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- Genre: Art--Reproduction.
- Genre: Music--Instruction and study--Social aspects--California--Pico Rivera--Case studies.
- Creators: Arizona State University
Description
The North Park Middle School Band, in Pico Rivera, California, is an exemplary model of a band program grounded in the principles of social justice. Three facets guide the program: Social Outreach, Cultural Outreach, and Kids Helping Kids. This qualitative study explores what led the director to create this program, its current structure as well as its historical development, and the impact the program is having on the students involved and the community to which they reach. Between the months of September and December 2012, I spent a total of three weeks with the students, parents, and the director of the North Park Band, Ron Wakefield. In that time, the students were observed during band rehearsals on typical school days. Additionally, I traveled with the band to three separate outreach concerts at the Los Angeles Veterans Healthcare Facility, nursing homes and assisted living centers, as well as the Isaiah House, a homeless shelter for women and children. I observed the students and their interactions with the residents of those facilities, and took detailed observation notes. In addition, a survey was distributed to students in the top two bands, interviews were conducted with current students and a former student, a parent and a former parent, and the director. The North Park Band program structure leads students to develop an unusually high level of responsibility. Students gain an understanding of current issues in society and demonstrate compassion towards other human beings. In many cases, the students discover a sense of life purpose through the program and feel that they have a responsibility to help their community. While a central focus of the program is on humanistic values, it is evident that the students also receive a quality music education.
ContributorsPawelski, Carrie (Author) / Hill, Gary W. (Thesis advisor) / Schmidt, Margaret E (Thesis advisor) / Bailey, Wayne (Committee member) / Rogers, Rodney (Committee member) / Russell, Timothy (Committee member) / Arizona State University (Publisher)
Created2013
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