東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The impact of visual art instruction...

Walden University., Education.

FindBook

Google Book

Amazon

博客來

The impact of visual art instruction on student creativity.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of visual art instruction on student creativity./
作者:	Parker, Jeanie S.
面頁冊數:	109 p.
附註:	Adviser: Peter Kiriakidis.
Contained By:	Dissertation Abstracts International70-01A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3342453

The impact of visual art instruction on student creativity.
Parker, Jeanie S.

The impact of visual art instruction on student creativity. - 109 p.

Adviser: Peter Kiriakidis.

Thesis (Ed.D.)--Walden University, 2008.

This researcher examined the relationship between visual arts programs and creative thinking skills of high school students taking a foundations of music course and an introductory visual art course. A gap existed in the current literature concerning visual art experience and creativity among high school students. This study was based upon the theories of Eisner, Gardner, and Csikszentmihalyi concerning creativity and art experiences. This researcher used a quasi-experimental, nonequivalent control group design. A convenience sample of 2 high school fine arts classes was comprised of 1 visual art class and 1 foundations of music class, giving a sample of 50 high school students. The visual art class was the treatment group that received visual art instruction. The foundations of music class was the control group that received no visual art instruction. Pre and post assessments were measured using the Torrance Tests of Creative Thinking (TTCT) after 1 term of instruction. Data analysis using the t-test showed that a statistically significant increase was found in creative thinking skills among high school students with visual art experience. The findings could help educational stakeholders to improve visual art curriculum and to seek funding for visual art programs. The findings will lead to social change in high school art curricula as documented in the current literature to a deeper understanding of the importance of teaching subjects that encourage creative thinking at the high school level. Social change implications include: (a) increased funding for visual art curriculum that will lead to positive social change by enhancing student creativity; (b) encouraging further research on the importance of creativity skills among high school students; and (c) increasing community awareness of the necessity of creative thinking in the global economy and the value of visual art experience in helping students gain creativity skills.Subjects--Topical Terms:

1018432
Education, Art.

The impact of visual art instruction on student creativity.
LDR:02840nmm 2200277 a 45 001 886952
005 20101013
008 101013s2008 ||||||||||||||||| ||eng d
035 $a (UMI)AAI3342453
035 $a AAI3342453
040 $a UMI $c UMI
100 1 $a Parker, Jeanie S. $3 1058672
245 1 4 $a The impact of visual art instruction on student creativity.
300 $a 109 p.
500 $a Adviser: Peter Kiriakidis.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0060.
502 $a Thesis (Ed.D.)--Walden University, 2008.
520 $a This researcher examined the relationship between visual arts programs and creative thinking skills of high school students taking a foundations of music course and an introductory visual art course. A gap existed in the current literature concerning visual art experience and creativity among high school students. This study was based upon the theories of Eisner, Gardner, and Csikszentmihalyi concerning creativity and art experiences. This researcher used a quasi-experimental, nonequivalent control group design. A convenience sample of 2 high school fine arts classes was comprised of 1 visual art class and 1 foundations of music class, giving a sample of 50 high school students. The visual art class was the treatment group that received visual art instruction. The foundations of music class was the control group that received no visual art instruction. Pre and post assessments were measured using the Torrance Tests of Creative Thinking (TTCT) after 1 term of instruction. Data analysis using the t-test showed that a statistically significant increase was found in creative thinking skills among high school students with visual art experience. The findings could help educational stakeholders to improve visual art curriculum and to seek funding for visual art programs. The findings will lead to social change in high school art curricula as documented in the current literature to a deeper understanding of the importance of teaching subjects that encourage creative thinking at the high school level. Social change implications include: (a) increased funding for visual art curriculum that will lead to positive social change by enhancing student creativity; (b) encouraging further research on the importance of creativity skills among high school students; and (c) increasing community awareness of the necessity of creative thinking in the global economy and the value of visual art experience in helping students gain creativity skills.
590 $a School code: 0543.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0273
690 $a 0727
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 70-01A.
790 $a 0543
790 1 0 $a Kiriakidis, Peter, $e advisor
790 1 0 $a Morabito, Maryann $e committee member
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3342453