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The role of intervention in the earl...

Furniss, Gillian J.

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The role of intervention in the early artmaking of Jessica Park: Evidence to suggest enhanced visual reciprocity (EVR) in a young artist with autism.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The role of intervention in the early artmaking of Jessica Park: Evidence to suggest enhanced visual reciprocity (EVR) in a young artist with autism./
Author:	Furniss, Gillian J.
Description:	242 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1639.
Contained By:	Dissertation Abstracts International69-05A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314571
ISBN:	9780549635413

The role of intervention in the early artmaking of Jessica Park: Evidence to suggest enhanced visual reciprocity (EVR) in a young artist with autism.
Furniss, Gillian J.

The role of intervention in the early artmaking of Jessica Park: Evidence to suggest enhanced visual reciprocity (EVR) in a young artist with autism. - 242 p.

Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1639.

Thesis (Ed.D.)--Teachers College, Columbia University, 2008.

This dissertation is a qualitative case study of the early artwork of Jessica Park and the role of intervention in her artistic development as a young artist with autism. Intervention was defined as individuals who interacted with Jessica during artmaking, as environments such as homes and school where artmaking occurred, and as art materials. Data such as Jessica's early artwork (drawings, paintings, and collage), interviews with individuals who acted as interveners, and writing by her mother Clara Claiborne Park who interpreted Jessica's artwork, are analyzed. Although there is an extensive amount of research conducted in the field of art education on the artistic development of typically developing individuals, there is an extremely limited amount of research conducted in terms of the atypical artistic development of individuals with autism.

ISBN: 9780549635413Subjects--Topical Terms:

1018432
Education, Art.

The role of intervention in the early artmaking of Jessica Park: Evidence to suggest enhanced visual reciprocity (EVR) in a young artist with autism.
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100 1 $a Furniss, Gillian J. $3 1680909
245 1 4 $a The role of intervention in the early artmaking of Jessica Park: Evidence to suggest enhanced visual reciprocity (EVR) in a young artist with autism.
300 $a 242 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1639.
500 $a Adviser: Judith M. Burton.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2008.
520 $a This dissertation is a qualitative case study of the early artwork of Jessica Park and the role of intervention in her artistic development as a young artist with autism. Intervention was defined as individuals who interacted with Jessica during artmaking, as environments such as homes and school where artmaking occurred, and as art materials. Data such as Jessica's early artwork (drawings, paintings, and collage), interviews with individuals who acted as interveners, and writing by her mother Clara Claiborne Park who interpreted Jessica's artwork, are analyzed. Although there is an extensive amount of research conducted in the field of art education on the artistic development of typically developing individuals, there is an extremely limited amount of research conducted in terms of the atypical artistic development of individuals with autism.
520 $a Since there is no theoretical framework in existence that is appropriate to use as a framework for this research study, it is suggested that a modified fusion be used to provide the beginning of a structure that would be useful. It is hoped that this research will contribute to expanding the field of art education by encouraging the ongoing study of atypical artistic development. This study demonstrates that the early artmaking of Jessica Park, a child artist with autism, represents her unique thoughts, feelings, life experiences, and ways of understanding her world at large, which are significantly different from those of a typically developing child artist. In addition, it is argued that intervention played a major role in the artistic development of this child artist with autism. This dissertation offers new methods for teaching art to children with autism by underlining the role significant human relationships play, and contributes to our overall understanding of the function of artmaking for children with autism. The presence of affect within the context of interpersonal relationships of young Jessica and the interveners during artmaking, is evidence to suggest a new theory to explain the phenomena of Jessica's early artmaking called Enhanced Visual Reciprocity (EVR).
590 $a School code: 0055.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Special. $3 606639
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 69-05A.
790 1 0 $a Burton, Judith M., $e advisor
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791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314571