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PHILOSOPHY IN THE ART CLASSROOM: TH...

University of Minnesota.

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PHILOSOPHY IN THE ART CLASSROOM: THE EFFECTS OF INSTRUCTION ON VERBAL REASONING OF FIFTH AND SIXTH GRADE CHILDREN ABOUT THE NATURE OF ART.

Record Type:	Electronic resources : Monograph/item
Title/Author:	PHILOSOPHY IN THE ART CLASSROOM: THE EFFECTS OF INSTRUCTION ON VERBAL REASONING OF FIFTH AND SIXTH GRADE CHILDREN ABOUT THE NATURE OF ART./
Author:	RUSSELL, ROBERT LEE.
Description:	164 p.
Notes:	Source: Dissertation Abstracts International, Volume: 47-04, Section: A, page: 1159.
Contained By:	Dissertation Abstracts International47-04A.
Subject:	Education, Art. -
Online resource:	http://0-pqdd.sinica.edu.tw.lib1.npue.edu.tw/twdaoapp/servlet/advanced?query=8615129

PHILOSOPHY IN THE ART CLASSROOM: THE EFFECTS OF INSTRUCTION ON VERBAL REASONING OF FIFTH AND SIXTH GRADE CHILDREN ABOUT THE NATURE OF ART.
RUSSELL, ROBERT LEE.

PHILOSOPHY IN THE ART CLASSROOM: THE EFFECTS OF INSTRUCTION ON VERBAL REASONING OF FIFTH AND SIXTH GRADE CHILDREN ABOUT THE NATURE OF ART. - 164 p.

Source: Dissertation Abstracts International, Volume: 47-04, Section: A, page: 1159.

Thesis (Ph.D.)--University of Minnesota, 1985.

This thesis has two parts. Part One (Chapter 1) analyzes the concept of modeling the aesthetician in art education. Conceptions of aesthetics in art education (Barkan, 1966; Clark and Zimmerman, 1978, 1981; DiBlasio, 1985; Greer, 1982, 1984; Lanier, 1974, 1982, 1983; Smith, 1970, 1971) are reviewed. Conditions for modeling a prototype and role-playing-the-aesthetician are proposed, then employed to analyze briefly the conceptions reviewed. The conceptual soundness and value of role-playing-the-aesthetician as an approach to art education are also discussed. The major purposes of this first part of the thesis are to provide a sound conceptual basis for (a) formulating learning experiences of role-playing-the-aesthetician, and for (b) conducting studies that focus on role-playing-the-aesthetician.Subjects--Topical Terms:

1018432
Education, Art.

PHILOSOPHY IN THE ART CLASSROOM: THE EFFECTS OF INSTRUCTION ON VERBAL REASONING OF FIFTH AND SIXTH GRADE CHILDREN ABOUT THE NATURE OF ART.
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035 $a (UMI)AAI8615129
035 $a AAI8615129
040 $a UMI $c UMI
100 1 $a RUSSELL, ROBERT LEE. $3 1032136
245 1 0 $a PHILOSOPHY IN THE ART CLASSROOM: THE EFFECTS OF INSTRUCTION ON VERBAL REASONING OF FIFTH AND SIXTH GRADE CHILDREN ABOUT THE NATURE OF ART.
300 $a 164 p.
500 $a Source: Dissertation Abstracts International, Volume: 47-04, Section: A, page: 1159.
502 $a Thesis (Ph.D.)--University of Minnesota, 1985.
520 $a This thesis has two parts. Part One (Chapter 1) analyzes the concept of modeling the aesthetician in art education. Conceptions of aesthetics in art education (Barkan, 1966; Clark and Zimmerman, 1978, 1981; DiBlasio, 1985; Greer, 1982, 1984; Lanier, 1974, 1982, 1983; Smith, 1970, 1971) are reviewed. Conditions for modeling a prototype and role-playing-the-aesthetician are proposed, then employed to analyze briefly the conceptions reviewed. The conceptual soundness and value of role-playing-the-aesthetician as an approach to art education are also discussed. The major purposes of this first part of the thesis are to provide a sound conceptual basis for (a) formulating learning experiences of role-playing-the-aesthetician, and for (b) conducting studies that focus on role-playing-the-aesthetician.
520 $a Part Two of this thesis (Chapters 2-5) presents a quasi-experimental study of role-playing-the-aesthetician in elementary school. It was hypothesized that as a result of instruction in rules of logic related to definition (circularity, necessary and sufficient conditions), fifth- and sixth-grade children would significantly improve their abilities to reason verbally about defining art. An experimental group (N = 26) and a control group (N = 25) were retested and posttested using an instrument specially designed to measure intended learning that resulted from this instruction. Percentages of interrater agreement and Kappa were generally high on the test items. The reliability of the test was good (Alpha = .77). Analysis of covariance supports the hypothesis that the experimental group would score significantly better than the control group on the posttest.
590 $a School code: 0130.
650 4 $a Education, Art. $3 1018432
690 $a 0273
710 2 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 47-04A.
790 $a 0130
791 $a Ph.D.
792 $a 1985
856 4 0 $u http://0-pqdd.sinica.edu.tw.lib1.npue.edu.tw/twdaoapp/servlet/advanced?query=8615129