Browsing by Subject "Art -- Study and teaching"
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Item A discipline-based art education curriculum for the liberal arts college(Texas Tech University, 1989-05) Welter, Cole HThis study investigates 1) the historical background of discipline-based art education theory and practice, 2) the current range of visual arts courses offered the non-art major at 101 American liberal arts colleges, and 3) the nature of a visual arts curriculum designed to strengthen the purpose and place of the visual arts within core programs of general college education. The survey and historical review reveal that less than three credit hours of fine-arts study are required of non-art majors, that the majority of visual arts courses offered to the non-art major are of the art appreciation or art history survey type, and that the formal, integrated college-level study of art history, art criticism, aesthetics, and studio art is nonexistent. Based on these findings, this study outlines a visual arts curriculum that seeks to replace traditional art appreciation and art history survey courses. The proposed curriculum is founded on the concepts associated with discipline-based art education theory, and suggests a visual arts course whereby liberal arts colleges could combine the study of art history, art criticism, aesthetics, and studio art.Item A holistic model for learning in art(Texas Tech University, 1982-05) Boone, Nancy Shortes DavisThe purpose of this study was to develop a rationale and a model designed to assist teachers in implementing holistic educational practices. Literature was presented to provide (1) the basis for an awareness and understanding of the holistic movement, (2) a review of strategies and recommendations that relate to holistic education and, (3) a review of the theories of art education that relate to the holistic movement. The learning model was designed specifically for art education. In the literature, holistic educational theorists advocated that educational emphasis be placed on the discovery of knowledge rather than merely the relating of knowledge. They advised that the process of education include concern for the interrelated functions of thinking, feeling, sensation and intuition. The theoretical basis of the model presented in this study was that the goal of holistic learning would be achieved by using integration techniques that addressed the cognitive, affective and psychomotor domains of the intellect and that utilized concomitantly the teaching strategies of assimilation, synectics and accommodation. These strategies were suggested by the literature. The cognitive domain was concerned with the recall of facts and the use of logical comprehension. The affective domain was concerned with feelings, attitudes and values. The psychomotor domain involved sensory interaction and kinetic responses resulting in motor skills. The assimilation strategy concerned the acquisition of external knowledge through the combining of facts and concepts. The synectics strategy concerned the creative use of external knowledge in problem solving. The accommodation strategy concerned the acquisition and creative use of internal knowledge in problem posing and problem solving. The model is considered to be integrated when all nine possible interfaces of the three domains and the three strategies are addressed in an art teaching situation. A sample unit of instruction was provided in order to describe the implementation of the holistic model in terms of integration techniques. The sample unit described (1) the basic goals of instruction, (2) the sequence of activities, (3) the interrelationships provided by the activities and, (4) the motivations, primary instructions and exercises that introduced the art activities.Item A model for teaching in a museum setting using art education and art appreciation as the education and subject area components(Texas Tech University, 1987-05) Caston, Ellie BourdonNot availableItem A rationale and model for teaching a differentiated art curriculum to artistically gifted and talented students(Texas Tech University, 1981-08) Moore, Billy JackNot availableItem An analysis of selected factors of an exploratory art program with emphasis on visualization(Texas Tech University, 1969-05) Woodson, Eleanor PurcellNot availableItem Architectural collage: a school of art(Texas Tech University, 1999-12) Quiroga, RobynThe theory of artistic collage as an architectural design tool will be used in the design process. The principles of design used to create artistic collates, which combine materials of different sizes, textures, and colors, can also be used to make new architecture that f i t s into a context with existing character, and help the new architecture make an artistic Impression on that context. The facility used to demonstrate this theory is a school of art. The school will teach several techniques and methods of art in one building. The size of the school will be under 6,000 s.f. It will house several art activities, a small gallery, and offices for the instructors. The site for the school of art is in the Depot District in Lubbock, Texas. More specifically, it is on Buddy Holly Avenue j u s t to the north of the nightclubs. The Depot District is a very historic part of downtown Lubbock. It is a gateway to downtown Lubbock from the 19th Street exit of Interstate 27 The character of the area is established, and it is very historic, containing mostly warehouse style buildings.Item Correlating arts and reading instruction for accelerated achievement in emergent literacy(Texas Tech University, 2001-05) Keller, Candace Ann BurnsideThis study will observe how the incorporation of specific arts activities may support reading instruction and accelerate the progress of emergent readers. Through applications at the kindergarten level, this research will endeavor to document how systematic inclusion of arts activities may impart essential knowledge and skills directly related to language development and to early achievement in reading. Established and experimental programs have correlated instruction in the aesthetic arts and language arts with positive score gains in the upper primary grades. To determine if these same positive score gains might result from relating arts and reading curriculum at the