industrial' conditions allows an observational film-maker to negotiate a critical inter-dependence rather than a romantically conceived 'independence' traditional to the genre. [Full thesis consists of introductory statement plus six DVD videodiscs.]
Thesis (PhD Doctorate)
Doctor of Philosophy by Publication (PhD)
Queensland College of Art
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21

Hall, Wendy K. "Assessment of college elementary methods courses on two dimensions confidence and lesson assessment /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1990.
Abstract precedes thesis as [3] preliminary leaves. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 41-42).

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22

Easton, Claire. "Australian, university-aged women's perceptions of peers who smoke /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19247.pdf.

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23

McClea, Cheryl. "Promoting mental health services at Delaware College of Art and Design." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 104 p, 2008. http://proquest.umi.com/pqdweb?did=1605146211&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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24

Gray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

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The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.

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25

Burridge, Christopher Alan. "An alternative approach to the teaching of Baptist history and principles at the Queensland Baptist College of Ministries." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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26

Belan, Kyra. "The effect of sexist attitudes on the perception of visual artists by community college and university students." FIU Digital Commons, 1992. http://digitalcommons.fiu.edu/etd/1507.

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This study compared the effects of sexist labeling on the perceptions of visual artists by the community college and university students and determined their sex role orientation. The 370 students were shown five slides of an artist's works and were given six versions of an artist's biography. It contained embedded sexual labeling (woman, girl, person/ she, man, guy, person/he). The Artist Evaluation Questionnaire was administered to the female and male community college and university students that required the students to evaluate the female and male artists on several aspects of affective and cognitive measures. The questionnaire consisted of 9 items that had to be rated by the participants. In addition, the students filled out the Demographic Questionnaire and the BEM Sex Role Inventory, titled the Attitude Questionnaire. The Analysis of Variance testing procedures were administered to analyze the responses. The results disclosed gender differences in students' ratings. The female artist's work, when the artist was referred to by the neutral sexual label, "person", received significantly higher ratings from the female students. The male students gave the female artist her highest ratings when she was referred to by the low status sexual label, "girl". Both sexes did not express statistically significant preferences for any of the male sexual labels. Gender difference became apparent when it was found that female students rated both sexes equally, and their ratings were lower than those of the male students. The male students rated the female artist's work higher than the work of the male artist. The analysis of the sex role inventory questionnaire revealed the absence of the feminine (expressive) and masculine (instrumental) personalities among the students. The personalities of almost all the students were androgynous, with a few within the range of the near feminine, and a few within the range of the near masculine. The study reveals that there are differences in perception of sexual labels among the community college and university students.

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27

Sklar, Susan. "The Massachusetts College of Art disposition case : evaluating state and community roles." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/77330.

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28

Flaherty, Elizabeth R. "Voices of Returning Adult Community College Studio Art Majors: Perceptions and Motivations." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/270634.

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Urban Education
Ph.D.
A current phenomenon of interest in community college education is the ever-expanding number of students pursuing college level instruction. This research aimed to look at the phenomenon within the framework of an undergraduate community college program in the Studio Arts. The study sought to identify threads of motivation and self-reflection during enrollment in college courses among a participant group of eight returning adult (28y.o.+) studio art students as they considered the significance of art in their lives, the decision to continue their arts education, and how their art-making and art-thinking may have been interconnected with personal identity development. A modified three-part phenomenological interview protocol, participant observation, and arts-based research methods were utilized to contribute to the understanding of the shared essence of these participants' lived experiences. What emerged from the data were intersections between identity development, artistic creativity, and maturity which had emerged in midlife as a commitment to developing their artistic identities through a community college program in the studio arts.
Temple University--Theses

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29

Martoo, Gladys V. "Interpretation of assessment policy by heads of art departments in selected Queensland secondary schools : a qualitative study." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36524/1/36524_Martoo_1996.pdf.

