Department: Art Education ![[clear]](close-x.png "Remove this limiter")
134 matches in the database.
These are records: 1 - 30.
[1] [2] [3] [4] [5]
1.
Airulla, Barbara.
The benefits of Arts Education: an investigation of causality and individual perceptions.
Degree: PhD, Art Education, 2004, Ohio State University
► Recently a number of studies and articles have been published with the…
(more)
▼ Recently a number of studies and articles have been published with the claims that education in the arts causes improvement in academic performance and causes life successes. The literature on this topic, information regarding arts education and causality flows predominantly from advocates to the public. The purpose of this study is the investigation of the public’s perceptions of cause and effect relationships (causality) between arts education and academic and life successes. Through this study, causality is defined and discussed as it has been applied to advocacy arguments in support of arts education. The goal of this study is to uncover alternative ways of viewing causal linkages and arts education through the opinions of the public, and to suggest potential paths for future research. A survey was conducted involving a randomly selected sample of Columbus, Ohio residents. The results of the survey, found that respondents believe arts education contributes to academic and other life successes; however, it does not directly cause increases in academic performance nor does it directly cause success in life. Survey respondents most frequently discuss the non-cognitive benefits of arts education such as appreciation and alternative ways of thinking. These benefits can lead to desirable outcomes. This study is significant in that it provides evidence that statements of causality involving arts education and increases in academic performance may be unfounded. Furthermore, the presentation of the nonexistent causal relationships involving arts education serves the major purpose of providing heightened attention in an effort to maintain arts education on public policy agendas. Arts education researchers and advocates should consider the consequences of such actions. Based on the results of this study, advocates are encouraged to help the public become aware of their individual connections to arts education. If people have a personal stake in arts education, they will support arts education.
Advisors/Committee Members: Arnold, Robert.
Keywords: ARTS EDUCATION; visual arts; apply the knowledge; Music; music classes
More Like This
2.
Alexander, Amanda S.
Collaboratively Developing a Web site with Artists in Cajamarca, Peru:
A Participatory Action Research Study.
Degree: PhD, Art Education, 2010, Ohio State University
► This study considers the collaborative processes developed in creating a Web site…
(more)
▼ This study considers the collaborative processes developed in creating a Web site with the Colors and Creations cooperative of artists in Cajamarca, Peru. Working through a participatory action research methodology, the study employed autoethnographic methods, “make” sessions and narrative research facilitating the emergence of participant stories about the collaborative process. These participants include nine artists from Cajamarca, Peru; Lisa Fousek, an undergraduate Visual Communications and Design student; anonymous Web users from the United States and Peru; and myself as researcher. Additional collaborators include Web Developer Brian Hill and Research Assistant Ryan Johnston. The study is grounded in critical and postcolonial theories and decolonizing methods that set the stage for the collaborative process. After reconsidering literature on non-governmental organizations’ work with indigenous populations, exporters, entrepreneurs, businesses, and Fair Trade organizations working with artists in Peru, I review similar studies conducted in other developing nations and projects using participatory action research. Based on empirical observation, field notes, participant’s journals, surveys, interviews and “make” sessions, several significant themes emerged; those revolving around issues of trust within the group, international economic policy issues (dis)serving the development of direct trade with artists through online selling, challenges surrounding international shipping, and language. Recommendations for future research and imagined subsequent studies could further knowledge about grass-roots development and advance the cause of social justice, cultural survival and economic sustainability. This study served the self-defined needs of participating artists as we collectively created a Web site through which customers can learn about traditional Peruvian culture, craft techniques and products. A byproduct of the study was my developing a deeper understanding of international development, cultures and those relationships and practices of nongovernmental organizations, Fair Trade advocates, policy makers, business(wo)men, and international development firms who are involved in international development, trade and cultural exchange.
Advisors/Committee Members: Sanders, James.
Subjects: Art education; Fine Arts; Multicultural education; Native studies; Social research
Keywords: Cajamarca; Peru; participatory action research; decolonizing; post-colonial theory; co-creation; Web site; collaboration, critical theory; autoethnography; narrative; art education; international development; artists; Andes; handcraft; participation
More Like This
4.
Aubrecht, Michelle Adrienne.
Using Gamestar Mechanic with Elementary Art students: An exploration of one teacher’s experiences.
Degree: MA, Art Education, 2011, Ohio State University
► Games are an emerging form of self-expression and communication. Considered plebeian, games…
(more)
▼ Games are an emerging form of self-expression and communication. Considered plebeian, games have been ignored as an art from. Use of video games in the classroom incorporates and connects to many 21st century skills, helping students understand visual culture using something they are already familiar with – video games. Integrating games into the classroom curriculum applies current research to teaching and leaning. Game making in the art classroom develops students’ ability to think non-linearly and to explore color, shape, balance, composition, rhythm, and storytelling, providing transformative experiences. Players learn basic game design principles, learning how to design games by playing and fixing games. Players can make their own games and post them online, receive feedback from classmates, teachers, and other players, and then revise and repost. This paper discusses how this researcher used the video game Gamestar Mechanic in an elementary art classroom and supported an art teacher in learning how to use this tool.
