Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice
| dc.contributor.advisor | Galbraith, Lynn P. | en_US |
| dc.contributor.author | McClure, Marissa Ann | |
| dc.creator | McClure, Marissa Ann | en_US |
| dc.date.accessioned | 2013-04-03T13:37:15Z | |
| dc.date.available | 2013-04-03T13:37:15Z | |
| dc.date.issued | 2003 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278805 | |
| dc.description.abstract | Few studies explore and document the day to day practice of elementary art teachers and the factors that influence this practice. Through a qualitative narrative case study and portrait, this study hopes to create an authentic representation of one teacher navigating the space surrounding her practice in context at an elementary school. Three conceptual clusters have been defined encompassing qualities affecting her practice: context, complexity, and connectedness. This study is intended to serve as a starting point for new teachers and as a precursor to future research that looks into the practice of elementary art teachers. | |
| 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 | Education, Art. | en_US |
| dc.title | Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1414231 | 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 | .b44423871 | en_US |
| refterms.dateFOA | 2018-06-26T12:15:33Z | |
| html.description.abstract | Few studies explore and document the day to day practice of elementary art teachers and the factors that influence this practice. Through a qualitative narrative case study and portrait, this study hopes to create an authentic representation of one teacher navigating the space surrounding her practice in context at an elementary school. Three conceptual clusters have been defined encompassing qualities affecting her practice: context, complexity, and connectedness. This study is intended to serve as a starting point for new teachers and as a precursor to future research that looks into the practice of elementary art teachers. |
