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- Genre: Masters Thesis
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
We live in a world of rapidly changing technologies that bathe us in visual images and information, not only challenging us to find connections and make sense of what we are learning, but also allowing us to learn and to collaborate in new ways. Art educators are using one of these new technologies, virtual worlds, to create educational environments and curricula. This study looks at how post-secondary art educators are using Second Life in their undergraduate and graduate level curricula and what perceived benefits, challenges, and unique learning experiences they feel this new educational venue offers. This study uses qualitative and participant observation methodologies, including qualitative interviews, observations, and collection of generated works, to look at the practices of six art educators teaching university level undergraduate and graduate courses. Data are compared internally between the participants and externally by correlating to current research. Art education in Second Life includes many curricula activities and strategies often seen in face-to-face classes, including writing reflections, essays, and papers, creating presentations and Power Points, conducting research, and creating art. Challenges include expense, student frustration and anxiety issues, and the transience of Second Life sites. Among the unique learning experiences are increased opportunities for field trips, student collaboration, access to guest speakers, and the ability to set up experiences not practical or possible in the real world. The experiences of these six art educators can be used as a guide for art educators just beginning exploration of virtual world education and encouragement when looking for new ways to teach that may increase our students' understanding and knowledge and their access and connections to others.
ContributorsSchlegel, Deborah (Author) / Stokrocki, Mary (Thesis advisor) / Erickson, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
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
In contemporary society, educators teach adolescent students about the importance of developmental growth. This growth transitions into leadership, which prepares youth to collaborate with adults in a working environment. Additionally, youth mural programs generate leadership skills, yet not many art educators are using mural projects as a means to develop leadership in their students. This study explored the connection between working collaboratively on a mural project and the impact it had on leadership traits and skills in adolescent girls. I created an action research project in conjunction with Girl Scouts to encourage a group of girls while creating a mural. The mural project took place at an Arizona Girl Scout resident camp for a total of 11 days. Seven participants between the ages of 14-17 engaged in planning and executing a tile mosaic mural. The image they created remains as a permanent mural for the camp. Qualitative data includes responses to reflection questions and observations. Quantitative data consist of self-reported questionnaire scores before and after the mural project. The data is analyzed to understand if there was a difference in leadership traits and skills before and after instruction. Data is also used to see which leadership traits and/ or skills, if any, were impacted. Findings in the study reveal differences in leadership skills before and after instruction. However, there was not a significant impact to leadership traits. Specific skills that improved include those that involve communication and working with others. I conclude that adolescent girls became more aware of communicating effectively, adapting ideas to others, and working with others after they finished the mural. Additionally participants were more open to sharing thoughts near the end of the project than at the start.
ContributorsMarcinko, Aimee (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
Adolescents' clay sculpture has been researched significantly less than their drawings. I spent approximately six weeks in a ceramics class located at a high school in a suburb of Phoenix, Arizona in order to explore how gender affected subject matter preference in students' three dimensional clay sculpture. Gender studies on children's drawings reveal that males favor fantasy, violence, aggression, sports, and power, while females favor realism, domestic and social experience, physical appearance, care and concern, nature and animals. My three main research questions in this study were 1) How did gender affect subject matter in adolescents' three-dimensional clay sculpture? 2) What similarities or differences existed between females' and males' subject matter preference in sculpture and their subject matter preference in drawing? 3) Assuming that significant gender differences existed, how successful would the students be with a project that favored opposite gender themed subject matter? I found that although males and females had gender differences between subject matter in their clay sculptures, there were exceptions. In addition, the nature of clay affected this study in many ways. Teachers and students need to be well prepared for issues that arise during construction of clay sculptures so that students are able to use clay to fully express their ideas.
