AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY
| dc.contributor.advisor | Cox, Vivian E. L. | en_US |
| dc.contributor.author | Buchanan, Carolyn Alma, 1934- | |
| dc.creator | Buchanan, Carolyn Alma, 1934- | en_US |
| dc.date.accessioned | 2013-05-16T09:50:06Z | |
| dc.date.available | 2013-05-16T09:50:06Z | |
| dc.date.issued | 1987 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/291993 | |
| dc.description.abstract | This thesis presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included. | |
| 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 | Literacy. | en_US |
| dc.subject | Learning. | en_US |
| dc.subject | Education, Elementary. | en_US |
| dc.title | AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 17545614 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1331390 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Elementary Education | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b23327741 | en_US |
| refterms.dateFOA | 2018-06-20T05:57:55Z | |
| html.description.abstract | This thesis presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included. |
