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- Genre: Art--Study and teaching (Secondary)--Arizona--Phoenix Metropolitan Area--Case studies.
- Genre: Art--Technique.
- Creators: Arizona State University
Description
This study gathers the expertise of three reputable art teachers, through analysis of qualitative data collected during in-person interviews and classroom observations, as they share their experiences and insights regarding successful methods of motivating and engaging students in their beginning-level art classes. Various works of literature regarding educational motivation are reviewed, and this study begins to address the need for additional research involving this issue, as it applies to teachers of art. Commonalities between the motivational tactics of the participating teachers are discussed, as well as comparison of findings to existing literature. This may be useful to art teachers who are new to the field or who are seeking information regarding successful methods of encouraging motivation and engagement in their beginning -level art classes.
ContributorsClark, Erica (Author) / Young, Bernard (Thesis advisor) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2012
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