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dc.contributor.advisorGarber, Elizabethen_US
dc.contributor.authorPeterson-Stroz, Leslie Ayn, 1967-
dc.creatorPeterson-Stroz, Leslie Ayn, 1967-en_US
dc.date.accessioned2013-05-16T09:45:57Z
dc.date.available2013-05-16T09:45:57Z
dc.date.issued1997en_US
dc.identifier.urihttp://hdl.handle.net/10150/291897
dc.description.abstractThis study examines a cross-disciplinary curriculum that uses guided imagery and writing warm-ups to enhance student awareness of sensory properties in the teaching of printmaking, book making and memoir writing. I questioned whether implementation of such a course could: (1) increase student motivation? (2) show improvement in student writing? (3) show student comprehension and application of basic printmaking and book making techniques? (4) show evidence of experimentation in student artwork that results from an awareness of the sensory properties? The curriculum was taught to two courses of middle school students during the University of Arizona's SEEK (Summer Education Enrichment for Kids) program. Each course was two weeks' duration for two hours a day. Quantitative and qualitative results indicate an improvement in student writing and a comprehension and application of printmaking and book making techniques, in addition to experimentation in art as a result of awareness of the sensory properties. Evidence also suggests that both subjects enhance one another when taught together.
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.subjectEducation, Art.en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
dc.titleA cross-disciplinary curriculum of art and writing: Using the sensory properties to teach printmaking, book making, and creative (memoir) writingen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1385752en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArten_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b37474303en_US
refterms.dateFOA2018-06-27T05:01:07Z
html.description.abstractThis study examines a cross-disciplinary curriculum that uses guided imagery and writing warm-ups to enhance student awareness of sensory properties in the teaching of printmaking, book making and memoir writing. I questioned whether implementation of such a course could: (1) increase student motivation? (2) show improvement in student writing? (3) show student comprehension and application of basic printmaking and book making techniques? (4) show evidence of experimentation in student artwork that results from an awareness of the sensory properties? The curriculum was taught to two courses of middle school students during the University of Arizona's SEEK (Summer Education Enrichment for Kids) program. Each course was two weeks' duration for two hours a day. Quantitative and qualitative results indicate an improvement in student writing and a comprehension and application of printmaking and book making techniques, in addition to experimentation in art as a result of awareness of the sensory properties. Evidence also suggests that both subjects enhance one another when taught together.


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