Benefits of an adapted discipline based art education program for behaviorally disordered public school students
| dc.contributor.advisor | Greer, Dwaine | en_US |
| dc.contributor.author | Lewis, Roberta, 1949- | |
| dc.creator | Lewis, Roberta, 1949- | en_US |
| dc.date.accessioned | 2013-03-28T10:16:46Z | |
| dc.date.available | 2013-03-28T10:16:46Z | |
| dc.date.issued | 1988 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/276773 | |
| dc.description.abstract | This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © 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.subject | Art -- Study and teaching (Secondary) | en_US |
| dc.subject | Behavior disorders in children. | en_US |
| dc.subject | Problem children -- Education. | en_US |
| dc.subject | Art therapy for teenagers. | en_US |
| dc.title | Benefits of an adapted discipline based art education program for behaviorally disordered public school students | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 20110895 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1334303 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Art | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b16927060 | en_US |
| refterms.dateFOA | 2018-08-27T09:23:36Z | |
| html.description.abstract | This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows. |