Advisors/Committee Members: Ballengee-Morris, Christine.
Subjects: Art Education
Keywords: game based learning, Gamestar Mechanic, video games, learning, teaching, public school, 21st century skills
More Like This
5.
Barnes, Maribea Woodington.
Ethnographic Research in Morocco: Analyzing Contemporary Artistic Practices and Visual Culture.
Degree: PhD, Art Education, 2008, Ohio State University
► Over the last several decades numerous scholarly articles and books have been…
(more)
▼ Over the last several decades numerous scholarly articles and books have been published on Moroccan art forms. Yet, these studies have consistently examined Morocco's traditional works or its older forms of artistic practices. Specifically, Morocco's ceramics objects and textiles are among the most commonly examined works. As a result of this emphasis, only a partial view of Morocco's rich artistic production has been presented. Currently, Moroccan Art is consistently viewed as static and the 19th century western Orientalist image of Morocco has more or less remained. Visual Culture within the country and beyond its border continues to reinforce these antiquated perceptions. To identify the range of works of art produced within Morocco, a multi-method ethnographic approach was utilized. Using information drawn from fieldwork conducted in Morocco in 2002, 2004, and 2006, contemporary artistic practices were examined and analyzed within a social and historical context. Personal narratives from my fieldwork in 2006 added layers of information to enrich my study of Moroccan art and culture. My findings revealed that Morocco's rich historical past includes a multiplicity of cultures and influences. As a result, the country's contemporary artistic production mirrors the complexity of this past. Additionally, works produced today address current social and political issues within a global environment. Moroccan Art is not static, but diverse and fluid. By studying a range of contemporary works of art and visual culture produced within the country, perceptions about Morocco's art forms and its people will be redefined.
Advisors/Committee Members: Stuhr, Patricia.
Subjects: Art History; Art education
Keywords: Ethnography; Morocco; Contemporary Art; Visual Culture; Art Education; Tourist Art; Orientalism
More Like This
6.
Barnes, Verona.
Visual Arts Integrated Curriculum in a United States Elementary School: A Desired Pedagogical Strategy for Implementing the Integrated Curriculum in the Jamaican Primary Schools.
Degree: PhD, Art Education, 2010, Ohio State University
► The purpose of this study was to identify how Visual Arts can…
(more)
▼ The purpose of this study was to identify how Visual Arts can play a pivotal role in the implementation of an integrated curriculum in elementary education. In order to increase my knowledge base I reviewed a body of theoretical and philosophical writings that revealed how the arts, especially Visual Arts, have been valued in the field of education. Next I use case study methodology to investigate how an exemplary Visual Arts educator/teacher has been putting theories to practice by providing state-of-the-art teaching and learning in, with, through and about Visual Arts, as well as how she has been using Visual Arts as anchor for and an engine to drive an integrated curriculum in an elementary school setting. I explained how the data was collected using a triangulation research design process. These included on site observations, reflective journaling, interviews, and artifacts and document analysis. I reported and analyzed the data to ascertain the knowledge, skills dispositions and commitments the Visual Arts teacher displayed that reflected theoretical and philosophical knowledge of best practices related to art education, general education and teacher education. After stating my findings, I made recommendations for how teachers in Jamaica can implement an integrated curriculum that is anchored and driven by the arts, especially Visual Arts.
Advisors/Committee Members: Daniel, Vesta.
Subjects: Art education
Keywords: integrated curriculum; arts integrated curriculum; visual arts; content knowledge; pedagogical content knowledge; professional knowledge; disposition; committment; elementary education; primary education; teacher education
More Like This
9.
Betancourt, Verónica E.
Brillan por su ausencia: Latinos as the missing outsiders of mainstream art museums.
Degree: MA, Art Education, 2012, Ohio State University
► This thesis articulates the importance of studying the experiences, identities, and perceptions…
(more)
▼ This thesis articulates the importance of studying the experiences, identities, and perceptions of Latino visitors to mainstream art museums. Art museums visitorships are predominantly white, non-Latino, affluent and middle-class, and not even close to representative of the American populace. With the shifting demographics of the country and the static demographics of museum visitors, art museums find themselves in dire need of attracting new and more diverse publics. The Latino population is the fastest growing demographic in the United States, and one that has been grossly underexamined within museum scholarship. Given the paucity of research in this area, I drew primarily from work published by academics, industry researchers, museum evaluators, as well as from the exhibition histories and programming of varied art institutions across the United States, to develop an initial picture of how art museums have considered and engaged Latino audiences. I examine the usefulness the theoretical work of Carol Duncan and Gloria Anzaldúa in framing a study of Latino visitors to art museums, and conclude with recommendations for how art museums, researchers, and other interested scholars can work to build the field of Latino visitor studies.
