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An ethnographic document analysis of...

McDonald, Carolyn Dunham.

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An ethnographic document analysis of Tennessee high school adopted art history textbooks for diversity balance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An ethnographic document analysis of Tennessee high school adopted art history textbooks for diversity balance./
作者:	McDonald, Carolyn Dunham.
面頁冊數:	177 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-10, Section: A, page: 3590.
Contained By:	Dissertation Abstracts International60-10A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9948605
ISBN:	0599510706

An ethnographic document analysis of Tennessee high school adopted art history textbooks for diversity balance.
McDonald, Carolyn Dunham.

An ethnographic document analysis of Tennessee high school adopted art history textbooks for diversity balance. - 177 p.

Source: Dissertation Abstracts International, Volume: 60-10, Section: A, page: 3590.

Thesis (Ph.D.)--The Florida State University, 1999.

The first purpose of this study was to investigate the balance of descriptions of diverse artists (non-white and female) in selected art history textbooks. The second purpose was to examine the descriptions of diverse artists' artworks in selected art history textbooks.

ISBN: 0599510706Subjects--Topical Terms:

1018432
Education, Art.

An ethnographic document analysis of Tennessee high school adopted art history textbooks for diversity balance.
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245 1 3 $a An ethnographic document analysis of Tennessee high school adopted art history textbooks for diversity balance.
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500 $a Source: Dissertation Abstracts International, Volume: 60-10, Section: A, page: 3590.
500 $a Major Professor: Sally McRorie.
502 $a Thesis (Ph.D.)--The Florida State University, 1999.
520 $a The first purpose of this study was to investigate the balance of descriptions of diverse artists (non-white and female) in selected art history textbooks. The second purpose was to examine the descriptions of diverse artists' artworks in selected art history textbooks.
520 $a The methodology chosen for this study was similar to content analysis. However, both quantitative and qualitative methods, known as ethnographic document analysis, were utilized. The ethnographic document analysis proceeded in the following manner: (1) review of ethnographic literature; (2) selection of training material (two current university art history textbooks); (3) draft of initial criteria; (4) input from scholar/art education educators concerning criteria; (5) revision of criteria; (6) training of readers using revised criteria and training material (readers were experienced Tennessee high school art teachers who are currently revising their district's art curriculum); (7) selection of sample (Tennessee adopted high school art history textbooks); (8) readers' analysis of sample using revised criteria; (9) comparison of items; (10) researcher's contact with each reader for additional input; and (11) production of final report.
520 $a The results from this study suggest the following conclusions: (1) there is a common practice of segregating non-white and women artists into special "contributor" categories; (2) there are repeated discrepancies between the words chosen to describe women and their art versus men and their art; (3) there are minimal attempts to explain the exclusion of diverse artists in art history; (4) important social factors that shaped history in the past and present were largely ignored by the publishers; (5) all selected texts were praised for their multiple race and class perspectives, although women artists were more often recorded with negative descriptions; (6) although the purpose of this study was not to count the number of lines in diverse narratives vs. number of lines in white male narratives, one reader noted a discrepancy of space allotted to diverse artists as opposed to space allotted to white male artists; (7) descriptions of diverse artists' artworks was more favorable than the descriptions of artists themselves; and (8) as the age factor of the authors decreased, the favorability scores for descriptions of diverse artists increased.
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