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dc.contributor.authorFleming, Margaret Jean, 1954-*
dc.creatorFleming, Margaret Jean, 1954-en_US
dc.date.accessioned2013-03-28T10:04:35Zen
dc.date.available2013-03-28T10:04:35Zen
dc.date.issued1987en_US
dc.identifier.urihttp://hdl.handle.net/10150/276432en
dc.description.abstractThe definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)
dc.language.isoen_USen_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.subjectArt -- Study and teaching (Secondary)en_US
dc.subjectArt -- History -- Study and teaching (Secondary)en_US
dc.titleDISCIPLINE-BASED ART EDUCATION AS AN ALTERNATE APPROACH TO THE PROBLEMS ASSOCIATED WITH LEARNING ART HISTORY AT THE HIGH SCHOOL LEVELen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.identifier.oclc17402183en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1330547en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArten_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b16287435en_US
refterms.dateFOA2018-06-18T23:29:27Z
html.description.abstractThe definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)


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