Advisors/Committee Members: Hutzel, Karen.
Subjects: Art Education; Hispanic Americans; Hispanic American Studies; Museum Studies
Keywords: Latino; museum studies; visitor studies; identity negotiation; art museum
More Like This
11.
Black, Christen Anne.
(Re)presenting Art Therapy: A Critical Conversation With Art Education.
Degree: MA, Art Education, 2011, Ohio State University
► This thesis is designed to reconsider art therapy through the lens of…
(more)
▼ This thesis is designed to reconsider art therapy through the lens of a well educated and newly experienced art educator. It follows the relationship between art education and art therapy as they evolve, following largely separate paths over time, to develop a conversation that will begin to examine how art therapy has been applied to art education in the past, and to offer possible suggestions for further research in several overlapping points of study. I use a critical pedagogy framework and a generic qualitative research methodology as I conduct my research to develop ideas and raise questions that I feel have the potential to improve my pedagogical strategies and to open up a new set of possibilities for other art educators as to how art therapy might be reconsidered. The main research question that this inquiry explores is how can art therapy inform an art education curriculum? This study includes a historical inquiry, emphasizing events, theories, and some of the key figures who have made significant contributions to both art education and art therapy, and a review of recent accounts in which art therapy and art education have been used in conjunction. My own experience and practice is another focus of this study, and I relate trends in literature back to my own ideologies and approach to pedagogy. The purpose of this study is by no means to offer advice to art educators on how they can function as art therapists,. This study does not suggest that art educators can or should expect to function in the same ways as an art therapist might, and it does not encourage art educators to try to diagnose developmental problems or disabilities in their students because of the information that can be garnered from art therapy. It is my goal in writing this to simply begin a preliminary conversation that can perhaps offer ideas to art educators on how to think about improving their practice, and ideas for me on how I might improve my own, from ideas that are rooted in the tradition of art therapy.
Advisors/Committee Members: Daniel, Vesta.
Subjects: Art Education
Keywords: art education; art therapy; history of art education; history of art therapy; critical pedagogy
More Like This
13.
Bontempo, Melissa A.
Online communities: possibilities for museum education.
Degree: MA, Art Education, 2006, Ohio State University
► The objective of this study is to determine how museums might incorporate…
(more)
▼ The objective of this study is to determine how museums might incorporate the use of online publishing and communication technologies as a tool to initiate and foster connections with their audiences. This research is designed with the expectation that it will contribute to knowledge regarding how such communication technologies are understood and received. The ultimate goal is to help museums and cultural institutions develop comparable interactive capacities that encourage dialogue and more deeply engage the communities they serve. In this study, a review of literature and extant online communities will be used to inform the development of a prototype online museum community that demonstrates how such an interface might extend an institution’s education, public relations, and community outreach capabilities. A refined online museum community prototype based on this research may be of use to museums aiming to construct an online museum community that both reflects the institution’s character and furthers its educational objectives.
Advisors/Committee Members: Sanders, James H.
Keywords: education; art; online; community; communities; museum; internet; technology; media; learning; weblogs; technology
More Like This
14.
Bowen, Shirley A.
Recovering and Reclaiming the Art and Visual Culture of the Black Arts Movement.
Degree: MA, Art Education, 2008, Ohio State University
► This qualitative study is designed as Africentric research to fill a gap…
(more)
▼ This qualitative study is designed as Africentric research to fill a gap in the historical narratives on African American art and visual culture. Specifically, it focuses on the historical and cultural significance of the art and visual culture of the Black Arts Movement of the 1960s and 1970s. These visual artifacts, known collectively as Black Art, are directly linked to the Black Power concept and the Black Liberation Struggle. Why Black Art has been overlooked in Art Education and how it can benefit the field as a site for enhancing racial literacy are the questions that drive this research. This study looks at this dilemma as indicative of reductive bias due to a lack of knowledge about Black Art and persisting racial discourses associated with Black Art and its time. And this study explores the epistemological base, i.e., the origin, nature and intent of Black Art, as well as the movement’s influence on art-making, and arts influence on it. Considered an art form itself, the movement was at the epicenter of the historical and cultural nexus that birthed the Black Studies Movement, multiculturalism, identity politics, culturally-relevant education and Africentricity. The Black Arts Movement is one of the most productive and artistically inventive periods in American history. However despite this, Black Art is stilled maligned and misunderstood. Critical race theory breaks through the racialization and reductive bias blocking interest in Black Art; optimal theory weighs the efficacy of its visual codes. Black Art is thus reCognized by exploring the nexus between its historical and cultural content and intent.
Advisors/Committee Members: Daniel, Vesta.
Subjects: African Americans; Art History; Art education; Black history
Keywords: Africentric research, Black Art and Visual Culture, Black Arts Movement, Race, Art Education
More Like This
15.
