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- Genre: Annotated bibliographies
- Genre: Art--Study and teaching--Study and teaching (Higher)
- Creators: Arizona State University
Description
We live in a world of rapidly changing technologies that bathe us in visual images and information, not only challenging us to find connections and make sense of what we are learning, but also allowing us to learn and to collaborate in new ways. Art educators are using one of these new technologies, virtual worlds, to create educational environments and curricula. This study looks at how post-secondary art educators are using Second Life in their undergraduate and graduate level curricula and what perceived benefits, challenges, and unique learning experiences they feel this new educational venue offers. This study uses qualitative and participant observation methodologies, including qualitative interviews, observations, and collection of generated works, to look at the practices of six art educators teaching university level undergraduate and graduate courses. Data are compared internally between the participants and externally by correlating to current research. Art education in Second Life includes many curricula activities and strategies often seen in face-to-face classes, including writing reflections, essays, and papers, creating presentations and Power Points, conducting research, and creating art. Challenges include expense, student frustration and anxiety issues, and the transience of Second Life sites. Among the unique learning experiences are increased opportunities for field trips, student collaboration, access to guest speakers, and the ability to set up experiences not practical or possible in the real world. The experiences of these six art educators can be used as a guide for art educators just beginning exploration of virtual world education and encouragement when looking for new ways to teach that may increase our students' understanding and knowledge and their access and connections to others.
ContributorsSchlegel, Deborah (Author) / Stokrocki, Mary (Thesis advisor) / Erickson, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
This project examines over 40 publications consisting of published warm-ups, routines, and materials suitable for daily routines. The books were all written specifically for the horn and published between 1940 and 2015. They are split into periods of twenty years each during this timeframe: 1940-1959, 1960-1979, 1980-1999, and 2000-2015. Included are brief annotations for each of the books which consist of general biographical information on the author, a summary of the material presented in each routine including a breakdown of how much each author covers a set of defined components, and suggestions for which type of student would be best to utilize each routine through an assessment of its strengths. Trends are also examined within each time period that attempt to demonstrate the larger evolution within the project over the course of the entire 75-year period.
ContributorsManners, William Alexander (Author) / Ericson, John (Thesis advisor) / DeMars, James (Committee member) / Swoboda, Deanna (Committee member) / Arizona State University (Publisher)
Created2016