Gotowe bibliografie tematyczne / Humanities -> art -> advanced art education

Gotowa bibliografia na temat „Humanities -> art -> advanced art education”

Autor: Grafiati

Data publikacji: 27 lipca 2024

Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Humanities -> art -> advanced art education"

Asundi, A. Y., Subhash Reddy B i M. Krishnamurthy. "Digital humanities". DESIDOC Journal of Library & Information Technology 43, nr 04 (11.07.2023): 276–81. http://dx.doi.org/10.14429/djlit.43.04.19207.

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Digital humanities is a result of the convergence of digital technology with social sciences and humanities. It is one of the key research areas around the world by the library and information science profession, and in cognate areas such as art and archeology. Focus groups, digital humanities centres are created for intensive researches which are located mainly in libraries as their core programmes. The library techniques and methods such as knowledge organisation, knowledge management, search and retrieval design, education, and emerging areas such as metadata, semantic mapping, ontology, thesaurus construction, digital curation, discovery services, find application in digital humanities. A new area of study, historical informatics complements the digital humanities. India has vast potential application of digital humanities with its diverse culture, customs and languages and so on. India is reckoned as one of the advanced countries in the IT sector, hence recognising the socio-cultural legacy and diverse historical background, it is viewed that digital humanities has many opportunities and applications for LIS professionals in India to contribute substantially. This paper brings together the concepts, tools, and applications of digital humanities and proposes a course of study in LIS curriculum.

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Das, Rolla. "Sundar Sarukkai on Indian Higher Education: Quality, Excellence in Neoliberal Times". Tattva - Journal of Philosophy 10, nr 1 (1.01.2018): 89–93. http://dx.doi.org/10.12726/tjp.19.6.

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Sundar Sarukkai is a philosopher and is currently associated with the National Institute of Advanced Studies, Bangalore as a Professor of Philosophy. His research interests range from philosophy of science, philosophy of mathematics, postmodernism, phenomenology to philosophy of art. A critical philosopher whocan, with élan, and a certain sense of analytical rigour, transverse the philosophical terrains between the Western and Indian traditions. He has authored several books, such as Translating the World: Science and Language (2002), Philosophy of Symmetry (2004) and Indian Philosophy and Philosophy of Science (2005). Hehas earned his doctoral degree from Purdue University, USA following which he has been associated with several institutes such as Indian Institute of Advanced Studies, Manipal University and National Institute of Advanced Studies, Bangalore. He has been the Founder-Director, Manipal Centre for Philosophy and Humanities, Manipal University, Manipal. He can be reached at sarukkai@nias.iisc.ernet.in

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Puppe, Linda, Helen Jossberger i Hans Gruber. "Learning environments and the role of feedback in sculpting lessons". Art, Design & Communication in Higher Education 21, nr 1 (1.04.2022): 85–98. http://dx.doi.org/10.1386/adch_00048_1.

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At universities and academies, teaching and learning occur in a range of environments as art students continue to develop their skills. The aims of the study were to determine how art students evaluate the role of their learning environments in achieving their learning goals, and what kind of feedback they consider important for their artistic development. Therefore, ten university students were interviewed. They were advanced art students who had successfully completed different courses in sculpting. The findings indicate that during studio learning the students addressed technical or formal problems related to their artworks, as well as how to implement their artistic intentions, with the help of feedback from lecturers and fellow students. All participants referred to experimentation and trying out different materials, forms or motifs as central to their artistic development and said that exhibiting their own artworks in public as part of university projects motivated them to continue.

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Jovanović, Iris Vidmar. "Perspectivism, Cognitivism, and the Ethical Evaluation of Art". Journal of Aesthetic Education 57, nr 3 (1.10.2023): 31–48. http://dx.doi.org/10.5406/15437809.57.3.03.

