Matching Items (4)
Filtering by
- Genre: Diaries--Authorship.
- Genre: Art--Study and teaching (Elementary)--Arizona.
- Genre: Music--Computer network resources.
Description
This study aimed to understand, compare and describe details about U.S children and Taiwanese children's visual image reading. The researcher interviewed thirty children ages 8 to 10 in the state of Arizona and Taiwan. The researcher employed quantitative and qualitative methods to analyze the data. The analysis using these two methods provided different ways of comprehending the data. The results showed that the two groups of children's image reading did not have statistically significant differences in most categories; but there were demonstrable trends and viewpoints employed when both groups of children explained the details of the images. First, the children expressed what they saw in the images in six ways. The U.S. children were more able to describe contexts with self-experiences/opinions and/or associations than the Taiwanese children. Second, when interpreting the meanings, the Taiwanese children understood the concepts of the images better than the U.S. group. The U.S. children were more critical and expressed self-opinions/associations more. Third, when asked preferences, the U.S. children paid more attention to identify their favorites and express feeling the images brought to them. The Taiwanese children cared more about style and form. Fourth, when judging the images, the U.S. children emphasized the artist's devotion to creating while Taiwanese children considered the form, composition, colors, structure, design, and composition. The results also indicated that the children decided their preferences and their judgments of artworks might be based on multiple viewpoints instead of a single one, especially for the Taiwanese children. Some cultural differences between the two groups of children and their image readings were presented, such as, cultural differences made children have different learned symbolism.
ContributorsChiou, Yu-ting (Author) / Young, Bernard (Thesis advisor) / Margolis, Eric (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined discussion forum posts within a website dedicated to a medium and genre of music (chiptunes) with potential for music-centered making, a phrase I use to describe maker culture practices that revolve around music-related purposes. Three research questions guided this study: (1) What chiptune-related practices did members of chipmusic.org discuss between December 30th, 2009 and November 13th, 2017? (2) What do chipmusic.org discussion forum posts reveal about the multidisciplinary aspects of chiptunes? (3) What import might music-centered making evident within chipmusic.org discussion forum posts hold for music education? To address these research questions, I engaged in corpus-assisted discourse analysis tools and techniques to reveal and analyze patterns of discourse within 245,098 discussion forum posts within chipmusic.org. The analysis cycle consisted of (a) using corpus analysis techniques to reveal patterns of discourse across and within data consisting of 10,892,645 words, and (b) using discourse analysis techniques for a close reading of revealed patterns.
Findings revealed seven interconnected themes of chiptune-related practices: (a) composition practices, (b) performance practices, (c) maker practices, (d) coding practices, (e) entrepreneurial practices, (f), visual art practices, and (g) community practices. Members of chipmusic.org primarily discussed composing and performing chiptunes on a variety of instruments, as well as through retro computer and video game hardware. Members also discussed modifying and creating hardware and software for a multitude of electronic devices. Some members engaged in entrepreneurial practices to promote, sell, buy, and trade with other members. Throughout each of the revealed themes, members engaged in visual art practices, as well as community practices such as collective learning, collaborating, constructive criticism, competitive events, and collective efficacy.
Findings suggest the revealed themes incorporated practices from a multitude of academic disciplines or fields of study for music-related purposes. However, I argue that many of the music-related practices people discussed within chipmusic.org are not apparent within music education discourse, curricula, or standards. I call for an expansion of music education discourse and practices to include additional ways of being musical through practices that might borrow from multiple academic disciplines or fields of study for music-related purposes.
Findings revealed seven interconnected themes of chiptune-related practices: (a) composition practices, (b) performance practices, (c) maker practices, (d) coding practices, (e) entrepreneurial practices, (f), visual art practices, and (g) community practices. Members of chipmusic.org primarily discussed composing and performing chiptunes on a variety of instruments, as well as through retro computer and video game hardware. Members also discussed modifying and creating hardware and software for a multitude of electronic devices. Some members engaged in entrepreneurial practices to promote, sell, buy, and trade with other members. Throughout each of the revealed themes, members engaged in visual art practices, as well as community practices such as collective learning, collaborating, constructive criticism, competitive events, and collective efficacy.
Findings suggest the revealed themes incorporated practices from a multitude of academic disciplines or fields of study for music-related purposes. However, I argue that many of the music-related practices people discussed within chipmusic.org are not apparent within music education discourse, curricula, or standards. I call for an expansion of music education discourse and practices to include additional ways of being musical through practices that might borrow from multiple academic disciplines or fields of study for music-related purposes.
ContributorsO'Leary, Jared Duane (Author) / Mantie, Roger A (Thesis advisor) / Tobias, Evan S (Thesis advisor) / Schmidt, Margaret (Committee member) / Stauffer, Sandra (Committee member) / Thompson, Jason (Committee member) / Arizona State University (Publisher)
Created2018
Description
ABSTRACT
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
ContributorsShanahan, Carrie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Schonaerts, Claire (Committee member) / Arizona State University (Publisher)
Created2015
The effects of an internet-based self-compassion writing intervention for adults with mental illness
Description
Multiple studies have found that writing with self-compassion about a difficult event helps promote mental health and improve affect in college students and non-clinical populations (Johnson & O'Brien, 2013; Leary et al, 2007; Shapira & Mongrain, 2010). This study investigated whether a self-compassion writing intervention would lead to increases in self-compassion and proactive coping and reductions in depression and physical symptoms in a sample of individuals with different types of mental illness. This study also looked more broadly at the feasibility of conducting an online randomized trial on individuals with mental illness, including psychotic disorders, on Amazon MTurk. Individuals with schizophrenia, schizoaffective disorder, bipolar disorder and/or depression on Amazon MTurk were recruited and randomly assigned to either a (1) treatment condition in which participants wrote with self-compassion or a (2) neutral condition in which participants wrote about how they spent their time. Participants were asked to write for 20 minutes each day for three consecutive days. Outcome measures were administered at baseline, after the three-day intervention, and one month later. Computerized linguistic analysis (LIWC; Pennebaker et al., 2015) was also used to analyze participants' writing to determine if the intervention had the intended effect. Both the treatment and control groups showed significant improvements in self-compassion, proactive coping, general mental health and physical health following the intervention and both groups showed significant improvements in self-compassion, proactive coping and general mental health between the post-test and 1-month follow-up. In addition, the self-compassion writing group's positive affect improved significantly more than the control group after the wave 1 writing intervention and the control group's negative affect improved significantly more than the self-compassion writing group after the wave 2 writing intervention. Overall, the results suggest both self-compassion writing and writing about how one spends one's time may be beneficial for individuals with mental illness with different needs. Moreover, it was found Amazon MTurk may not be a reliable platform for recruiting individuals with psychotic disorders, and that the prevalence of individuals with any mental illness on MTurk may be equal or greater than the prevalence of any mental illness in the general population.
ContributorsUrken, Debra (Author) / LeCroy, Craig W. (Thesis advisor) / Holschuh, Jane (Committee member) / Stalker, Katie (Committee member) / Arizona State University (Publisher)
Created2018