Matching Items (3)
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- Genre: Art--Reproduction.
- Genre: Art--Study and teaching (Elementary)--Taiwan.
- Genre: Music--Vocational guidance--Economic aspects.
- Creators: Arizona State University
Description
In times of fast paced technology, the ability to differentiate quality differences between a reproduction and an original work of art has new urgency. The use of digital reproductions in the classroom is a useful and convenient teaching tool, but can convey visual distortions specifically in regards to texture, size, and color. Art educators often struggle to achieve a balance between incorporating the use of digital technology and fostering an appreciation for experiences with original artworks. The purpose of this study was to examine the ways in which Dewey's theory of experiential learning explains how thoroughly high school students differentiate between a reproduction and original artwork. This study also explored the influences of painting style (realistic or semi-abstract) and sequence on a student's ability to identify the differences and select a preference between the reproduction and original artwork. To obtain insight into how a student is able to differentiate between a reproduction and an original artwork, this study engaged 27 high school student participants in viewing a digital reproduction and the respective original artwork of one realistic and one semi-abstract painting at the ASU Art Museum. Analysis of qualitative and quantitative data suggests that sequence influences a student's ability to differentiate between a reproduction and original artwork. Students who saw reproductions before viewing the originals, demonstrated a more comprehensive understanding of the differences between the two presentation formats. Implications of this study include the recommendation that art educators address definitional issues surrounding the terms original and reproduction in their teaching, and consider collaborative ways to prepare students for meaningful experiences with original artworks.
ContributorsUscher, Dawn (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2011
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
In order to cope with the decreasing availability of symphony jobs and collegiate faculty positions, many musicians are starting to pursue less traditional career paths. Also, to combat declining audiences, musicians are exploring ways to cultivate new and enthusiastic listeners through relevant and engaging performances. Due to these challenges, many community-based chamber music ensembles have been formed throughout the United States. These groups not only focus on performing classical music, but serve the needs of their communities as well. The problem, however, is that many musicians have not learned the business skills necessary to create these career opportunities. In this document I discuss the steps ensembles must take to develop sustainable careers. I first analyze how groups build a strong foundation through getting to know their communities and creating core values. I then discuss branding and marketing so ensembles can develop a public image and learn how to publicize themselves. This is followed by an investigation of how ensembles make and organize their money. I then examine the ways groups ensure long-lasting relationships with their communities and within the ensemble. I end by presenting three case studies of professional ensembles to show how groups create and maintain successful careers. Ensembles must develop entrepreneurship skills in addition to cultivating their artistry. These business concepts are crucial to the longevity of chamber groups. Through interviews of successful ensemble members and my own personal experiences in the Tetra String Quartet, I provide a guide for musicians to use when creating a community-based ensemble.
ContributorsDalbey, Jenna (Author) / Landschoot, Thomas (Thesis advisor) / McLin, Katherine (Committee member) / Ryan, Russell (Committee member) / Solis, Theodore (Committee member) / Spring, Robert (Committee member) / Arizona State University (Publisher)
Created2013