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Abstract My aim in this article is to explore the role of perspectivism—roughly, the view that works of art prescribe a certain perspective—in aesthetic cognitivism and in the ethical evaluation of art, particularly as it features in the value-interaction debate. Although I am critical of perspectivism's capacity to shoulder an artwork's cognitive and ethical value, I find some of the arguments mounted against it, most notably those by Ted Nannicelli, misdirected, and I present several arguments against them. However, because my aim is to show that both aesthetic cognitivism and ethical criticism should move beyond a concern for the perspective, I offer a different criticism of perspectivism to demonstrate how it should be modified if it is to make a more substantial contribution to the ethical evaluation of art. I conclude by providing a sketch of what I call ethically minded criticism of art, that is, one that is concerned not with a perspective that a work advances but with revealing work's cognitive and ethical insights, that is thus better suited to promoting art's educational and cultural value.

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Qurban, Masuda Aalim Jalan. "Renewing Art Education Philosophy in Light of Twenty-First Century Skills". Asian Social Science 15, nr 3 (28.02.2019): 107. http://dx.doi.org/10.5539/ass.v15n3p107.

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The problem of renewing the philosophy of teaching art education in the light of 21st century skills. Art education at the global level is facing many and many challenges as a result of the tremendous changes in the way knowledge and information are exchanged, in which technology plays a large role because of the necessity of its existence at various scientific levels. These challenges required a comprehensive review of the educational system and philosophy in general And in particular technical education, which in turn lead to the development of advanced courses and innovative work to prepare a learner is able to absorb better, in addition to it makes the educational process an interesting process for the learner and by integrating those courses study With 21st century skills and information technology, which in turn improves the outcomes of the learning process and the quality of education. Research problem: The researcher found through the study of international and international research of the 21st century skills and information technology to be applied in the curricula of different fields, because it is important for the students as it earns and trains them on life and work skills to bring out a person who is more capable of dealing smartly in life and linking them to the curriculum. As well as their application to the labor market. Therefore, the problem of this research lies in the following question: To what extent is it possible to implement a program based on the integration of information technology and art education curricula in the light of 21st century skills to bring out a learner capable of keeping pace with the labor market? Research goals: The research aims to: - Prepare a student capable of keeping pace with the labor market through the application of the skills of the 21st century by international standards in the curricula of art education. - to highlight the skills of the twenty-first century of high value that contribute to the output of a learner capable of achieving professional success in the labor market. Research importance: - keep up with information technology through integration with the curriculum of art education - Use the skills of the twenty-first century in teaching the curriculum of art education - Stimulate educational institutions to apply the skills of the twenty-first century and mechanisms to achieve the vision of the Kingdom 2030 in the field of education.

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Tony, Zachary, i Qilin Sun. "Preface: 2nd International Conference on Art Design, E-Education and Innovation Management (ADEIM 2023)". Journal of Education, Humanities and Social Sciences 21 (15.11.2023): I. http://dx.doi.org/10.54097/ehss.v21i.12012.

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The 2023 2nd International Conference on Art Design, E-Education and Innovation Management (ADEIM 2023) was resoundingly held at Canberra, Australia from September 16 to 17, 2023. It highlights recent and significant advances in research and development in art design, e-education, educational reform, humanities, innovation management, and social sciences. With participation of a large number of young researchers, ADEIM 2023 can be a platform for new collaborative ventures and strategic alliances to gain better insights into research and innovation, to harness the strength and synergies, and to bring further prosperity to the nations. As the future becomes more competitive and challenging, it is important to remain relevant and maintain the performance for continuous improvement in research & education. It will also serve to facilitate the exchange of information between researchers and professionals to discuss the latest issues and advancement in these areas. ADEIM 2023 brought together experts from different organizations to initiate discussions on topics that are of interest to the conference attendees. This conference encourages young researcher from multi-discipline background to share their new and innovative ideas and findings is the aim of the conference. ADEIM Organizing Committee Canberra, Australia

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Turshen, Meredeth. "Out of Time, Out of Place: Primitivism and African Art". Journal of Arts and Humanities 6, nr 9 (18.09.2017): 16. http://dx.doi.org/10.18533/journal.v6i9.1251.

