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dc.contributor.advisorGarber, Elizabethen_US
dc.contributor.authorRaina, Seemin*
dc.creatorRaina, Seeminen_US
dc.date.accessioned2011-12-05T14:11:36Z
dc.date.available2011-12-05T14:11:36Z
dc.date.issued2005en_US
dc.identifier.urihttp://hdl.handle.net/10150/193252
dc.description.abstractThis study involved pre-service elementary educators' attitudes towards curriculum on Islamic religious art. The research question, Will the attitudes of pre-service teachers change towards Islam and Muslims after being exposed to the key components of Islamic religious art: Masjid (mosque) architecture, nonrepresentational designs, and calligraphy, when taught in relation to Islamic culture? Most of the students knew very little about Islamic culture and some were distrustful of anything Muslims produced. The students easily assimilated the material and were able to create their own lesson plans on Islamic religious art and write research papers on varying aspects of the art form. This curriculum utilized the belief that the language of art connects with most people. During the course of this study the reactions of participants went from distrustful to appreciative of Islamic art and culture. Understanding of Islam and its culture could be considered essential in this day and age, specifically in the United States and education is the field which can be pivotal in creating this comprehension. Simultaneous education of students, teachers and parents is necessary to explain this segment of society in an accurate manner. Further research is essential to determine if art specialists, in-service teachers, parents, and administrators of educational institutions would support a curriculum on Islamic religious art for use by mainstream teachers as well as art educators.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectTeaching of Islamic arten_US
dc.subjectUnderstanding of Islamic cultureen_US
dc.subjectIslamic religious arten_US
dc.subjectIslamic cultureen_US
dc.subjectIslamic arten_US
dc.subjectIslamic cultureen_US
dc.titleTeaching of Islamic Religious Art as an Aid to the Understanding of Islamic Cultureen_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.contributor.chairGarber, Elizabethen_US
dc.identifier.oclc137354219en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1156en_US
thesis.degree.disciplineArt Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameMAen_US
refterms.dateFOA2018-06-05T15:39:24Z
html.description.abstractThis study involved pre-service elementary educators' attitudes towards curriculum on Islamic religious art. The research question, Will the attitudes of pre-service teachers change towards Islam and Muslims after being exposed to the key components of Islamic religious art: Masjid (mosque) architecture, nonrepresentational designs, and calligraphy, when taught in relation to Islamic culture? Most of the students knew very little about Islamic culture and some were distrustful of anything Muslims produced. The students easily assimilated the material and were able to create their own lesson plans on Islamic religious art and write research papers on varying aspects of the art form. This curriculum utilized the belief that the language of art connects with most people. During the course of this study the reactions of participants went from distrustful to appreciative of Islamic art and culture. Understanding of Islam and its culture could be considered essential in this day and age, specifically in the United States and education is the field which can be pivotal in creating this comprehension. Simultaneous education of students, teachers and parents is necessary to explain this segment of society in an accurate manner. Further research is essential to determine if art specialists, in-service teachers, parents, and administrators of educational institutions would support a curriculum on Islamic religious art for use by mainstream teachers as well as art educators.


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