Dissertations / Theses on the topic 'Visual art'
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Lovar, Anette. "Experiencing visual art." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19430.
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.
Kelly, Shelly. "Not so/visual art." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/35925/8/Shelly%20Kelly%20Thesis.pdf.
Full textOzturk, Turker Anthony. "Ezra Pound and visual art." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253814.
Full textHawes, Robin J. "Art and visual perception : what value do contemporary theories of visual perception have for art practice?" Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6524.
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 textBetz, Jennifer. "ASSESSMENT PRACTICES INELEMENTARY VISUAL ART CLASSROOMS." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2625.
Full textEd.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
Trainer, Janette. "Art and ecology : a visual exploration." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/852.
Full textFullerton, Jeanay. "VISUAL STAMP." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4017.
Full textM.F.A.
Department of Art
Arts and Humanities
Studio Art and the Computer MFA
Black, Edward A. "Verve for the visual Reformed and Presbyterian churches and visual display art /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textDobrorodnia, A. O., and A. M. Tkalenko. "Concept art." Thesis, ГО "Інститут інноваційної освіти", 2021. https://er.knutd.edu.ua/handle/123456789/18990.
Full textMarini, Ludovica Orsola Adriana. "Perception and representation in the visual brain and in visual art." Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428716.
Full textShaw, Peter. "The conceptions of art practice held by tertiary visual art students." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36703/1/36703_Digitised%20Thesis.pdf.
Full textBalkir, Nur Chanda Jacqueline. "Visual culture in the context of Turkey perceptions of visual culture in Turkish pre-service art teacher preparation /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9935.
Full textLutz, Constance A. "Visual Art Teachers’ Ranges of Understanding and Classroom Practices of Assessment for Student Learning In Visual Art Education." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397567104.
Full textDubinsky, Lon. "Canadian visual art magazines as cultural formations." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39279.
Full textFor theoretical direction the multidisciplinary study draws on communication theory, art history, the sociology of organizations and culture as well as management studies. Of principal importance are the media theories of Innis (1972, 1973) and the organizational formulations of DiMaggio (1985). Three types of investigation support the claims: (a) an historical account of the four magazines, which includes tracking the strategies the editors undertook, (b) a consideration of each periodical's rhetorical features and (c) a description of several networks in the art world which involve individuals and organizations.
The study then considers the deliberate and unintended consequences of the visual art world becoming a textual community, some of which are liberating while others are disabling. The study concludes by suggesting how the research undertaken contributes to current debates about the analysis of communications and culture.
Arslan, Dogan. "Visual surreal languages in western poster art." Thesis, University of East London, 2006. http://roar.uel.ac.uk/1238/.
Full textGanani-Tomares, Dafna. "Mimesis : Judith Butler, visual practice, tragic art." Thesis, Goldsmiths College (University of London), 2007. http://research.gold.ac.uk/178/.
Full textCrowley, Elliott Joseph. "Visual recognition in art using machine learning." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:d917f38e-64cb-4b09-9ccf-b081fe68b187.
Full textViljoen, Vida Alexandra. "Socio-spatialities of visual art in Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96804.
Full textENGLISH ABSTRACT: The social and spatial dimensions of any settlement are widely recognised in the international literature as having been shaped notably by art in some of the so-called cities of art or culture, such as Florence, Venice and other, smaller cultural nodes around the world. Arts resources have an impact on the socio-spatial dimension of a locale in a multitude of ways, and an understanding thereof can be hugely beneficial to a town‟s development and success. When developed, utilised and protected correctly, the full positive effects of such resources can be achieved to stimulate an inclusive and diverse art town setting. The Western Cape town of Stellenbosch is reputed for its rich arts and cultural heritage, yet there has not been extensive academic research concerning the incidence and effects thereof. Hence, Stellenbosch provides a platform from which to study the socio-spatial influence that visual art brings about in the interplay between art, people and space. Enhanced planning and decision making can then be undertaken for the current and future protection and management of art resources, equipping Stellenbosch to be part of a world that is both a competitive global market and diverse sphere of social constructs and discourses. The exploration of notions such as commoditisation, the places and spaces of art, formal and informal public art, artwork defacement, and the sense of place brought about by the art in Stellenbosch to obtain an overarching impression of the nature and extent of the influences of art on the socio-spatial dimension was the primary aim of this study. A descriptive overview of the socio-spatialities brought about by art in the so-called art town of Stellenbosch is provided by utilising in-depth interviews in combination with a minor GIS component. This enables an overall view of the public perception of art in Stellenbosch, as well as a visual overview of the distribution of the available art resources, hence providing new attribute and spatial data that can inform future initiatives in the town.