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<p>This article debates the proposition that artistic production mirrors humanity’s maturation from primitive superstition to scientific rationality. This effort sits at the intersection of demography, political economy and aesthetics. According to traditional demographic theory, primitive peoples are caught in a poverty trap of high birth rates, a condition inimical to industrialization, well-planned urbanization, universal education, women’s emancipation and cultural production. The analysis focuses on three dynamics: the demographic effects of mass migration on creativity: the trajectories of declining populations and their places in cultural hierarchies; and slavery and colonialism’s reduction to penury of skilled artists in pre-industrial societies. The method interrogates self-reinforcing trends of the canons of demography, political economy and aesthetics and the resulting concurrence on the path of progress, which assumes that art is a reflection of liberal historical advancement. The overarching argument of the article is that by setting the criteria and suppressing alternative accounts of the history of African art, these canons narrow and misrepresent our global cultural legacy. Background: sub-Saharan African art is classified as “primitive” according to the canons of art history, demography and political economy. This label is problematic because it conveys faulty demographic assumptions about sub-Saharan Africa and reflects the ways in which theories of human progress reinforce analyses underlying the designation of primitive. The proposition advanced is that these canons narrow, suppress alternative accounts of the history of African art, and misrepresent our global cultural legacy.</p>

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Tony, Zachary, i Qilin Sun. "Preface: 2022 International Conference on Art Design, E-Education and Innovation Management (ADEIM 2022)". Journal of Education, Humanities and Social Sciences 3 (22.09.2022): I. http://dx.doi.org/10.54097/ehss.v3i.1389.

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The South China University of Technology, Henan Normal University, University of Central Missouri and National University of Colombia jointly organize the 2022 International Conference on Art Design, E-Education and Innovation Management (ADEIM 2022). The conference is held at Dalian, China from June 25 to 26, 2022. It highlights recent and significant advances in research and development in art design, e-education, educational reform, humanities, innovation management and social science. With participation of a large number of young researchers, ADEIM 2022 can be a platform for new collaborative ventures and strategic alliances to gain better insights into research and innovation to harness the strength and synergies to bring further prosperity to the nations. As the future becomes more competitive and challenging, it is important to remain relevant and maintain the performance for continuous improvement in research & education. It will also serve to facilitate the exchange of information between researchers and industry professionals to discuss the latest issues and advancement in these areas. ADEIM 2022 brought together experts from different organizations to initiate discussions on topics that are of interest to the conference attendees. This conference provides the specialist's training and scientific research in these fields. Encouraging young researcher from multi-discipline background to share their new and innovative ideas and findings is the aim of the conference. ADEIM Organizing Committee Dalian, China

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Wyly, Mary. "Chicago's Newberry Library – Independent Research Library and National Resource". Alexandria: The Journal of National and International Library and Information Issues 7, nr 3 (grudzień 1995): 181–94. http://dx.doi.org/10.1177/095574909500700305.

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One of several independent research libraries in the United States, the Newberry Library in Chicago, which is over 100 years old and has about 100 fte staff, has nationally significant collections in history, the humanities and music. Four special collections, each accompanied by an endowment for continuing acquisition, stand out: the Ayer Collection, now comprising more than 100,000 volumes, on early contacts between the Indian and the white man; the Greenlee Collection on Portuguese and Brazilian history; the Graff Collection on the American West; and the Wing Collection on the art of printing and graphic design. The library has pioneered in the field of preservation, and its Conservation Department presents training sessions and public programmes on the care of personal libraries and book handling. Access to the collections is gradually being automated, and a wide range of services and programmes for diverse audiences is offered. Its academic and educational programmes have made it a centre for advanced study in the humanities. Adult education seminars are held regularly, enrolling nearly 2,000 people.

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Huerta, Ricard, i Ricardo Domínguez. "La educación artística de la era digital: investigar en escenarios tecnológicos". eari. educación artística. revista de investigación, nr 10 (20.12.2019): 9. http://dx.doi.org/10.7203/eari.10.16111.