Boyd, Joni Etta.
A Multicultural and Social Reconstructionist Approach to Art Education: A Framework for Social Justice through Art Curriculum.
Degree: PhD, Art Education, 2011, Ohio State University
► The primary question that framed this study was “How does a multicultural…
(more)
▼ The primary question that framed this study was “How does a multicultural and social reconstructionist approach to art education facilitate the three broad goals of social justice (a) increase personal awareness, (b) expand knowledge and (c) encourage action among youth?” This inquiry was formulated based on a previous research project that indicated the need for a multicultural and reconstructionist approach in art education. Some art education curriculum has been identified as hegemonic in that it assists in maintaining the status quo. Curriculum can be oppressive if it consistently uses voices only from the dominant population and continues to neglect the needs of its receivers. Therefore, an art education curriculum that promotes inclusivity, transformation, social change and social reconstruction was the goal for this research. In addition, this study worked to examine the results of the implementation of this approach. To attend to this objective, this study utilized participatory action research (PAR), a methodology theoretically driven by social justice and advocacy for change on a local level. Using this methodology initiated stakeholder engagement and helped to reveal the significance of student voice in curriculum. Youth who attended Kaleidoscope Youth Center (KYC), in Columbus, Ohio, were participants in this study. Weekly artmaking workshops were held at KYC. Each workshop began with a discussion about a social justice issue that was chose by the youth. The workshops ended with an artmaking activity that allowed the youth to explore and communicate personal feelings about that specific issue. The youths’ artworks served as data to be analyzed. A curriculum map that emerged from the student-researcher discussion and collaboration served as data as well. Additional qualitative methods such as journaling, observations, reflections, and interviews helped to obtain data as well. The youth at KYC organized an exhibition to share the artwork that was made during the artmaking workshops. An exhibition survey was given to the audience. This research method intended to measure the influence of Sleeter and Grant’s (2007a) multicultural and social reconstructionist approach outside of the classroom walls. The surveys attempted to address how the approach was communicated through the youths’ artwork and how the artwork additionally shared knowledge and/or ignited an interest in social justice issues. Data analysis included coding and categorizing information into predetermined foci. Emergent themes were then identified by using content analysis. The results of the study revealed that a multicultural and social reconstructionist approach in the art education classroom did facilitate the three broad goals of social justice by its ability to give the youth a voice, question power and authority, practice democracy in the classroom, and collaborate in knowledge creation and knowledge sharing.
Advisors/Committee Members: Hutzel, Karen.
Subjects: Art Education
Keywords: Multicultural Art Education; LGBT and Art Education; LGBTQ; LGBT; Multicultural and Social Reconstructionist Approach
More Like This
16.
Breitfeller, Kristen M.
Making Objects to Make Meaning: A Theoretical Framework for Understanding The Embodied Nature of the Artmaking Experience.
Degree: MA, Art Education, 2010, Ohio State University
► Teachers in any subject must sift through an enormous amount of material,…
(more)
▼ Teachers in any subject must sift through an enormous amount of material, deciding what content is the most important for their limited amount of instructional time. As an art education student I was able to observe the practices of numerous art teachers and the choices they made concerning the content of their curriculum. I found that art teachers often placed differing values on the teaching of artistic skills, techniques and knowledge of media (object-making), and the teaching of meaningful exploration of ideas through artmaking and interpretation (meaning-making). A systematic review of the literature from the last ten years of Art Education, Visual Arts Research, and Studies in Art Education revealed this divide as prevalent in art education theory, with much greater value placed on meaning-making. I believe dichotomous thinking such as this reflects a wider philosophical divide in Western thought: that of body versus mind. However, an understanding of the mind as inherently embodied offers art educators a relatively unexplored theoretical paradigm for better understanding the relationship between object-making and meaning-making. Furthermore, an understanding of how the embodied mind develops an underlying tacit knowledge as it interacts with the world could have immense implications for the manner in which we teach art. Therefore, the purpose of this thesis is to establish a theoretical framework for the future research of K-12 art curricula. From this newly conceptualized paradigm, art education theorists can begin developing a stronger understanding of the intrinsically intertwined nature of the physical and the conceptual in art, and how this synthesis can be incorporated in art education pedagogy.
Advisors/Committee Members: Stout, Candace J.
Subjects: Art education
Keywords: embodied mind; embodiment; tacit knowledge; expertise; tools; artmaking; meaning; meaning-making; technique; metaphor; visual metaphor; skills; object-making
More Like This
17.
Brown, Craig.
The implementation of educational technology in K-12 school districts and its effect on the art education curriculum.
