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dc.contributor.authorBeeshligaiiyitsidi, Roberto Randall, 1943-
dc.creatorBeeshligaiiyitsidi, Roberto Randall, 1943-en_US
dc.date.accessioned2013-03-28T10:07:42Z
dc.date.available2013-03-28T10:07:42Z
dc.date.issued1985en_US
dc.identifier.urihttp://hdl.handle.net/10150/276522
dc.description.abstractThis thesis will promote an understanding of discipline-based art education in conjunction with some methods of Navajo culture for the purpose of teaching the visual arts. How the Navajo child responds to natural objects, and to those objects of the Southwest he or she identifies as works of art, is shaped by the culture of the Navajo child. The methods that the Native American teacher has already attained of the Navajo culture would exercise discipline-based art education and could provide a much-needed vehicle by which to converge the theoretical bases of the profession.
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.en_US
dc.subjectNavajo arten_US
dc.titleIMPROVING VISUAL ARTS PROGRAMS FOR NAVAJO STUDENTS THROUGH DISCIPLINE-BASED ART EDUCATIONen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.identifier.oclc18157977en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1331718en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArten_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b16483352en_US
dc.identifier.bibrecord.b16483339en_US
refterms.dateFOA2018-08-27T07:58:17Z
html.description.abstractThis thesis will promote an understanding of discipline-based art education in conjunction with some methods of Navajo culture for the purpose of teaching the visual arts. How the Navajo child responds to natural objects, and to those objects of the Southwest he or she identifies as works of art, is shaped by the culture of the Navajo child. The methods that the Native American teacher has already attained of the Navajo culture would exercise discipline-based art education and could provide a much-needed vehicle by which to converge the theoretical bases of the profession.


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