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This thesis examines the interpretations of various explicit and implicit art assessment policies by eight heads of art departments in Queensland government and non-government high schools. Specifically, data were gathered by the use of in-depth interviews and document analysis, and examined using qualitative methods of analysis. The thesis also examines a range of interpretations and issues which recur in some of the literature related to assessment in art education. As well as exploring the association of policy initiatives with policy interpretation, this study discusses the consequential impact that these interpretations have had on assessment in art education in Queensland It presents specific discussions on a variety of assessment techniques and procedures that enable the participant teachers' assessment practices to be an integral part of the teaching and learning process. These discussions on assessment practice reveal how this group of teachers has answered the demands of accountability by using a variety of assessment methods. These methods are shown to take into account even the obscure and indeterminable art learning that is an important part of the art-making process. When making decisions on standards to be assigned to student work, teachers not only discuss how the context of the student's work is considered, but also how other factors including isolation, subjectivity, dialogue and moderation practices can impact on the assessment decisions that teachers make. This study has revealed how the accountability demanded by some policies has encouraged growth and development in teachers' thinking, with respect to teaching, learning and assessment. It also discusses the impact of local school policies, as well as policies which are delivered to schools from the 'top-down', from a higher systems level. With respect to local school policies, the study reveals how on one hand, the explicit and implicit demands at this level can allow assessment to be a flexible and manageable part of the teaching and learning process but, on the other hand, how policy written by teachers at this level can be restrictive and stressful for both teaching and learning. The study also reveals that, regardless of the national curriculum developments that have been taking place at both state and national levels, teachers are more concerned with assessment policies that are directly related to their local and current practice. This study provides examples of policy and assessment which are not opposed to standards but quite opposed to standardisation. This could have major implications for national curriculum reform that has standardisation as a major goal. Some of the discussions on the various forms of assessment that have been outlined by the participants of this study may prove informative in the development of assessment practices and future policies.

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Flavell, Maurice Raymond. "The development and application of the use of encased voids within the body of glass artefacts as a means of drawing and expression." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/8309.

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This practice-led thesis is based on a study of the use of encased voids or bubbles in glass. The study is grounded in practice and draws out through antecedents in philosophy, psychology and epistemology, a methodology called Reflective Risk. It shows that through a rigorous analysis of practice, using video and personal reflection that new insights emerge. The study is framed by craft practice (the word craft here used as a collection of ‘genre’ of which glass is part). The thesis uses experiential learning as a tool and a means of understanding the practice of creating and controlling encased voids in glass in the context of contemporary applied arts practice. The framework, Reflective Risk, is constructivist in approach. It is based on Experiential Learning Theory (ELT), but it also draws on epistemological theories of tacit knowledge. The thesis shows that through an understanding of technique and material qualities, process can be deconstructed to reveal new insights. The thesis documents how an understanding ELT and a range of self-regulatory antecedents can influence the cognitive process of craft practice through praxis. The results of this study, on the one hand, are directed to glass practitioners and on the other, to provide a theoretical approach appropriate for the reflective practitioner working in other media by adopting a parallel method of enquiry.

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Douglas, Craig Cameron, and n/a. "Cultivating the [New] Country: Disclosing Through Curatorship the Cultural and Economic Development Potential of the Australian Regional Art Museum." Griffith University. Queensland College of Art, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060901.111309.

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This study utilising a 'theory into practice' methodology, interrogates the phenomena of the Australian Regional Art Museum and establishes that curatorship, as a defined visual art practice can sustain the art museum as a viable cultural institution in contemporary regional Australia. It employs a case study of a new model art museum and the curation of selected collections-based exhibitions.

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Douglas, Craig Cameron. "Cultivating the [New] Country: Disclosing Through Curatorship the Cultural and Economic Development Potential of the Australian Regional Art Museum." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365856.

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This study utilising a 'theory into practice' methodology, interrogates the phenomena of the Australian Regional Art Museum and establishes that curatorship, as a defined visual art practice can sustain the art museum as a viable cultural institution in contemporary regional Australia. It employs a case study of a new model art museum and the curation of selected collections-based exhibitions.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland College of Art
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33

Cho, Mika Mikyung Rennels Max R. "A survey of articulation and transfer issues in Illinois community college art programs." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227162.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 10, 2006. Dissertation Committee: Max R. Rennels (chair), John R. McCarthy, Marilyn P. Newby, E. Robert Stefl. Includes bibliographical references (leaves 65-71) and abstract. Also available in print.

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34

Turner, Noele. "The National Art School - A Social History from 1833 to 1973 and a Catalogue of the Archival Art Collection." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366320.

