MA, Kent State University, 2020, College of the Arts / School of Art

This action research study examines restructuring my elementary visual art curriculum to allow for a higher level of student choice through a studio classroom. My curriculum transition to choice-based art education is influenced by the Teaching for Artistic Behavior philosophy and pedagogy. Using a case study as part of my action research, I study teachers who have already restructured their curriculums, classrooms, and teaching philosophies. Through dialogue and interviews with three visual art teachers I aim to better understand the components of Teaching for Artistic Behavior and how to implement it in practice. The literature review provides a historical context and contemporary thoughts on choice-based education, art education, and choice-based art education. The study's findings through data analysis aim to find balance within a choice-based approach and acknowledge the barriers, challenges, and positives of transitioning the art curriculum.

Committee: Robin Vande Zande Dr. (Advisor) Subjects: Art Education

Doctor of Philosophy, The Ohio State University, 2004, Art Education

Robert Frost once speculated on the relationship between poetry and thought, conjecturing that all thinking was grounded in metaphor. Many people never took him seriously. Now, thanks to the work of many theorists in a number of diverse fields, from linguistics to philosophy to cognitive science, we can say with some certainty that he was right. Sentences build themselves around analogies; thought creates visual pictures in our brains; metaphors shape our ways of seeing the world. All of this appears to be done mostly unconsciously, as we filter messages, both verbal and visual, from our environment and shape those signs and clues into world-responses. The work which hasnt been done thoroughly enough yet is how to apply this central understanding to education. That means investigating metaphor as a means of linking the whole of learning. As one step toward to such a curricular move, this study first traces some of the key theorists involved with what might be called the metaphor revolution and connects them to some related studies in the area of the physicality (the body and its contact with its surrounding world shapes our perception); playfulness (plays role in childhood, art, and society in general); and visuality (the role of visual imagery in the shaping of thought and consciousness). Secondly, I follow the progress of two high school classes as I introduce them to some of the key concepts in poetry, emphasizing the above concepts. Through writing poems about literature, about their home town environment, about sports activities, elemental memory, and visual images, I trace some ways the above concepts influence their writing, their thinking and their perception by means of my own analysis of the text of their poems and their own analysis of their responses via interviews. By the close of the study, I propose a kind of working generative cycle revolving between each of the four categories, so that metaphoric thought breaks down into a four-tiered process, drawi (open full item for complete abstract)

Committee: Sydney Walker (Advisor) Subjects: Literature, English

Doctor of Education, Ashland University, 2024, College of Education

The researcher investigated the effects of learning in an integrated curriculum environment in a Midwestern urban school among 7th grade students. The control group consisted of students who were enrolled in just a 7th grade social studies class. The test group consisted of students who were enrolled in both a social studies class and visual art class learning about Ancient Greece. The implications of this study have both quantitative and qualitative results. The quantitative show mixed results in the control group vs. the test group in their assessment scores. However, the qualitative results showed an increase of enjoyment in teaching for teachers and learning for students in an integrated learning environment.

Committee: Cathryn Chappell (Advisor) Subjects: Ancient History; Art Education; Education

Doctor of Philosophy, The Ohio State University, 2003, Art Education

This descriptive case study is an examination of the collaboration between a regional campus of a large university; representatives of the local community in which the regional campus is located; and an art education doctoral student as they planned and implemented an interdisciplinary, community-based curriculum for a new Associate Degree in Electronic Media. The overarching question of the study asks: Is it necessary to, and what would it take to create an interdisciplinary, collaborative, art and technology program in Electronic Media with the Ohio University Regional system; specific to the commnity needs of the Lancaster branch. Research methodology and methods consisting of case-study reviews, personal survey response, and multiple case method rsearch such as narrative and observation are used to investigate four areas contributing to the development of the Associate Degree. a descriptive analysis is used to present and analyse the data which is derived from the material collected and reviewed. Findings of the research indicate that incorporating community input directly into the program development process, both promotes and encourages commitment, support, confidence, and success when designing programs to meet the needs of area businesses and employment venues. This study also suggests that collaborative experiences in teaching and administration are most successful when all members are involved in initiating the program, share a commitment to the process, and are open to the concept of shared teaching and learning. This study suggest institutions should be more supportive and accountable in their roles in the communities in which they reside. Identification of community expectations, faculty and administrative commitment, budget confirmation and scale of the project should be primary considerations of new university program development.

Committee: Patricia Stuhr (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2021, Arts Administration, Education and Policy

Within the last 10 years, social media has become an increasingly prevalent component in the daily lives of students, including those in universities. Although many social media sites were developed and updated within this timeframe, including Facebook, Twitter, and Instagram, research on how the latter can be implemented as a pedagogical tool is minimal, appearing only relatively recently in comparison to that of others. More specifically, little research has been done to address the potential uses for Instagram within the field of art and visual culture education, including university courses. Therefore, the purpose of this study is to address how a curriculum model in a university visual culture education course can incorporate platforms associated with Instagram and the ways in which this impacts student engagement while also supporting pedagogical development. Coming from a formal art history background, my understanding of how one teaches and learns about art conformed to stereotypical views of education, such as taking notes with pen and paper and memorizing the information provided. Specifically, because I was discouraged from using technology in fine arts classes, I viewed it as being incompatible with this particular learning environment. However, upon entering the field of art education, it became clear to me that a sense of discomfort was present in the classroom when I employed policies that did not allow for the use of technology. Recognizing this disconnect, I sought to discover the ways in which an intentional application of personal technology use could be implemented into a visual culture curriculum to promote student engagement. As such, utilizing the theoretical frameworks of intersectional feminism, connectivism, and pragmatism, I employed the use of pedagogical action research to design and implement a new curriculum component for an art education course that focuses on visual culture's relationship to social justice and diversity. The (open full item for complete abstract)

Committee: Dana Kletchka (Committee Co-Chair); Jennifer Richardson (Committee Co-Chair); Christine Ballengee Morris (Committee Member); Joni Boyd Acuff (Committee Member) Subjects: Art Education; Communication; Curriculum Development; Educational Technology; Literacy; Pedagogy; Teaching