ContributorsMarsili, Teresa (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2011
Description
Many alternative schools for at-risk students do not offer art classes to their students. Phoenix Job Corps is one of those schools. I conducted a qualitative study about a voluntary summer art course at Phoenix Job Corps, a vocational school for at-risk students. I had thirteen student volunteers, eight of them refugees from other countries. All the participants created a narrative painting about something in their lives. The purpose of this study was to examine this voluntary summer art course and to determine its usefulness as a beneficial tool to the lives of the students. This included looking at participants' narrative paintings to determine common themes or subjects, finding out their opinions on whether or not their school should offer an art course, their willingness to share their stories, determining whether they think it's important for others to see their work, and lastly concluding what artwork they like best and why. I found that the majority of students do want an art class offered at their schools, and all but one participant was more than willing to share their story about their narrative painting. Common themes amongst their paintings were family, a specific memory or event, or their present and future lives. I found similar subject matter in their paintings such as animals, houses or huts, and people. My research also unveiled a large difference in the refugee students' paintings as opposed to the other United States participants. The findings also suggest that participants judged other work based on meaning more so than aesthetics. This study explores, in detail, the narrative art and experiences of a very diverse group of students.
ContributorsSchaller, Kimberly (Author) / Young, Bernard (Thesis advisor) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2012
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
The following study is about the importance of including global art and art history in a bilingual/bicultural art classroom. The study was performed with twelve Navajo art students in a predominately Navajo high school located in a small urban town off the Navajo Reservation. Navajo students selected traditional and contemporary artworks they were curious to learn more about from four global cultures, familiar (Navajo and European) and unfamiliar (Maori and Benin). They also responded to art criticism questions and identified reasons they were curious about the artworks they selected. Students were curious about familiar (Navajo and European) artworks more than unfamiliar artworks (Maori and Benin). Of all student responses, 69% focused on the artwork selected; 16% focused on meaning and expression, and 15% focused on the artist. This study concludes by suggesting that there should be a middle ground about what to teach to Navajo children. I suggest that art education should include other cultural information within the Navajo philosophy of education.
ContributorsBegody, Chrystalee (Author) / Erickson, Mary (Thesis advisor) / Young, Bernard (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2015
Description
Art museums are institutions with a mission to not only preserve art and culture for the public, but to provide visitors with an educational experience. This qualitative case study includes three art museums in the Phoenix Metropolitan Area: a university art museum, a large public museum in Downtown Phoenix, and a contemporary art museum in the city of Scottsdale. This research study sought to identify the ways in which eight art museum employees from the education and administration departments identify their institutions as educational. Data was collected and analyzed through the methods of direct observations and field notes, one-on-one interviews, and photographs of educational programming.
After examining these art museums and conducting eight interviews, a description of each observation is displayed using examples of photographs and field notes. Although findings suggest a variety of educational programs for a range of visitors in each institution, all three museums offered comparable programs, activities, and events. This research study revealed similar ideas, themes, and perspectives between art museum educators and administrators. Findings indicate the importance of collaboration between both museum departments in order to ensure the success of their museums. All eight participants in the study had a passion for art and art museums as well as visitor education. Additionally, participants had concurrent thoughts in their interviews regarding concepts of educational programming, cultural diversity approaches, art museum fundamental roles, and overall educational goals.
After examining these art museums and conducting eight interviews, a description of each observation is displayed using examples of photographs and field notes. Although findings suggest a variety of educational programs for a range of visitors in each institution, all three museums offered comparable programs, activities, and events. This research study revealed similar ideas, themes, and perspectives between art museum educators and administrators. Findings indicate the importance of collaboration between both museum departments in order to ensure the success of their museums. All eight participants in the study had a passion for art and art museums as well as visitor education. Additionally, participants had concurrent thoughts in their interviews regarding concepts of educational programming, cultural diversity approaches, art museum fundamental roles, and overall educational goals.
ContributorsLechner, Nicole (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Watts, Jamie (Committee member) / Arizona State University (Publisher)
Created2018
Description
The role of an art educator is characteristically dualistic and paradoxical. Not only are most art educators trained as artists, but they also receive instruction on theories and practices used in art education. The purpose of the study was to examine how community college ceramic instructors identify themselves within their dual roles as teacher-artists. I studied if and how the teacher-artist places emphasis on one position over the other, or how they successfully synthesized these positions. I also investigated the phenomenon by considering the why, how and which role they accentuated, as well as it affects and influences on their creative and teaching activities. By using a feminist theory, the research uncovered information on how gender may or may not affect their careers, as well as their identities.
ContributorsKeele, Teresa (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Watts, Jamie (Committee member) / Arizona State University (Publisher)
Created2018