Degree: MA, Art Education, 1998, Ohio State University
► This case study of computer graphics in art education took place in…
(more)
▼ This case study of computer graphics in art education took place in a K-12 school district in Central Ohio. The study includes material from The United States Government's Department of Educational Technology and from The Grandview Heights City School District's Technology Implementation Plan. K-12 teachers were interviewed for the purposes of this study and their thoughts are included regarding the use of computers in their classrooms. This study also covers topics such as the Internet and World Wide Web, issues regarding computer software and hardware, and teacher training at the university level.
Advisors/Committee Members: Gigliotti, Carol.
More Like This
18.
Buda, Sharon Liddell.
Curriculum design for teaching citizenship through character and diversity education using arts based integrated curriculum for art educators.
Degree: MA, Art Education, 2005, Ohio State University
► In this thesis I present an arts based integrated curriculum unit that…
(more)
▼ In this thesis I present an arts based integrated curriculum unit that I designed with the goal of improving citizenship within my school community. In this unit, students, parents, teachers, support staff, a local artist and community organizations collaborate through art making processes to explore essential questions about character and diversity education to come to a better understanding of citizenship through active participation and having a democratic voice in decision making. Students become co-creators of curriculum and take ownership for their learning while utilizing available resources. Students use arts based inquiry and translate their knowledge into photography, murals, clay and paper mache sculptures, web pages, iMovies, posters, flyers, and books. Students and teachers rely or reflection to guide teaching and learning and to assist with construction of meanings throughout the curriculum. This study is designed using current theory of integrated curriculum, arts based inquiry, service learning, community art, constructionist learning theory and directly relates to social issues and interests of my elementary students in grades one through five.
Advisors/Committee Members: Stuhr, Patricia.
More Like This
19.
Buda, Sharon Liddell.
Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites.
Degree: PhD, Art Education, 2009, Ohio State University
► A study of a three-year environmental curriculum project is documented with attention…
(more)
▼ A study of a three-year environmental curriculum project is documented with attention to the process of co-constructing and implementing the curriculum while exposing the hidden potential for thoughtfully aligned learning communities to strengthen curriculum construction. The curriculum project is integrated across all disciplinary subjects and within the school community. The design of this curriculum relies heavily on inquiry based constructivist learning, and effectively utilizes service learning pedagogy to transform the learners. The community-based curriculum is student centered and provides opportunities for learning to take place using authentic processes with collaborators who contribute to curriculum construction. Collaborators become active members of learning communities who support student learning and professional development while examining the need to balance nature and community development. Many of the authentic products produced are as a result of problem solving focused on arts based solutions such as the installation of murals into a pedestrian tunnel, creating stained glass windows for the school library and making stepping stones to construct a path to enable the handicapped accessibility to the pond in addition to improving the natural environment surrounding a pond at this school. Importance is placed on the ability to organize and function effectively in learning communities where members’ individual strengths contribute to shared goals providing a means to enable continuous construction of knowledge and lifelong learning. The lessons learned can benefit the field of education in understanding their options for viewing, structuring and organizing learning communities. The ultimate result is teachers and students who further develop their skills in becoming lifelong learners better prepared to successfully solve future challenges of the 21st century.
Advisors/Committee Members: Stuhr, Patricia L.
Keywords: Integrated curriculum; Learning Communities; Service-Learning; Arts-Based; Environmental; 21st Century Skills
More Like This
20.
Buffington, Melanie L.
Using the Internet to develop students' critical thinking skills and build online communities of teachers: A review of research with implications for museum education.
Degree: PhD, Art Education, 2004, Ohio State University
► This dissertation presents a Critical Content Meta Analysis of published literature related…
(more)
▼ This dissertation presents a Critical Content Meta Analysis of published literature related to using the Internet to develop critical thinking skills in students and to build online communities of teachers. An underlying goal of the research was to work toward the development of stronger connections between museums and public schools. Through analyzing the literature, I developed suggestions for museum personnel to implement when creating educational museum web sites. The analysis of the literature on critical thinking shows that there is no agreement among the authors as to the meaning of the term “critical thinking.” The literature largely endorses the view that thinking critically about the Internet involves accepting information because it is represented in multiple sites on the Internet and rejecting information that is not congruent with dominant cultural beliefs. Utilizing the concept of hyper-connective thinking, museum educators can build educational web sites that highlight objects that are the subject of controversy. The use of these web sites will enable students to access multiple perspectives relating to the objects, thus allowing them to learn about divergent interpretations and understandings. The literature on building online communities of teachers also has little agreement with regard to the use of the term “community.” Through online interactions, teachers may be able to overcome the often-cited feelings of separation from peers and find ways to improve their teaching practice. There are many power issues that must be considered when building an online community ranging from the ability of the community members to change the social interactions to the relative parity of the members of the community. Additionally, through online communities, museums have the opportunity to develop interactions among interested visitors relating to the objects in the collections. I argue that insufficient research has been conducted on using the Internet in K-12 classrooms with students. Thus, this research is an important first step in filling the void by creating numerous suggestions for museum educators to utilize when developing educational web sites. Museum web sites could become exemplars for helping students develop critical thinking skills.