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At the core of this thesis is a broad social history of the origin of the National Art School (NAS), dating from the earliest days of art history in NSW when the Mechanics Institute was formed. From 1833, after many incarnations and name changes, this organisation evolved into the National Art School. Since 1922 it has been located in the old Darlinghurst Gaol in East Sydney. I have detailed the growth of the School until 1973 when it was absorbed into the Alexander Mackie College of Advanced Education. The documentary material used in the construction of the NAS history is examined in relation to the social and political forces that operated in Sydney and Australia during the period under examination. The thesis began as a project to catalogue the extensive collection of student paintings held by the NAS. The lack of documentation, at the most basic level of student and staff names, extended the necessary scope of the research. The photographic record of the collection of student paintings is included as an appendix, as is the catalogue of these works. My thesis also includes, as appendices, the definitive (although incomplete) list of over 4,000 past student names, dating from the beginning of the twentieth century to 1973, and an incomplete, although comprehensive list of teachers names covering the same period. It has taken some years of research to compile these listings from a variety of official, published and press sources.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland College of Art
Arts, Education and Law
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McDougall, Jenny Kay, and j. mcdougall@cqu edu au. "Changing mindsets: A study of Queensland primary teachers and the visual literacy initiative." Central Queensland University. Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050502.120010.

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'Changing mindsets' is about how teachers are engaging with visual literacy the practices involved in understanding and creating visual texts. The concept of visual literacy, like other new literacies, has arisen in response to changing communication practices in developed, capitalist societies like Australia. This study addresses the ways in which teachers in primary schools are engaging with the visual literacy initiative in the context of the new arts syllabus (Years 1-10) in Queensland. Using a broadly poststructural approach, this thesis explored the changing mindsets implied by this curriculum initiative from three perspectives. The concept of preservation of self (Nias, 1987, 1993) was used to examine the personal dimension of change; the concept of trendy theory (Goodson, 1988, 1994, 1997) addressed the social and political agendas that drive curriculum reform; while the concept of multimodality (Kress, 2000a, 2000b, 2003a, 2003b) drew attention to the cultural values ascribed to different modes of communication. Semi-structured interviews were conducted with 26 primary teachers from 11 government schools in a regional centre in 2002. The discourse analysis method was used to analyse the data resulting from these interviews. The data showed that the official discourses featured in the new arts syllabus did not match the discourses used by practising teachers. Although there was some recognition of the significance of the visual mode, most teachers in this study were not aware of visual literacy. Significantly, the agency exercised by teachers in curriculum reform was shaped not only by their personal identities, but also by the levels of support that they experienced in their working environments. These findings have crucial implications for policy-makers in implementing curriculum change, particularly in the context of the new arts syllabus.

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Winn, Nicola Bliss. "Boundaries, Connections and Cultural Heritage Management Challenges: The Rock Art of the Chillagoe – Mungana Limestone Belt, Queensland, Australia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366036.

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This PhD thesis focuses on the rock art found along the Chillagoe-Mungana limestone belt, 170 kilometres west of Cairns, in the semi-arid interior of Queensland. The Chillagoe-Mungana limestone belt borders the traditional estates of three Aboriginal groups, the Wakaman, the Wakara, and the Kuku Djungan. This project investigates the rock art found along the common boundaries of these territories, specifically examining what social and economic information the rock art encodes about the Aboriginal groups of north Queensland prior to European contact. The Chillagoe-Mungana district is ideally placed for an investigation into junction zone rock art. Not only does the limestone belt intersect the territory of multiple local Aboriginal groups in the late Holocene, it also serves as the transitional boundary zone between two of the major rock art provinces in Queensland, the intersection between the North/Central Queensland Highlands region and Cape York Peninsula. Analysis of temporal and geographical changes in the distribution of the motifs of the Chillagoe rock art assemblage provide insight into the nature of rock art junctions, not only in Queensland, but also across Australia. This PhD project has two components: first, to record rock art sites in the Chillagoe-Mungana region in order to illuminate the socio-cultural context of north-eastern Australia; and second, to examine the cultural heritage management challenges faced by Aboriginal groups in the current Australian social, economic and legislative context.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Science
Arts, Education and Law
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Chang, Ya-Ping. "Motivation and Resilience in Art Education: Insight and Inspiration From the Lives and Careers of Two Taiwanese College Art Teachers." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149570/.

