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Influences of the experience of artm...

Siciliano, Catherine L.

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Influences of the experience of artmaking on teaching methods in the post-secondary studio.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Influences of the experience of artmaking on teaching methods in the post-secondary studio./
作者:	Siciliano, Catherine L.
面頁冊數:	119 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10105318
ISBN:	9781339688046

Influences of the experience of artmaking on teaching methods in the post-secondary studio.
Siciliano, Catherine L.

Influences of the experience of artmaking on teaching methods in the post-secondary studio. - 119 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

This qualitative study employed the transcendental phenomenological research design of Husserl (1931) adapted by Moustakas (1994), with a modification of the Stevick (1971) Colaizzi (1973)-Keen (1975) method of analysis of phenomenological data by Moustakas (1994). The primary phenomenon under investigation was creative artmaking by professional artist-educators, specifically drawing and/or painting, to discover the influences of artmaking, if any, on the teaching of drawing and/or painting to post secondary learners in a university or professional art school setting. The purposeful sample was comprised of five participants, who were selected for their experience of the lived phenomena under investigation. A recorded telephone interview of each participant was transcribed by the primary researcher. The invariant meaning units revealed the following themes: the first theme art is a process contained the sub-theme criterion based assignment delivery. The second theme tolerance of the unknown contained the sub-themes experience; editing; gradual focus of the picture plane; visual analysis is 90%, creativity is 10%; formative critique; and resolution of aesthetic relationships. The third theme of trial and error contained the sub-themes movable parts and a mistake is an opportunity. The fourth theme formalized practice contained the sub-theme scaffolding technical skills for aesthetic competencies. The final theme mandate of success contained the sub-themes assessment integral to learning and trust yourself. The findings revealed that, through qualities of process intrinsic to each participant's artmaking, the participants' experiences of artmaking characteristically influenced their post-secondary teaching methods, including assignment delivery and evaluation. Assignment delivery was process-oriented criterion-based to allow for creativity; and teacher-centered product-oriented results-prescribed for the perfection of technical art skills only. Additional findings were that technical art skills were scaffolded (Vygotsky, 1978) for positive outcome of aesthetic competencies; that scaffolding may qualify as formalized practice; and that learner success in the post-secondary art studio is a priority of teaching post-secondary studio art learners.

ISBN: 9781339688046Subjects--Topical Terms:

547650
Art education.

Influences of the experience of artmaking on teaching methods in the post-secondary studio.
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