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Aesthetics Thinking = = PENSAMIENTO ...

Home Gun, Melanie Ann.

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Aesthetics Thinking = = PENSAMIENTO ESTETICO.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Aesthetics Thinking =/
Reminder of title:	PENSAMIENTO ESTETICO.
Author:	Home Gun, Melanie Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	216 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27547464
ISBN:	9781392560488

Aesthetics Thinking = = PENSAMIENTO ESTETICO.
Home Gun, Melanie Ann.

Aesthetics Thinking =PENSAMIENTO ESTETICO. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 216 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ed.D.)--Montana State University, 2019.

This item must not be sold to any third party vendors.

This mixed-methods phenomenological study explores aesthetic education and the visual arts as an intervention for students who have learning disabilities to enhance reading as measured by standardized test scores, self-concept scores, and through interviews that investigate students' self-esteem, self-concept, motivation, and self- efficacy. Participants range between the ages of 10 and 11 and are in grades four and five. The study investigated seven children's feelings about themselves and towards reading before and after the intervention. The research study is aimed to determine whether using the visual arts and an aesthetic education intervention in reading helps children with learning disabilities read more effectively by having the opportunity to express themselves artistically. Moreover, the visual arts and the use of an aesthetic education in the core curriculum is not readily available for children in the elementary grades in most public schools in the United States. The focus of this study is on children in a small rural town in North Eastern Montana of mixed demographics and socioeconomic status. While not intended to be an exhaustive literature review, this research highlights important findings that correlate aesthetic education and the visual arts with reading acquisition within this small and rural community of children with learning disabilities. Further, the study explores self-concept through the authentic expression of individuals and the phenomenon and lived experiences from the intervention of their cohort. From this research, I hope that educators and policymakers will reconsider how aesthetic education and the visual arts can influence educational practices and policies and use the arts in the public schools again as part of a core curriculum.

ISBN: 9781392560488Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Aesthetic education

Aesthetics Thinking = = PENSAMIENTO ESTETICO.
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245 1 0 $a Aesthetics Thinking = $b PENSAMIENTO ESTETICO.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 216 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
500 $a Advisor: Lund, Priscilla A.
502 $a Thesis (Ed.D.)--Montana State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This mixed-methods phenomenological study explores aesthetic education and the visual arts as an intervention for students who have learning disabilities to enhance reading as measured by standardized test scores, self-concept scores, and through interviews that investigate students' self-esteem, self-concept, motivation, and self- efficacy. Participants range between the ages of 10 and 11 and are in grades four and five. The study investigated seven children's feelings about themselves and towards reading before and after the intervention. The research study is aimed to determine whether using the visual arts and an aesthetic education intervention in reading helps children with learning disabilities read more effectively by having the opportunity to express themselves artistically. Moreover, the visual arts and the use of an aesthetic education in the core curriculum is not readily available for children in the elementary grades in most public schools in the United States. The focus of this study is on children in a small rural town in North Eastern Montana of mixed demographics and socioeconomic status. While not intended to be an exhaustive literature review, this research highlights important findings that correlate aesthetic education and the visual arts with reading acquisition within this small and rural community of children with learning disabilities. Further, the study explores self-concept through the authentic expression of individuals and the phenomenon and lived experiences from the intervention of their cohort. From this research, I hope that educators and policymakers will reconsider how aesthetic education and the visual arts can influence educational practices and policies and use the arts in the public schools again as part of a core curriculum.
520 $a Este estudio fenomenologico de metodos mixtos explora la educacion estetica y las artes visuales como una intervencion para los estudiantes con discapacidades de aprendizaje para mejorar la lectura medida por los puntajes de las pruebas estandarizadas, los puntajes de autoconcepto y a traves de entrevistas que investigan la autoestima de los estudiantes. concepto, motivacion y autoeficacia. Los participantes oscilan entre las edades de 10 y 11 y estan en los grados cuatro y cinco. El estudio investigo los sentimientos de siete ninos sobre si mismos y hacia la lectura antes y despues de la intervencion. El estudio de investigacion tiene como objetivo determinar si el uso de las artes visuales y una intervencion de educacion estetica en lectura ayuda a los ninos con discapacidades de aprendizaje a leer de manera mas efectiva al tener la oportunidad de expresarse artisticamente. Ademas, las artes visuales y el uso de una educacion estetica en el plan de estudios basico no estan disponibles para los ninos en los grados de primaria en la mayoria de las escuelas publicas de los Estados Unidos. El enfoque de este estudio esta en los ninos en una pequena ciudad rural en el noreste de Montana con una situacion demografica y socioeconomica mixta. Si bien no pretende ser una revision exhaustiva de la literatura, esta investigacion destaca hallazgos importantes que correlacionan la educacion estetica y las artes visuales con la adquisicion de lectura dentro de esta pequena comunidad rural de ninos con discapacidades de aprendizaje. Ademas, el estudio explora el autoconcepto a traves de la expresion autentica de los individuos y el fenomeno y las experiencias vividas de la intervencion de su cohorte. A partir de esta investigacion, espero que los educadores y los encargados de formular politicas reconsideren como la educacion estetica y las artes visuales pueden influir en las practicas y politicas educativas y utilizar las artes en las escuelas publicas nuevamente como parte de un plan de estudios basico.
590 $a School code: 0137.
650 4 $a Special education. $3 516693
650 4 $a Art education. $3 547650
650 4 $a Curriculum development. $3 684418
653 $a Aesthetic education
653 $a Art education
653 $a Learning disabilities
653 $a Reading
653 $a Self-concept
653 $a Special education
690 $a 0529
690 $a 0273
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710 2 $a Montana State University. $b Education. $3 1266794
773 0 $t Dissertations Abstracts International $g 81-09A.
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792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27547464