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This narrative study explores how two Taiwanese college art teachers’ lives and teaching experiences illustrate the ways they cultivate resilience and motivation to sustain professional commitments amidst challenges in their teaching careers. I use the life story interview as my methodology and a three-dimensional space approach to code and analyze my data to retell their stories about how resilience and motivation have guided them as they negotiated dilemmas in teaching. The participants’ stories demonstrate that in order to be motivated, teachers must satisfy their basic needs, which, in the language of Maslow’s need theory, include secure income, safety, love and belonging, respect, and personal accomplishment. To be resilient, art teachers need to facilitate self-efficacy as an essential belief to face challenges, and they also must gain support from family members, students, school administrators, and fellow members of professional organizations as external support resources. This study also illuminates the significance of international educational exchanges, the teaching knowledge constructed through layers of life and professional experience, and the importance of creating dialogue to address teachers’ challenges. Recommendations for future study include exploring further the relationship between motivation and resilience, specifying how gender difference affects the ways participants tell their stories, investigating how teachers in diverse cultural and geographical settings develop motivation and resilience, considering how teachers construct career-affirming memories from both positive and negative life experiences, and exploring uses of social media to engage a broader audience, sharing participants’ stories without the limitations of time and space.

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Davis, Deitra R. "A survey of articulation and transfer issues in Mississippi's community college art programs." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04052009-201413.

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Hawker, Rosemary. "Blur : Gerhard Richter and the photographic in painting /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20106.pdf.

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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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Janov, Dora R. "The effects of structured criticism upon the perceptual differentiation and studio compositional skills displayed by college students in an elementary art education course." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/479315.

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The purpose of this study was to measure the effects of specially designed instructional strategies utilizing an art criticism model upon the perceptual differentiation and compositional drawing skills of college students. The an elementary art education course.All subjects received instruction in the studio activities of drawing and painting during the ten week treatment period. The three experimental groups received additional instruction in art criticism.Instrumentation consisted of the Group Embedded Figures Test, a standardized measure of perceptual differentiation, and the Student Composition Rating Scale, a measure developed by the investigator to quantify judgments of five expert judges on compositional skills displayed in drawings. Each instrument was administered as a pre- and post-test for all groups.Three null hypotheses were tested which maintained no significant differences for perceptual differentiation or compositional drawing skills among the three experimental sample consisted of 86 students enrolled in four sections of groups or between the experimental and control groups. A fourth null hypothesis maintained no significant difference between field-dependent and field-independent subjects on compositional skills displayed in drawing. These hypotheses were tested using multivariate analysis of variance and covariance. The .05 level of confidence was established. Inter-rater reliability was computed and found to be high for pre- and post-test SCRS measures.Findings and Conclusions1. All groups experienced gains in skills of perceptual differentiation. This result suggests that involvement in concentrated art activities, whether limited to studio activities, or coupled with the more cognitive aspects of art criticism, has the potential for increasing the visual perceptual skills of college students.2. The experimental groups significantly outperformed the control group on compositional drawing skill.This result suggests that the art criticism model did assist in the development and utilization of compositional strategies.3. No significant difference was found in perceptual differentiation or compositional drawing skills among the three various approaches to the implementation of the art criticism model. It would appear that student involvement with the structured analysis matrix determining factor, rather than the focus of criticism, or the degree of student involvement.4. Students who display greater skills of perceptual differentiation also display greater utilization of compositional strategies in drawing. This finding supports earlier contentions regarding the relationship between perceptual differentiation and art production.

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Carr, Abigail R. "An Experiment with Art Library Users, Signs, and Wayfinding." Thesis, School of Information and Library Science, 2006. http://hdl.handle.net/1901/256.

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This paper discusses the effects of stack end signage on user wayfinding success in searches in academic libraries. Site visits to the Chapel Hill Public Library and the Cameron Village Branch Library provided models for test signage for the study, as did the available literature on wayfinding and effective library signage. A three week study was conducted to survey the effects of three different iterations of signage on the success of subjects performing test searches—the subjects used the UNC Chapel Hill online catalog and the posted signage to locate materials in the Sloane Art Library. The results of the study were evaluated qualitatively and suggestions were made for further study and suggestions for elements of effective academic library signage were made.

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Sander, Lydia Grace. "Conversations and Collaborations: The Impact of Interdisciplinary Arts in Pre-College Piano Pedagogy." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1619184539734014.

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Strohkorb, Jennifer Leigh. "The Art of Learning and the Learning of Art through the Marriage of History and Innovation: A DC Museum and College of the Arts." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23906.