AFRIKAANSE OPSOMMING: In die internasionale literatuur word die sosiale en ruimtelike dimensies van ‟n nedersetting wyd erken as deur kuns gevorm te wees in sommige sogenaamde stede van kuns of kultuur, soos Florence of Venesië, en ander, kleiner kulturele nodes regoor die wêreld. Kunsbronne het op ‟n magdom van maniere ‟n impak op die sosio-ruimtelike dimensie van ‟n land, en ‟n begrip daarvan is uiters voordelig vir ‟n dorp se ontwikkeling en sukses. Wanneer dié bronne toepaslik ontwikkel, benut en beskerm word, kan die volle positiewe uitwerking daarvan bereik word om ‟n inklusiewe en diverse kunsdorpomgewing te stimuleer. Die Wes-Kaapse dorp Stellenbosch is bekend vir sy ryk kuns- en kulturele erfenis, maar uitgebreide akademiese navorsing oor die voorkoms en gevolge daarvan is nog nie onderneem nie. Stellenbosch bied dus ‟n platform waarop die sosio-ruimtelike invloed van visuele kuns in die wisselwerking tussen kuns, mense en die ruimte bestudeer kan word. Verbeterde beplanning en besluitneming kan dan gedoen word vir die huidige en toekomstige beskerming en bestuur van kunsbronne, wat Stellenbosch sal toerus vir ‟n wêreld wat beide ‟n kompeterende globale mark en diverse terrein van sosiale konstrukte en diskoerse is. Die ondersoek van begrippe soos kommodifikasie, die plekke en ruimtes van kuns, formele en informele openbare kuns, kunswerkskending, en sin van plek wat deur die kuns in Stellenbosch teweeg gebring word, verskaf ‟n oorkoepelende indruk van die aard en omvang van die invloede van kuns op die sosio-ruimtelike dimensie, wat die primêre doel van hierdie studie was. ‟n Beskrywende oorsig van die sosio-ruimtelikheid wat deur kuns in die sogenaamde kunsdorp Stellenbosch teweeg gebring word, is verskaf deur gebruik te maak van in-diepte onderhoude in kombinasie met ‟n kleiner GIS-komponent. Dit lewer ‟n geheelbeeld van die openbare persepsie van kuns op Stellenbosch, sowel as ‟n visuele oorsig van die verspreiding van die kunsbronne wat beskikbaar is, wat dus nuwe attribuut- en ruimtelike data verskaf wat toekomstige inisiatiewe op die dorp kan inlig.
MacKarrell, Peter M. "Implications of visual disturbance for art education." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019568/.
Full textKahn, Jillien Anne. "Visual Sexuality: Integrating Art and Sex Therapies." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/29.
Full textBetz, Jennifer W. "Assessment practices in elementary visual art classrooms." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002738.
Full textBarr, Matthew. "Michel Foucault and visual art, 1954-84." Thesis, Courtauld Institute of Art (University of London), 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.704752.
Full textBradshaw, R. Darden. "Visual Culture Art Integration: Fostering Student Voice." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301706.
Full textKirby, Lynne M. "Puppetry in the Visual Arts Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268103635.
Full textLe, Kim. "Cultural hybridity and visual practice: Towards a transformative-repair multicultural pedagogy for visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/790.
Full textMuller, Lize. "The recurrence of 'pop' in contemporary visual art." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09232008-151520.
Full textCamara, Del. "Visual arts: Teaching creativity from within." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3628.