Advisors/Committee Members: Parsons, Michael J.
Keywords: Museum Education; Critical Thinking; Online Communities; Communities of Practice; Internet; Museum School Partnerships; Technology
More Like This
21.
Burma, Sally.
Art Education faculty and administrators experiences with and perceptions of distance education: a mixed methods study.
Degree: PhD, Art Education, 2007, Ohio State University
► This study collected data on art education faculty and administrator experiences with…
(more)
▼ This study collected data on art education faculty and administrator experiences with and perceptions of distance education. Based on researching distance education courses and degree options, I determined that art education has been slower to embrace distance education in comparison to other departments. To collect the data, I sent a survey to art education faculty and administrators. The survey recipients included 138 art education faculty and 44 administrators from 60 schools and the goal was to learn more about their experiences with and perceptions of distance education. Twenty-eight percent of faculty and eighteen percent of administrators responded. Since The Ohio State University Department of Art Education offers the only identified online degree in art education, I conducted interviews with eight faculty members and one administrator who had experience with this program to build a case study. Next, I conducted one-on-one interviews to build a case study of the leading online program in the field of art education. The data collected from the interviews added a more detailed perspective. Reviewed from a grounded theory perspective, I analyzed the data to identify themes and make recommendations for the field. The major interests cited by survey and interview participants in distance education were the desire to reach diverse, multi-cultural or underserved audiences, and the desire to deliver a rich educational experience to students. Generally, art education faculty perceived the quality of education via distance to be inferior to face-to-face classroom teaching. In comparison, faculty interviewed for the case study reported having positive experiences with distance education.
Advisors/Committee Members: Stuhr, Patricia.
More Like This
22.
Cannon, Dennis A.
Mentoring: A study of processes and relationships in a collaborative curriculum reform research project.
Degree: PhD, Art Education, 2004, Ohio State University
► The purpose of this study was to explore the emerging characteristics of…
(more)
▼ The purpose of this study was to explore the emerging characteristics of team-mentoring and to discover ways higher education faculty have applied these mentoring techniques and concepts to an educational school reform initiative, TETAC (Transforming Education Through the Arts Challenge 8/1996 – 8/2001). TETAC was a national educational initiative that took place in five regional institutes across the nation. This case study focused on the mentoring processes of the Ohio TETAC Regional Institute. The shape this model of mentoring took was one of team-mentoring, wherein a mentor or pair of mentors worked with a group of teachers to provide guidance and assistance in the implementation of art education reform and integrated curriculum at five partner school sites. Data was gathered from document review, observation, formal interviews with the eight mentors involved in the study, and questionnaire responses from the eight mentors as well as the mentors taking part in this reform initiative on the national level. Documents reviewed were obtained from the archives of the TETAC project and included mentor case studies, documentation of mentor meetings, and quarterly reports documenting the TETAC project. Five topics were investigated in this case study. These topics were embedded in the initial interview questions and were arrived at though reflection by the researcher regarding the TETAC Project. The topics were; relationships and rapport developed, processes encountered by the mentors, challenges faced during the mentoring process, significant achievements, and suggestions for future projects. Through data analysis and interpretation five themes surfaced that shaped the model of team-mentoring under investigation in this research. Those were, unclear and changing goals, time constraints and school structures, differences in partner school sites, group dynamics, and the importance of reflection. The interpretative findings of this case study reveal that the eight mentors emphasized the need for trust building, reflective practice, consistent and clear goals, and localized evaluation procedures. Another significant finding in this study was the need for personal sharing to occur between the mentor and mentee in order to establish trust and mutual respect, which aids in overcoming the barriers often found in collaborative endeavors between universities and schools.
Advisors/Committee Members: Stuhr, Patricia.
Keywords: mentoring; university school collaborations; educational reform
More Like This
23.
Catalano, Dominic.
The roles of the visual in picturebooks: beyond the conventions of current discourse.
Degree: PhD, Art Education, 2005, Ohio State University
► The purpose of this investigation is to examine the meaning making potential…
(more)
▼ The purpose of this investigation is to examine the meaning making potential of the visual properties of the literary and artistic genre known as the picturebook. In addition, the means in which we come to understand the visual in picturebooks is challenged, particularly in regards to written text and in context within the conventions of the larger picturebook community. Through primarily a poststructural semiotic analysis of three major post-1960s picturebook works (plus an addtional work produced by this author), this study demonstrates the deeper potentials of meaning in the visual elements of illustration and design qualties beyond current discourse. Lastly, this deeper potential meaning is qualified as to its impact on the picturebook field itself, as to the making, interpretation, and criticism of picturebooks, and to the utilization in education, especially the practise of visual art education.
Advisors/Committee Members: Walker, Sydney.
Keywords: picturebook; picture book; how picturebooks work; the visual aspects of the picturebook; picturebook illustration; picturebook design
More Like This
24.
