Matching Items (4)
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- All Subjects: Ceramics
- Genre: Academic theses
- Creators: Young, Bernard
- Creators: Guzzetti, Barbara
Description
This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new literacy practices, e.g., the use of new technologies and an ethos of participation, collective intelligence, collaboration, dispersion of abundant resources, and sharing (Knobel & Lankshear, 2007), do members use in acquiring of art-related skills, concepts, knowledge, and dispositions? Data included interviews, online documents, artwork, screen capture of online content, threaded online discussions, and a questionnaire. Drawing on theory and research from both new literacies and art education, the study identified five practices related to learning in the visual arts: (a) practicing as professional artists; (b) engaging in discovery based search strategies for viewing and collecting member produced content; (c) learning by observational strategies; (d) giving constructive criticism and feedback; (e) making learning resources. The study presents suggestions for teachers interested in empowering instruction with new social media technologies.
ContributorsJones, Brian (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Guzzetti, Barbara (Committee member) / Arizona State University (Publisher)
Created2012
Description
Adolescents' clay sculpture has been researched significantly less than their drawings. I spent approximately six weeks in a ceramics class located at a high school in a suburb of Phoenix, Arizona in order to explore how gender affected subject matter preference in students' three dimensional clay sculpture. Gender studies on children's drawings reveal that males favor fantasy, violence, aggression, sports, and power, while females favor realism, domestic and social experience, physical appearance, care and concern, nature and animals. My three main research questions in this study were 1) How did gender affect subject matter in adolescents' three-dimensional clay sculpture? 2) What similarities or differences existed between females' and males' subject matter preference in sculpture and their subject matter preference in drawing? 3) Assuming that significant gender differences existed, how successful would the students be with a project that favored opposite gender themed subject matter? I found that although males and females had gender differences between subject matter in their clay sculptures, there were exceptions. In addition, the nature of clay affected this study in many ways. Teachers and students need to be well prepared for issues that arise during construction of clay sculptures so that students are able to use clay to fully express their ideas.
ContributorsMarsili, Teresa (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2011
Description
I propose a new approach for the analysis of social transformations within the context of colonialism. Drawing on concepts used by historical sociologists, combined with insights from historians and archaeologists, I forge a synthesis of relational mechanisms that concatenated into processes of categorical change. Within the social sciences, mechanisms are formally defined as specific classes of events or social interactions that are causally linked and tend to repeat under specific conditions, potentially resulting in widespread social transformations. Examples of mechanisms include formal inscription through spatial segregation and adjustments in individual position through socioeconomic mobility.
For New Spain, historians have identified at least three macroscale shifts in the social structure of the viceroyalty. I examine the mechanisms that led to these changes in two distinct contexts. The Port of Veracruz (Mexico), located along the main axis of colonial exchange, offers a shifting baseline for comparison of the long-term trajectory of colonial interaction and categorical change. I undertake a finer grain study at the borderland presidios of Northwest Florida, where three presidios were sequentially occupied (AD 1698-1763) and historically linked to Veracruz through formal recruitment and governmental supply.
My analysis draws on two independent lines of evidence. Historically, I examine census records, maps, and other colonial documents. Archaeologically, I assess change in interaction mainly through technological style analysis, compositional characterization, and the distribution of low visibility plain and lead-glazed utilitarian wares. I document the active expression of social categories through changing consumption of highly visible serving vessels.
This study demonstrates that colonial transformations were driven locally from the bottom up and through the top-down responses of local and imperial elites who attempted to maintain control over labor and resources. Social changes in Florida and Veracruz were distinct based upon initial conditions and historical contingencies, yet simultaneously were influenced by and contributed to broad trajectories of macroscale colonial transformations.
For New Spain, historians have identified at least three macroscale shifts in the social structure of the viceroyalty. I examine the mechanisms that led to these changes in two distinct contexts. The Port of Veracruz (Mexico), located along the main axis of colonial exchange, offers a shifting baseline for comparison of the long-term trajectory of colonial interaction and categorical change. I undertake a finer grain study at the borderland presidios of Northwest Florida, where three presidios were sequentially occupied (AD 1698-1763) and historically linked to Veracruz through formal recruitment and governmental supply.
My analysis draws on two independent lines of evidence. Historically, I examine census records, maps, and other colonial documents. Archaeologically, I assess change in interaction mainly through technological style analysis, compositional characterization, and the distribution of low visibility plain and lead-glazed utilitarian wares. I document the active expression of social categories through changing consumption of highly visible serving vessels.
This study demonstrates that colonial transformations were driven locally from the bottom up and through the top-down responses of local and imperial elites who attempted to maintain control over labor and resources. Social changes in Florida and Veracruz were distinct based upon initial conditions and historical contingencies, yet simultaneously were influenced by and contributed to broad trajectories of macroscale colonial transformations.
ContributorsEschbach, Krista (Author) / Stark, Barbara L. (Thesis advisor) / Smith, Michael E. (Thesis advisor) / Alexander, Rani T (Committee member) / Worth, John E. (Committee member) / Bearat, Hamdallah (Committee member) / Peeples, Matthew A. (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT Art educators use a variety of teaching and demonstration methods to convey information to students. With the emergence of digital technology, the standard methods of demonstration are changing. Art demonstrations are now being recorded and shared via the internet through video sharing websites such as YouTube. Little research has been conducted on the effectiveness of video demonstration versus the standard teacher-centered demonstration. This study focused on two different demonstration methods for the same clay sculpture project, with two separate groups of students. The control group received regular teacher-centered demonstration for instruction. The experimental group received a series of YouTube videos for demonstration. Quantitative data include scores of clay sculptures using a four-point scale in three separate categories based on construction abilities. Qualitative data include responses to pre and post-questionnaires along with classroom observations. The data is analyzed to look at the difference, if any, between YouTube instruction and regular teacher-centered instruction on middle school students' ceramic construction abilities. Findings suggest that while the YouTube video method of demonstration appeared to have a slightly greater effect on student construction abilities. Although, both instruction methods proved to be beneficial.
ContributorsLee, Allison (Author) / Erickson, Mary (Thesis advisor) / Young, Bernard (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2013