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Resumen: Los retos que impone el nuevo escenario digital nos animan a reflexionar sobre las posibilidades de la Educación Artística en un momento histórico en el que combinamos momentos educativos presenciales junto a desubicaciones online. Las tecnologías de la imagen, uno de nuestros mayores aliados como docentes, hace tiempo que irrumpieron en el aula de artes, y es por ello que en este número de EARI presentamos un dossier monográfico sobre “Cine y educación artística”. Pero tanto la fotografía como la imagen en movimiento han experimentado un increíble desarrollo tecnológico en manos de tantos usuarios como personas convivimos en el planeta. Los dispositivos móviles y los nuevos conceptos y usos digitales están incorporándose a todas las facetas de nuestras vidas, de modo que ya no podemos permanecer ajenos a esta urgencia educativa y artística. Por eso desde el grupo CREARI nos hemos implicado en el la organización del I Congreso Internacional Humanidades Digitales y Pedagogías Culturales, para avanzar en la búsqueda de posibilidades académicas en un mundo donde los videojuegos, las series de televisión, los videoclips musicales y las tendencias del arte digital están abanderando procesos complejos y tremendamente atractivos. Consideramos que el juego y la aventura forman parte intrínseca de nuestra rebeldía. No podemos permanecer ajenos a las nuevas prácticas y hábitos de la ciudadanía. Palabras clave: arte, educación artística, investigación, formación de profesorado, humanidades digitales. Abstract: The new digital scenario generates challenges that encourage us to reflect on the possibilities of Artistic Education in a historical moment in which we combine conventional educational moments with new online trends. Image technologies are one of our best allies as teachers. We have been incorporating them into the arts classroom for a long time. In this issue of the journal EARI we present a dossier on “Cinema and Art Education”. Both photography and the moving image have experienced an incredible technological development among as many users as we live together on the planet. Mobile technologies and new concepts for digital uses are being incorporating into all dimensions of our lives, so that we can no longer remain oblivious to this educational and artistic urgency. From the CREARI group we have been fully involved in the organization of the First International Conference of Digital Humanities and Cultural Pedagogies, to advance in the search for academic possibilities in a world where video games, television series, music videos and music trends Digital art are leading complex and tremendously attractive processes. We consider that game and adventure are a natural part of our rebellion. We cannot continue without addressing the new practices and habits of citizenship. Keywords: Art, Art Education, Research, Teachers Training, Digital Humanities. DOI: http://dx.doi.org/10.7203/eari.10.16111

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Rozprawy doktorskie na temat "Humanities -> art -> advanced art education"

Head, Donna J. "Advanced Placement Art History: Effective Teaching Strategies in the Art Beyond the European Content Area". VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1037.

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This thesis presents a study of current research on effective teaching strategies in art beyond the European tradition content area of the Advanced Placement Art History (APAH) examination administered by the College Board. Three Advanced Placement Art History teachers participated in this study. Each teacher demonstrated successful and effective strategies in her APAH program. The criteria for selection required that each participant taught the class for three years (2001-4) and their students scored higher than the national average as published by the College Board. Each teacher discussed with the author how they teach the art beyond the European tradition content area. Presented in this study are teaching strategies each participant used in the classroom. Emphasis is placed on effective strategies that ask the students to participate in their learning.

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Bond, Richard P. "Sexual Orientation and the Advanced Placement Art History Survey". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700015/.