Full textVroombout, Lynn. "Striking a balance between formalism and expression in visual arts practice and visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/859.
Full textAl-Sowaidi, Faraj. "Visual analysis of the decay of pears." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/724953.
Full textDepartment of Art
Underhill, 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 textWONG, Kei Shun Samson. "Defining community art : theoretical and practical reconstruction." Digital Commons @ Lingnan University, 2016. https://commons.ln.edu.hk/vs_etd/10.
Full textGlazek, Kuba. "VISUAL WORKING MEMORY AND MOTOR PROCESSING CHANGES ASSOCIATED WITH EXPERTISE IN VISUAL ART." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/204607.
Full textPh.D.
The concept of novelty has important implications for theories of cognition, as familiar objects are categorically distinct from novel ones; accessing a stored representation of a known stimulus influences perception in a way that is precluded for a novel stimulus. The experiments that constitute this dissertation shed light on the perception-action cycle, as it is a persistent feature of human life; we see things and we act upon them. When those things are novel, how does cognitive processing change? Specifically, how do people who deliberately practice seeing things act upon them, and are there observable differences between trained and "casual" perceivers' perceptual processing? Some argue that any processing advantages possessed by experts are limited to objects or relations among objects within an expert's particular domain of expertise. However, a central point of contention revolves around what exactly constitutes a domain in the first place. Expertise may boil down to a long-term memory advantage for deliberately-practiced categories of stimuli, or to a heuristic that is only applicable to one trained goal or category of goals, or to a heuristic independent of task that can be applied to any novel situation. The present set of experiments examined visual cognition with the perceptual goal of fine-motor output (i.e., accurate sketching) as a candidate for a domain of expertise that confers advantages in visual perception in general. The extent to which visual processing is altered in expert visual artists was examined; whether they are more efficient only at sketching images of familiar stimuli, or whether their advantage extends to other visual cognition tasks. Familiarity and complexity of stimuli were manipulated, as were the goals of perception, including sketching and recognition. Finally, retention durations were manipulated before responses or sketches were made in order to examine the limits on experts' advantage on tasks that are known to tax the perceptual system. Results suggest that expertise in visual art confers a robust visual cognition advantage that generalizes beyond a narrowly-defined domain of expertise.
Temple University--Theses
Buchannan, Sophie Christina Rose. "The art of violence in Roman visual culture." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608069.
Full textJohnston, Jerre Lynn. "ART CRITICISM: A "READING" OF THE VISUAL ARTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291319.
Full textWalsh, Andrea Naomi. "Contemporary aboriginal art texts, intersections of visual culture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0012/NQ59158.pdf.
Full textShank, Jennifer Sue. "THE EFFECT OF VISUAL ART ON MUSIC LISTENING." UKnowledge, 2003. http://uknowledge.uky.edu/gradschool_diss/397.
Full textRutter, Mark. "Visual art and the book in modern poetry." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438695.
Full textWorley, Taylor. "Theology and contemporary visual art : making dialogue possible." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/940.
Full textStone, Lynden. "Doubting Conventional Reality: Visual Art and Quantum Mechanics." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367239.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland College of Art
Arts, Education and Law
Full Text
Henson-Dacey, Jacqueline B. "High School Visual Art Students' Perceptions of Creativity." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1406.
Full textWoods, Carrie L. "Visual Culture: A Case Study." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1193266191.
Full textBalkir, Nur. "Visual Culture in the Context of Turkey: Perceptions of Visual Culture in Turkish Pre-Service Art Teacher Preparation." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9935/.
Full textField, Rhian. "Public engagement with climate change through visual art : an experiential with Art-Science." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/e909d884-dd1d-49b6-9567-96e2e1cd983e.
Full textMiers, John William. "Visual metaphor and drawn narratives." Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/13457/.
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.
Gates, Jillian Marie. "Aesthetics for Visual Arts in Hospitals." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/7354.
Full textParis, Lisa. "Visual arts history and visual arts criticism : Applications in middle schooling." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.
Full textLeaman, Bethany Marie. "Visual purple: A context for cultural understanding through the visual arts." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278419.
Full text