Cataldi, Betty Jane.
Foucault's discourse theory and methodology: an application to art education policy discourse 1970-2000.
Degree: PhD, Art Education, 2004, Ohio State University
► Much scholarly criticism has been written about the rapidly changing arts education…
(more)
▼ Much scholarly criticism has been written about the rapidly changing arts education curricular theories and policies of the last thirty years. These diverse, sometimes polarized, orientations alternately have emphasized curriculum content, instructional methods and evaluation and have advocated for various program structures. The critique often has been ideologically biased and relied on unclear philosophical distinctions. Overly dependent on criticism by individual scholars, practitioners, artist, advocates and policymakers, such critique seldom has documented systematically the broad policy processes and structures that inevitably transform curriculum ideology as policy is formulated. Recognizing, curriculum orientations effect more than student learning, this study examines the influence of these curriculum debates on the formation of ideas, ideas that eventually have informed arts education policy agendas. Substantial policy research in arts education, however, often is limited due to a lack of reliable policy research methods. This study recognizes a need for a coherent theoretical framework, methodology and model tailored to the needs of policy research in an arts education environment. The philosophical writings of Michel Foucault and his outline of an archeological mode of discourse inquiry are examined for their relevance to idea formation in policy research. Through textual analysis, the model analyses three discourse organizations/communities (the Arts, Education and Americans Panel, The Getty Institute for Education in the Arts, and The Consortium of National Arts Education Associations) from 1970-2000, the discursive forces operating in their situational context, the conceptual framework behind the organizations’ ideology, and, finally, the discourse strategies used by other and opposing communities simultaneously engaged in advocacy in their respective discourse fields. The findings of this study demonstrate that Foucault’s theory, methods and the model constructed for this study are respectively relevant, valuable and effective when investigating idea formation in policy formulation. By using Foucault’s suggestions for discourse inquiry, this study revealed that the major importance of curriculum orientations are as advocacy mechanisms; ultimately the formation of ideas in curriculum theories, then, are secondary to negotiations inherent in political and policy discourse.
Advisors/Committee Members: Walker, Sydney.
Subjects: Education, Art
Keywords: Art Education; Policy Discourse; Research Methodology
More Like This
25.
Chaney, Robert Lawrence.
Robert L. Chaney's the educational implications of the traditional art museum exhibition: a case study of a modernist exhibition design.
Degree: MA, Art Education, 1997, Ohio State University
► This case study of a single exhibition was undertaken in order to…
(more)
▼ This case study of a single exhibition was undertaken in order to examine the effects of American art museum's exhibitive practices on education. The traditional modernist exhibition design narrowed the educational scope of the exhibition to the point that it could only be concluded that it was inherently hostile to the needs of the viewer. This complete disregard for the educational capabilities and principles led to an exclusionary and elitist art exhibition. Interviews, qualitative observation, a review of theoretical literature formed the data which, through ethnographic and textual analysis, collectively informed the findings of the study in order to provide an historical record of the ill-effects of the modernist exhibition design. By illuminating these shortcomings this study ultimately served as an impetus to improve the educational effectiveness of exhibitions.
Advisors/Committee Members: Walker, Sydney.
More Like This
26.
Chang, Woong Jo.
Small Arts Organizations: Supporting their Creative Vitality.
Degree: PhD, Art Education, 2011, Ohio State University
► Small arts organizations (SAOs) have not been studied in the field of…
(more)
▼ Small arts organizations (SAOs) have not been studied in the field of cultural policy and arts administration, despite their purported importance. This dissertation is intended to identify ways to support the creative vitality of SAOs. To that end, it examines the dynamic ecology of SAOs, highlighting their significant role in the arts world. It explores SAOs’ relationships particularly by looking at their entrepreneurial practices, use of IT, and their support systems. Conducting extensive personal communications with various agents involved with SAOs, this study incorporates Multiple Case Narratives on selected SAOs in Columbus, Ohio and cross-references them with an in-depth case study on a local small theatre. The findings indicate that SAOs’ entrepreneurial practices and their effective use of technology are crucial for stabilizing the balance between their mission and money, thus enhancing their creative vitality. Finally, implications are discussed, and recommendations are made to create cultural policy that is custom tailored for SAOs.
Advisors/Committee Members: Margaret, Wyszomirski.
Subjects: Arts Management; Public Policy
Keywords: small arts organization; entrepreneurship; bricolage; technology; social media; arts administration; cultural policy
More Like This
27.
Chan, Peter Kwok.
A pattern language for design development process of a web-based online course.
