Matching Items (4)
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- All Subjects: art interpretation
- All Subjects: Sculpture
- Creators: Young, Bernard
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
The general field of interest of this study was art education in the context of art museums in the United States. The vehicle of a mixed method, descriptive research design was used to investigate whether museum educator and curator participants had tendencies to use personal or communal approaches (Barrett, 2000) to teaching art interpretation to adult visitors. While the personal approach to art interpretation focused on individuals' responses to artworks, the communal approach emphasized the community of art scholars' shared understandings of artworks.
Understanding the communities of practice of the participants was integral to the discovery of meaning in the study's findings. Wenger (1998) introduced the theory of community of practice to explain how individuals, who are united in a particular context, shared similar perspectives, learned socially from each other, and gained a sense of identity through their routines and interactions. The study examined how museum educators' and curators' separate communities of practice influenced their members' teaching approaches through the development of distinct teacher personae. Teacher personae reflected the educational values and priorities of museum educators' and curators' communities of practice. And, teacher personae had tendencies to adopt personal or communal approaches to art interpretation.
Understanding the communities of practice of the participants was integral to the discovery of meaning in the study's findings. Wenger (1998) introduced the theory of community of practice to explain how individuals, who are united in a particular context, shared similar perspectives, learned socially from each other, and gained a sense of identity through their routines and interactions. The study examined how museum educators' and curators' separate communities of practice influenced their members' teaching approaches through the development of distinct teacher personae. Teacher personae reflected the educational values and priorities of museum educators' and curators' communities of practice. And, teacher personae had tendencies to adopt personal or communal approaches to art interpretation.
ContributorsSchmitt, Rory (Author) / Erickson, Mary L (Thesis advisor) / Toon, Richard (Committee member) / Young, Bernard (Committee member) / Held, Peter (Committee member) / Arizona State University (Publisher)
Created2014
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
Dante's Divine Comedy has been around for eight centuries, and its imaginative vision of the afterlife truly resembled the ideology of 13th century. However, time has passed, and now, in 21st century, the societies have made major technological advancements that distinct themselves from the past. Consequently, with recent technology in mind, one could imagine an afterlife with robotic Minos and Cerberus, and possibly the circles of hell residing within an earth resembling death star that is controlled automatically using artificial intelligence. The symbolic representation of punishments could have been altered throughout time, and more recent criminals may be seen in the circles of hell. By identifying and correlating contemporary style of art with a classic literature such as Dante's Divine Comedy, one could better understand the essence of literature without the disconnect from current world, and appreciate the deep underlying ideology that Dante offers within his literature. Sculptures that encompass nine circles of hell and heaven would demonstrate structural aptitude and symbolic representation of what Dante would have imagined if he were to write his literature in the 21st century. Throughout the project, connection between the literature and the sculptures is observed. Some of the sculptures were meant to be abstract and some literal. Even though the medium used in each of the sculptures were different, the correlation between each sculpture unifies everything together into one theme, Dante's Divine Comedy.
ContributorsKim, David (Author) / Neubauer, Mary (Thesis director) / Harp, Hilary (Committee member) / School of Molecular Sciences (Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05