A case study revealing how preservice art educators develop awareness of the role of language during field work in art education for pupils who are blind or visually impaired

dc.contributor.advisorBain, Christina
dc.creatorKeating, Jannetteen
dc.date.accessioned2013-11-20T16:17:26Zen
dc.date.accessioned2017-05-11T22:37:45Z
dc.date.available2017-05-11T22:37:45Z
dc.date.issued2013-08en
dc.date.submittedAugust 2013en
dc.date.updated2013-11-20T16:17:27Zen
dc.descriptiontexten
dc.description.abstractWorking collaboratively with the Texas School for the Blind and Visually Impaired (TSBVI) and Dr. Kara Hallmark's art education students at the University of Texas at Austin (UT), this qualitative case study documented how preservice art teachers' awareness of how to implement language as a teaching tool developed during a participatory observational experience in the segregated special needs art class at TSBVI. My research reveals how the field experience at TSBVI, which included hands-on interaction with pupils who are blind or visually impaired and the role modeling of an experienced special needs art educator, enhanced awareness for preservice teachers about how language can be used effectively in teaching art. This awareness is useful for all educators who include students experiencing vision impairment in the art classroom.en
dc.description.departmentArt Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/22283en
dc.language.isoen_USen
dc.subjectTeachingen
dc.subjectLanguageen
dc.subjectArt educationen
dc.subjectSpecial needsen
dc.subjectBlinden
dc.subjectVisually impaireden
dc.subjectTeacher preparationen
dc.subjectField worken
dc.titleA case study revealing how preservice art educators develop awareness of the role of language during field work in art education for pupils who are blind or visually impaireden

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