kindergarten level, a two-year study was designed for a kindergarten classroom. Arts activities were selected from the areas of visual arts, music and theater, and related to the reading instructional material. In the visual arts area, activities in drawing, illustration and collage making were selected from district-approved curriculum guides and adapted to relate directly to the reading curriculum and instruction. Music activities in the form of songs, chants or raps, and rhythm-making activities were also correlated to the lesson planning material. Theater activities selected for inclusion in the study were storytelling, role-playing, and physical and verbal expression. To determine the validity and the significance of this correlation of arts activities and reading instruction, quantitative research methods were selected. The study was conducted with the same classroom teacher over two years in a district Title 1 school. To compare the progress of the treatment classroom to a greater population, scores generated from the TerraNova CTBS Complete Battery were collected from all public school kindergarten classes in the district. The TerraNova is a nationally normed standardized test, which includes three distinct categories which address literacy, including reading and oral comprehension, language and environmental print, sound/visual recognition, and word analysis. Quantitative measures in statistical analysis included in the study compared the mean of the treatment group with the mean of other classroom groups by using a calculated z-score and a p value at the .05 level of significance.Item Development of a cultural patterning workshop model through art education and anthropology(Texas Tech University, 1982-05) Broderick, Cynthia GambellNot availableItem Lawha Foundation for contemporary Arabic art and artists(Texas Tech University, 2001-05) Maqusi, SamarNot availableItem Martin Buber's I and thou as model for relationship between artisit and visual artwork(Texas Tech University, 1991-08) Winright, Elaine R. ClarkUsing existentialist philosopher Martin Buber's concept of I-Thou relation as a metaphorical model for artistic process, this study proposed to examine and compare six prominent art education methodologies grounded in the pragmatic tradition, for purposes of illumination and expansion of the field's theoretical base. The research method was a composite, in part a descriptive study in art education and in part a philosophical study in aesthetics. The literature review was purposely limited to provide a clearer picture of the field's basic underlying assumptions regarding artistic process, which most commonly affect the developing educational philosophies of prospective art teachers. It was concluded that art education textbook methodologies have generally tended to focus primarily upon the psychological, practical, and technical nature of an individual's artistic process and/or experience and less on what might be termed its spiritual and humanistic aspects. More specifically, this study has concluded that artistic process involves or is a type of bipolar, interactive form of communication, which may take the form of either a dialogic relationship or a problem solving activity. In addition, it was concluded that the art object is a result of the artist's intention to create it and is produced, at least in part, through his ability to identify and/or relate to a medium and some particular experience he wants to express. As such, the artwork may be considered, among other things, either a "by-product" of artistic process or an active participant in it. Implications of the study include the need for development of art education courses within higher education, dealing specifically with aesthetic (in conjunction with psychological) theories and the roles they play in determining what one actually teaches and/or learns about art. Specific implications for artmaking include that of placing new emphasis on the artwork as an essential participant in the dialogue of both the artistic process and the comprehensive art experience of the individual.Item Santa Clara Pueblo art education curriculum design(Texas Tech University, 1980-05) Zastrow, Leona MNot availableItem Student-perceived enrollment motivation and valuing of three types of visual arts courses selected to fulfill university general education requirements(Texas Tech University, 1999-08) Fox, Julia DrinkardThis study explored the extent to which contemporary social reconstruction theory existed in university general education art offerings in 1998. The researcher executed a content analysis of the 1995-1998 issues of the two journals. The Journal of Cross-cultural and Multicultural Research in Art Education and The Journal of Social Theory in Art Education, to define social theory from the authors' perspectives. The most common themes that emerged were: (a) pluralism and multiculturalism, (b) power relationships, (c) social reconstructive critical aesthetic theory, (d) critical theory applied to technology use, and (e) implementation strategies for social reconstruction. General education's traditional affiliation with democratic ideals supports these five social theory themes. However, catalog course descriptions and sample syllabi from 19 mid-sized, public universities only provided three examples of a social theory orientation in general education art offerings. An analysis of survey responses from 449 non-art majors enrolled in general education art courses revealed that students will be more engaged in visual arts general education courses if course content emphasizes contemporary concerns and if instructors adhere to connected teaching strategies. The researcher applied descriptive statistical analysis and qualitative content analysis to survey data on student demographics, enrollment motivation, assessment of course value, attitudes toward making art, learning style, and suggestions for improvement.Item The Construction and Evaluation of an Art Aptitude Test Battery(Texas Tech University, 1950-05) Parkinson, RoderickNot Available.Item The development of a program in ethnic art appreciation for teacher education(Texas Tech University, 1977-05) Walther, Julia Marie LupferNot availableItem Visual arts and students with visual impairments(Texas Tech University, 1998-05) Land, Doylene HardinNot available