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This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that embraced both quantitative and qualitative research methodologies. The first phase of the study examined one of the more popular art history survey texts in the AP art history program, Gardner’s Art through the Ages, in terms of how inclusive it is in addressing issues of sexual orientation and, particularly, same-sex perspectives. In addition, the text was examined for evidence of sexual orientation ignored – particularly same-sex perspectives ignored and for heteronormative hegemonies. The second phase investigated the understandings and opinions of AP art history teachers toward the inclusion of sexual orientation and same-sex perspectives in their curriculums and classrooms. Recent recognition of gay, lesbian, and same-sex perspectives in the study of art history has challenged art educators and art historians to begin to consider opening up their curriculums and writings to include these perspectives. These ignored perspectives produce important understandings that enrich and deepen the discourse of art history. The inclusion of gay and lesbian content and same-sex perspectives to the study of AP art history, not only effectively serves the needs of AP art history teachers, but it provides a more equitable and comprehensive visual arts education to students. The implications of this study are broad and complex. If students are to be well and comprehensively educated in the history of the visual arts, including discussions about the sexual orientation of gay and lesbian artists as well as artworks depicting same-sex perspectives is important. Similarly, their teachers must be well-informed and believe that including such material in the curriculum is important. There is definitely a need for designing more balanced and equitable AP art history programs that include gay and lesbian artists as well as same-sex perspectives. From a multicultural art education perspective, this study reveals that gays and lesbians are marginalized in a major AP art history survey text. It illuminates how an AP art history survey text and AP art history teachers’ attitudes and knowledge base on same-sex perspectives inform their curriculums, specifically concerning what’s important to teach in an AP art history classroom. If approved AP art history survey texts as well as the influential annual AP College Board art history exam included issues of sexual orientation, particularly same-sex perspectives, it would encourage more AP art history teachers to include gay and lesbian artists and same-sex perspectives in their curriculums.

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Henson-Dacey, Jacqueline B. "High School Visual Art Students' Perceptions of Creativity". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1406.

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When high school art teachers do not understand how their students experience creativity, studio art programs are less effective in fostering student learning than they would otherwise be. Nevertheless, extant research does not reveal a consistent or comprehensive understanding of how adolescents experience creativity in art education. Drawing on Csikszentmihalyi's theory of creativity and flow, this study explored students' perceptions of creativity and its relationship to flow, or the state of consciousness associated with optimal pleasure. This phenomenological study investigated students' perceptions of creativity and flow by interviewing nine high school advanced placement students in a public high school in southwest Florida. Data were drawn from three structured interviews with each subject and a field journal kept by the researcher. The Think Aloud technique used for the second interview provided rich descriptions while participants were in the midst of doing art. Field journal entries were organized according to Bailey's guide to field note classification. Moustakas's interpretation and modifications of the Van Kaam method of analysis provided a systematic approach to transcript reduction. The results of the investigation revealed four themes in the ways students perceive their own creativity, namely, influences, mindset, self-efficacy, and emotions. As they reflected on their perceptions of creativity and flow, students gained a greater awareness of their experience while creating art. Among the study's implications for social change, as art educators elicit these understandings, they foster creativity and transform students' lives in school and potentially, the wider society.

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Leonard, Melissa M. "Motivating Students for Success in Art Education". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1048.

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This study is intended to analyze the differences of elementary age students from two different public elementary schools and their motivation to learn about art. The analysis will compare and contrast the results of my efforts as an art educator to present the same curricular information to both groups of students. I have examined the demographics, the parent involvement, and the other areas affecting the students of the two schools in which I have taught during my seven years as an elementary art educator. My purpose in completing this study has been to better understand how to meet the needs of my current students who seem to struggle considerably in the art classroom when compared to the students I have previously taught. I wish to better understand what shapes the minds and attitudes of our students today whom we teach in art programs.students today that we teach in art programs.

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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
Full Text

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Messemer, Heike, Walpola Layantha Perera, Matthias Heinz, Florian Niebling i Ferdinand Maiwald. "Supporting Learning in Art History – Artificial Intelligence in Digital Humanities Education". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73553.

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In recent years and especially in the context of the coronavirus pandemic, digital distance learning increases. But for academic students, the selection of adequate learning materials for educational purposes is becoming more and more complex. This marks only one starting point where the use of artificial intelligence (AI) offers additional value. AI has a great potential to enhance and support research and education in the field of digital humanities (DH). As international organisations have just expressed their thoughts on the subject, AI is the topic par excellence and will decisively shape the future development of educational processes.

