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- Genre: Art--Study and teaching--Arizona--Florence--Case studies.
- Genre: Self-portraits
- Creators: Arizona State University
Description
This study is intended as a catalyst to inspire new ways of thinking by educators, school administrators, and museum educators. It is a study of six K-12 art teachers who have both the technology and the opportunity at their school campuses to use collaborative videoconferencing as part of their instruction in multicultural art, linking their students to the resources of the Smithsonian Institute in Washington D.C. The art unit used for the purpose of this study was Latina/o art. Findings show the Smithsonian American Art Museum program to be of high quality and useful i students see the connection between identity of self and multicultural art.
ContributorsFosnight, Estelle (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2013
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