Matching Items (12)
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- Genre: Poetry
- Genre: Art--Study and teaching (Secondary)
- Creators: Arizona State University
- Creators: Hogue, Cynthia
- Creators: Bender, Brian, M.F.A
- Resource Type: Text
Description
Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class In the twenty-first century students are used to communicating. Using social media they often collaborate with peers. Despite this students may prefer to work independently rather than collaborating with fellow students in art class. Also, collaboration has become more common with twenty-first century artists. This study addresses the possible disconnect between the popular culture of today's art students' preference for the traditional independent autonomous practices in the art classroom, and the collaborative practice of many contemporary artists. The purpose of this study is to investigate how working collaboratively or working autonomously affects the artworks and oral and written responses about their artwork of high school beginning art students. I used a mix of quantitative and qualitative methods to gather data. Data for this study are the artworks made by the participants, idea starter sheets, participant written reflections, their oral answers to interview questions, and my observations of the classes. The participants in this study are students from four intact classrooms of high school beginning art. This study produced multiple findings, such as: The artworks revealed differences between collaborative classes and autonomous classes. Additionally, no differences were revealed from the written and oral responses made by the participants in the two classes. I conclude that, when given the opportunity to collaborate or work autonomously, high school beginning art students in this study made different artworks but made no different oral and written responses.
ContributorsBomberg-Roth, Patricia (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examines the possibility of using social and historical contexts, image analysis, and personal themes to engage adolescent photography students in the craft of photography. This new curriculum was designed around large themes that correspond to the developmental stage of adolescence. Issues such as self-identity, teenage stereotypes, school, family, and community were explored through examining historical documents and photographs, comparing popular culture perspectives, and learning basic semiotics. The students then worked within these ideas by creating their own photographs and reflecting upon their art making choices. The new approach was implemented in an analog film class in which basic 35mm camera and film techniques are taught. It is argued that meaning making motivates the adolescent photographer rather than the achievement of strong technical skills. This qualitative study was conducted using an action research approach, in which the author was both the classroom teacher and the researcher. The study incorporates data collected from student-created photographs, student written responses, interviews of students, interviews of photography teachers, and the researcher's field notes. Major themes were discovered over time by applying a grounded theory approach to understanding the data. The curriculum brought a new level of student engagement, both in participation in the course and in the complexity of their image making. By incorporating the chosen topics, students' images were rich with personal meaning. Students retained concepts of historical and social uses for photography and demonstrated a base understanding of semiotic theory. Furthermore, the data points to a stronger sense of community and teacher-student relationships within the classroom. The researcher argues that this deeper rapport is due to the concentration on personal themes within the practice of photography. Setbacks within the study included censorship by the school of mature subjects, a limited amount of equipment, and a limited amount of time with the students. This study demonstrates the need for art curriculum to provide connections between visual art, interdisciplinary associations, students' level of development, and students' personal interests. The research provides a possible approach to redesigning curriculum for photography courses for the twenty-first century student.
ContributorsOverby, Alexandra (Author) / Young, Bernard (Thesis advisor) / Margolis, Eric (Committee member) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2011
DescriptionAt its core, Leaning finds profound significance in unlikely moments of intimate
detail; the upkeep of a brother's gravesite, for example, is as quietly important as rummaging through a collection of sex toys. Haiku-like in their simplicity, meditation, and declaration, these poems give meaning to the smallness of our world.
detail; the upkeep of a brother's gravesite, for example, is as quietly important as rummaging through a collection of sex toys. Haiku-like in their simplicity, meditation, and declaration, these poems give meaning to the smallness of our world.
ContributorsBender, Brian, M.F.A (Author) / Ball, Sara (Thesis advisor) / Hummer, Terry (Committee member) / Dubie, Jr., Norman (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
This Master's Thesis gives positive testament to the idea that high school students are able to develop creative choice making skills. During a yearlong study of a beginning foundational visual arts class, a pretest and a posttest self-portrait performance assessment was given to 34 students and scored by three visual art teachers from the same school. The performance results were then analyzed to ascertain evidence of the evolution of an idea and the logistic validity of assessing growth of a student's creative choice making process. Construction of an appropriate rubric to measure student growth was imperative in the process of training visual art teachers for scoring. Findings show overwhelming evidence that students’ creative choice making abilities were developed in the three weeks of instruction between pretest and posttest. Findings also suggest that with appropriate training, groups of visual art teachers can be trained to score student art performance assessments accurately and validly within the context of state required testing.
This Master's Thesis gives positive testament to the idea that high school students are able to develop creative choice making skills. During a yearlong study of a beginning foundational visual arts class, a pretest and a posttest self-portrait performance assessment was given to 34 students and scored by three visual art teachers from the same school. The performance results were then analyzed to ascertain evidence of the evolution of an idea and the logistic validity of assessing growth of a student's creative choice making process. Construction of an appropriate rubric to measure student growth was imperative in the process of training visual art teachers for scoring. Findings show overwhelming evidence that students’ creative choice making abilities were developed in the three weeks of instruction between pretest and posttest. Findings also suggest that with appropriate training, groups of visual art teachers can be trained to score student art performance assessments accurately and validly within the context of state required testing.