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This project is a study of the process of human learning, specifically related to arts and culture, and how a community interacts with and creates its own art and memory. Historically, the museum has functioned as a type of self-guided institute of higher learning for the public. It has been utilized to display and memorialize works of cultures throughout history. It has become a place where the public interacts with artifacts from cultures past and cultures present. This project addresses the following: In addition to a museum's function of educating the public, can a museum function as a classroom or laboratory for tomorrow's artists and educators? Can museum visitors become part of the creative process? Can a college for fine art and museum studies become integrated creatively into a museum, generating mutual benefit for both institutions and the city? Can the present generation of artists and educators build upon the advancements and setbacks of the generation that went before it? This thesis is written as a fiction story to best capture and communicate the process of experiential learning and the making of cultural memory. Some people and events are based on true facts; others have been changed, added to or omitted for the sake of a good story
Master of Architecture

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Thren, Dawn T. "An investigation on how a video program will contribute to high school art teachers', guidance counselors', and prospective students' understanding of the nature and requirements of the Kutztown University Communications Design Program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1994.
Source: Masters Abstracts International, Volume: 45-06, page: 2723. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 25-26).

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Kridler, Jamie Branam, and G. Maloy. "Mentoring via Theatre Arts: Building a Supportive Network Middle School Through College." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5865.

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Burma, Sally. "Art Education faculty and administrators experiences with and perceptions of distance education: a mixed methods study." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180022457.

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Godin, Lindsay. "Requiem for a drink." Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6426.

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In today’s college culture, more universities in the United States are confronted with the escalating societal problem of alcohol abuse. Some say college-aged alcohol consumption is a rite of passage, or a way of enjoying college life. Others say such behavior is a start of a life-long tragedy of addiction and destructiveness. The photographs in Requiem for A Drink were taken at the University of Iowa which capture the excessive profanity of disoriented intoxication, inhibition, and disregard for the environment. The stark scenes of the aftermath ultimately signify the morning after, a sunrise filled with nausea, hangovers, and regret. This photographic series provides the viewer with the images to answer this question: when does alcohol consumption transition from a pleasurable party scene to one of personal destructiveness?

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Elizondo, Kristina Kay. "The Museum is the Object: An Action Research Study in How Critical Theory Curriculum Influences Student Understanding of an Art Museum." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955032/.

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The purpose of this action research study was to determine how a critical theory curriculum implemented in a college-level art appreciation course impacted student understanding of an encyclopedic art museum. A critical theory-based curriculum unit was designed and implemented, and students were given assignments to assess their learning. The most significant assignment centered on a self-guided student visit to the art museum in which students made detailed observations of the museum spaces and responded to articles critiquing museum practices. These documents, together with class discussions and my personal observations, were analyzed and described in this research study. The data revealed that students had a high level of regard for and interest in art museums, were capable of understanding how history and context influences museum practices, detected multiple instances of bias in art museum galleries, and self-reported high levels of cognition and empowerment based on their experiences. The data suggested that, in college students, both art appreciation instructors and museum educators have an ideal audience in which to facilitate sustained, higher-level, critical theory-based museum learning experiences.

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Morgan, Ruth C. "Factors of Resilience that Support University Art and Design Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2074.

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Graduation rates in bachelor's degrees in the United States continue to be lower than stakeholders expect, despite the many advantages of college completion. This phenomenological study investigated the interplay between resilience, coping strategies, and college completion for undergraduate art and design students in an effort to improve graduation rates. The purpose of this study was to address gaps in the literature regarding art and design students' resilience and academic success. Findings were interpreted using 3 conceptual frameworks: resilience theory, Bronfenbrenner's ecology of human development, and Dweck's theory of mindsets and self-beliefs. Research questions guiding this study addressed the external and internal factors that support resilience, the most stressful situations students faced while attending the university, and the coping strategies students used to manage stress, regain resilience and graduate. Data collection included individual semi-structured interviews with 11 graduating seniors and an alum from a single public university in the eastern United States. Data were supplemented by individual semi-structured interviews with 1 faculty member and 2 campus counselors from the same university who had extensive interactions with art and design undergraduates. Key results from the data analysis found that supportive relationships with peers, access to financial aid, stress-free living environments, motivation, tenacity, and self-efficacy were important factors for academic success. The most stressful situations students reported were studio critiques, a lack of compatibility with roommates, and health issues. This study promotes positive social change by providing information for stakeholder's use in bolstering students' resilience in order to manage stress and improve college completion rates.

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