Degree: PhD, Art Education, 2003, Ohio State University
► This dissertation is a descriptive and qualitative case study of the design…
(more)
▼ This dissertation is a descriptive and qualitative case study of the design development process of a Web-based online course. The main goal concerns the What Is and What Was for the design development process of a select art education online course teaching art criticism at a major university in the United States. First, this study examines the development effort and design focus from the perspectives of the faculty and graduate research associates. The findings focus on the design problems and solutions occurring throughout this course development process, one of the first developed in an art education department. A literature review of distance education, Web-design, instructional design, information design, and visual design provides information for consideration of the topic. Second, this study formulates a Web-based online course design development process framework based on the findings from: the case study of the development of the art criticism course; development of other online courses in the same art education department; interviews of developers from other colleges in the university; and adaptations of design processes from my review of pertinent literature. The overall process includes five key phases: DISCOVER, DEFINE, DESIGN, DEVELOP, and DELIVER. Third, this study identifies design development issues of concern to the art criticism course developers and other course developers in the department under consideration in the case study. This document also discusses team collaborations, online course interactions, and development approaches. Fourth, this study presents a pattern approach based on the pattern language of Christopher Alexander et al. (1977). This approach provides a shared vocabulary for design team members and offers a way of capturing and transmitting Web-based online course design development processes. Finally, the study proposes a pattern Web site to provide a platform in the department of art education for capturing collective experiences, cultivating and sharing ideas among developers and administrators of distance education. This study offers suggestions for shared practices, insights, knowledge, and alternative approaches for What could have been and What could now be in the design development process of the selected online course, and for future online courses within the art education discipline and similar environments.
Advisors/Committee Members: Barrett, Terry.
Subjects: Education, Art
Keywords: Web Design; Online Courses; Pattern Language; Design Development
More Like This
28.
Chan, Wen-Chi.
A case study of Grace Lin's picturebooks on Chinese themes : "Why couldn't Snow White be Chinese?".
Degree: MA, Art Education, 2005, Ohio State University
► This study is to investigate Grace Lin's picturebooks and how she represents…
(more)
▼ This study is to investigate Grace Lin's picturebooks and how she represents mixed culture in her works. Living in a multicultural environment in the United States, children daily perceive different cultures from their friends, radio, TV, movies, and books. Understanding their own cultures and appreciating others' cultures become a significant lesson in multicultural education. A number of researchers have examined the issues of multicultural picturebooks, but the published research focusing on Chinese or Chinese-American picturebooks is scarce. In this study, I examined 8 picturebooks written and illustrated by Lin and 10 books illustrated by Lin but written by different authors. I used an interview with Lin and document analysis to construct the study. The interview helped me understand Lin's family, education, and her purposes for creating picturebooks. In my analysis, I divided Lin's books into three categories: Chinese themes, non-Chinese themes, and Chinese themes that contain cultural conflicts. I analyzed the texts, illustrations, and cultural representations. First, I focused on analyzing four books that have Chinese themes written and illustrated by Lin. Second, I compared the three themes and investigated the differences and similarities amongst them. Third, I examined how Lin's background influences her presentation of mixed culture. My findings indicate that Lin considers Chinese and American cultures equally important to Chinese-American children. She uses first-person perspective to construct the stories and a child's viewpoint to see the multicultural environment. She wants not only Chinese/Chinese-American children but also non-Chinese children to gain knowledge of Chinese-American culture. Lin's picturebooks help children understand Chinese-Americans, not only because her books represent the cultural mixture that already exists, but also because they validate Chinese-Americans' cultural identity. Finally, I provided recommendations for further study of Lin's works and Chinese-American picturebooks.
Advisors/Committee Members: Parsons, Michael.
More Like This
29.
Chen, Hsiao-ping.
The Significance of Manga in the Identity-Construction of Young American Adults: A Lacanian Approach.
Degree: PhD, Art Education, 2011, Ohio State University
► This dissertation examines the identity construction of five manga fans by exploring…
(more)
▼ This dissertation examines the identity construction of five manga fans by exploring their creation of comics and their cosplay. Certain identity themes emerged through a Lacanian interpretation using a qualitative/interpretivist paradigm. Data collection relied primarily on semi-structured, in-depth interviews with participants, and included their cosplay photos as well as their manga drawings and stories. Specifically, Lacan’s concepts of the Imaginary, the Symbolic, and the Real were used to interpret these participants’ identities. The study showed not only that identity is not always determined by the Symbolic (conscious act), but also that it is governed by unconscious desire and fantasy (of the Real). While unconscious desire (Real) continues to break the fixibility of identity, the Symbolic remains an oppressed ruling Other that determines which identity is positive and which negative. The Imaginary is a most important outlet in terms of identity building for the subject, the freedom to make changes, and the power to heal one’s fixity against change (provide hope) in light of the Other’s gaze. Some of Lacan’s concepts – gaze, fantasy, desire/lack, camouflage – are also discussed by way of explaining identity-related themes.
Advisors/Committee Members: Walker, Sydney.
Subjects: Art Education
Keywords: Art Education; Identity; Lacan; Desire/Fantasy; Adolescent; Manga; Comics; Popular Culture; Visual Culture
More Like This
[1] [2] [3] [4] [5]