ContributorsHeineman, Richard Lee (Author) / Young, Benard (Thesis advisor) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2015
Description
In The Queen of Technicolor, poems draw from the lives of Mexican-Americans as immigrants and their experience of otherness. Facets of a more complex identity—assimilation, language, and a shared human experience—are woven to suggest the need for recognition. The poems are set in the Southwestern United States borderlands as well as Mexico during present day but with a layer of narrative reaching back to the 1940’s and the 1910 Mexican Revolution.
ContributorsBalderrama, Jacqueline (Author) / Rios, Alberto (Thesis advisor) / Ball, Sally (Committee member) / Hogue, Cynthia (Committee member) / Arizona State University (Publisher)
Created2016
Description
The issue this study addresses is the need to extend the topic of gifted art education into the multicultural realm. The purpose was to assess accommodations for gifted art students of culturally diverse backgrounds, to see how socio-economic class and culture influence identification and opportunities for gifted art students, and to identify similarities and differences among gifted art students. The research took place at five public high schools containing a high percentage of culturally diverse students around the Phoenix rural and suburban areas. Participants included five high school art teachers and five artistically talented students that each teacher identified. I conducted, transcribed and analyzed interviews with the participants. Analysis of the data has led to many themes. Teacher interviews indicated universities attended by teachers in the study didn’t touch on diversity or gifted art education, although all art teachers have had a lot of experience teaching diverse students, and reported student diversity was growing. Teachers define artistically talented students as students with natural abilities, many times looking at the students' product. Teachers recommend the students to community art classes, such as the local center for the arts, or summer college courses. Teachers vary in support, some saying they have more than enough resources and support, others saying they need more space in the classroom and smaller class sizes, or want to take students to artist studios. Results from student interviews reveal that all students in the study were self-motivated to do art everyday, two mentioning especially after a big life event, such as depression or a father dying. Participating students think of art as something beautiful and something to which they can relate, defining art very vaguely, saying it could be anything or everything. All students have future plans to major or minor in art in college or continuing creating art in their free time. Participants had supportive and encouraging art teachers and parents and had art materials readily available. Universities and high school art teachers may benefit from the study because of the need to prepare for growing diversity. Art teachers may benefit from this study by gaining a better understanding of artistically talented students of diverse backgrounds and by challenging them, and getting parents involved in supporting their child.
ContributorsReeves, Audrey (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016
Description
The Cries of La Corrida is a longing for homeland. These poems, written in a blend of English and Castilian, are about an American discovering a hidden self, what it means to be Spanish having only experienced that part of his heritage in glimpses. Comprised of three parts, The Cries of La Corrida mirrors the three stages of la corrida, the Spanish bullfight, each part exploring different aspects of self as culture, place, and language. These poems visit Andalucía in the south, País Vasco in the north, and Spain’s capital, Madrid, in the center, in a journey of self-discovery and in search of belonging, family, and home.
ContributorsAbeytia, Ernesto L (Author) / Rios, Alberto (Thesis advisor) / Dubie, Norman (Committee member) / Hogue, Cynthia (Committee member) / Arizona State University (Publisher)
Created2017
Description
The poems in sign on the dotted line to release the record force the gaze to the grotesque & complexity in the pregnant body, to the failure of the medical system, to the mother in birth. With hard syntax & unflinching language, the work spools synaptic lyrics into a graphic cesarean birth narrative that places the woman, in all her vulnerability & ferocity, back into the work of pain, of birthing, of body & mother. It returns not just honesty, but the value of honesty to the birth story: however complex. sign on the dotted line to release the record records & sets the record on fire.
ContributorsMurdock, Natasha (Author) / Dubie, Norman (Thesis advisor) / Ball, Sara (Committee member) / Hogue, Cynthia (Committee member) / Arizona State University (Publisher)
Created2017
Description
Truce Country describes the uneasy states of uncertainty. The speaker exists in displacement, such as the speaker’s ambivalent relationship to America, love of its ideals and individuals as well as constant self-awareness of race, and the role of English as both a first and second language. The poems work on their own logic and take a deadpan tone towards sexuality and the surreal. Through autobiography and persona, they question the validity of memories, and the study of perfection casts utopia as dystopia.
ContributorsBae, Sue Hyon (Author) / Ball, Sara (Thesis advisor) / Dubie, Normal (Committee member) / Hogue, Cynthia (Committee member) / Arizona State University (Publisher)
Created2017
Description
The Wilting Tree is a collection of poems that explores family as the first and final frontier of human connection and understanding. Through three primary narrative threads (parents, siblings and the individual member), the poems excavate the love, longing, betrayal, violence, enigma, joy, humor, compromise, ambivalence, resilience and inevitability that’s found within family and family dynamics, and innovate a mythology to concretize and tribute what often never renders or is kept secret in families over a lifetime. The speaker of these poems serves as both participant and spectator as he reckons with his own (and often secret) shifting loyalty and resignation toward family and his own human development, which has no choice but to play out within the audience of family over many departures and returns.
ContributorsPearson, Dustin (Author) / Dubie, Norman (Thesis advisor) / Hogue, Cynthia (Committee member) / Ball, Sara (Committee member) / Arizona State University (Publisher)
Created2017