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Camara, Del. "Visual arts: Teaching creativity from within". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3628.

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In the ever-changing world of visual arts education, there is a gap in the literature about the incorporation of creativity, risk-taking, and play in the curriculum. The purpose of this study was to understand how high school visual arts educators teach visual arts and creativity in the age of digital media, including the practices art teachers use to engage their students in their development of art-making and ways teachers encourage students to take risks in art-making practices. Utilizing an arts-based research method focusing on four case studies in the Central Valley of California, this inquiry examined the way visual arts educators teach the arts at the high school level. Further, this study used data sources of classroom observations, surveys, and one-on-one interviews. Data analysis utilized the theoretical lens of multiple intelligences to examine the different ways each visual arts teacher teaches visual arts. Findings indicated that there is a need for a common definition of creativity, student-teacher relationships are critical for improving students’ efforts in the arts, learning about the visual arts develops skills that students can use throughout their lifetime, and students from lower socioeconomic backgrounds tend to be more willing to take risks in their artwork. Recommendations for further research and policy for school leaders conclude this study.

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Bullock, Nora B. "Examination of values instruction in education and the role of humanities in values education". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Bretschneider, Miette. "The Bauhaus: Understanding its History and Relevance to Art Education Today". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/53.

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I am interested in how the ideas of the Bauhaus shaped not only today’s world of art education, but also the outlook of the German nation during the early 20th century and today. It appears that art is not as prevalent as it once was, whereas fields like science and engineering have become popular. However, the ingenuity of the Bauhaus has lasted into this century and continues to have an impact on our American education system, as well as our ideas about art. As part of my thesis, I am comparing the classes I have taken at East Tennessee State University with those courses taught at the Bauhaus. Many of my art pieces are exploration of materials and my subjective artistic outlook. For example these subjects included weaving, metalsmithing, printmaking, and ceramics. I am placing most emphasis on the significance of the famous Bauhaus Preliminary Course, the Vorkurs, and how our education was closely linked to that of 1920s Germany.

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Winde, Annie Rita Yvonne. "I wan´t to work big and learn art- pupils views on art education in lower secondary school". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34506.

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This essay is about the participants students, teachers, school and their terms and regulations. The investigation aim to examine how the art subject curriculum interact with the pupils own views on what they want to achieve in art classes in school. Further this paper is on what impact some processes to adulthood can have on students learning ambitions during adolescence. Especially it discusses art education in aspects of identity process, influence, motivation, reflection and learning. Lastly this thesis inquires if pupils acquire tools through art lessons that can support their ability in learning for life skills and in further education on their own as adults.

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Książki na temat "Humanities -> art -> advanced art education"

Foundation, Edexcel. Advanced Vocational Certificate of Education in Art & Design: Advanced Vocational Certificate of Education (Double award) in Art & Design. : July 2000. Mansfield: Edexcel, 2000.

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Hubard, Olga M. Art museum education: Facilitating gallery experiences. New York: Palgrave Macmillan, 2015.

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Wachowiak, Frank. Emphasis art. Wyd. 4. New York: Harper & Row, 1985.

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Lancaster, John. Art in the Primary School. London: Taylor & Francis Inc, 2004.

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Salvaneschi, Luigi. The art of leadership in the 21st century: Applying the humanities to business. Central Point, Ore: Oasis Press, 2002.

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Dorothy, Balmer. Art and design: Flexible learning resource pack : (Advanced Higher). Dundee: Learning & Teaching Scotland, 2002.

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McAuliffe, Michelle M. Busy teacher's guide: Art lessons. Westminster, CA: Teacher Created Materials, 1999.

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Robinson, Dindy. World cultures through art activities. Englewood, Colo: Teacher Ideas Press, 1996.

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Wachowiak, Frank. Emphasis art: A qualitative art program for elementary and middle schools. Wyd. 4. New York: Harper & Row, 1985.

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Wachowiak, Frank. Emphasis art: A qualitative art program for elementary and middle schools. Wyd. 7. New York: Longman, 2001.

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