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

Interpreting the frames: An analysis...

Briggs, Judith Ann.

FindBook

Google Book

Amazon

博客來

Interpreting the frames: An analysis of the implementation of the New South Wales visual arts syllabus, year 9 (Australia).

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Interpreting the frames: An analysis of the implementation of the New South Wales visual arts syllabus, year 9 (Australia)./
作者:	Briggs, Judith Ann.
面頁冊數:	450 p.
附註:	Co-Advisers: Jane Gooding-Brown; Yvonne Gaudelius.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064889
ISBN:	0493845127

Interpreting the frames: An analysis of the implementation of the New South Wales visual arts syllabus, year 9 (Australia).
Briggs, Judith Ann.

Interpreting the frames: An analysis of the implementation of the New South Wales visual arts syllabus, year 9 (Australia). - 450 p.

Co-Advisers: Jane Gooding-Brown; Yvonne Gaudelius.

Thesis (Ph.D.)--The Pennsylvania State University, 2002.

This dissertation reviews a State-wide art education curriculum that includes art making, art history, art criticism, and cultural and theoretical critique as it occurs within the classrooms of two State-run schools in Sydney, New South Wales (NSW), Australia. NSW divides its art education curriculum into conceptual Frames: the Subjective, the Cultural, the Structural, and the Postmodern, in order to direct the interpretation of artwork. The Frames enable art educators and students to emulate the practices of the artworld by finding connections between artistic forms, practices, their content, and their context. The Frames are meant to be a construct within art education curriculum, grounded in theory, that brings a diversity of values and viewpoints to the creation and study of art.

ISBN: 0493845127Subjects--Topical Terms:

1018432
Education, Art.

Interpreting the frames: An analysis of the implementation of the New South Wales visual arts syllabus, year 9 (Australia).
LDR:03378nam 2200325 a 45 001 930430
005 20110429
008 110429s2002 eng d
020 $a 0493845127
035 $a (UnM)AAI3064889
035 $a AAI3064889
040 $a UnM $c UnM
100 1 $a Briggs, Judith Ann. $3 1253992
245 1 0 $a Interpreting the frames: An analysis of the implementation of the New South Wales visual arts syllabus, year 9 (Australia).
300 $a 450 p.
500 $a Co-Advisers: Jane Gooding-Brown; Yvonne Gaudelius.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3088.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2002.
520 $a This dissertation reviews a State-wide art education curriculum that includes art making, art history, art criticism, and cultural and theoretical critique as it occurs within the classrooms of two State-run schools in Sydney, New South Wales (NSW), Australia. NSW divides its art education curriculum into conceptual Frames: the Subjective, the Cultural, the Structural, and the Postmodern, in order to direct the interpretation of artwork. The Frames enable art educators and students to emulate the practices of the artworld by finding connections between artistic forms, practices, their content, and their context. The Frames are meant to be a construct within art education curriculum, grounded in theory, that brings a diversity of values and viewpoints to the creation and study of art.
520 $a This research project included a seven week feminist case study, from July 25 until September S, 2000, of two Year 9 Additional (elective) art classrooms, of two experienced art teachers within two public high schools in Sydney's northern suburbs: Belman Girls' School, a selective school, and Piney Ridge, a coeducational institution. I observed the two teachers' methodologies, their interpretation of subject matter chosen from the NSW Syllabus, and their students' interpretations of these subjects. My question was: <italic>How do these two teachers interpret the Frames of the NSW Syllabus within a course of study? </italic>
520 $a The two teachers used the Frames as communicative tools to ask questions about artworks, using different viewpoints and values. They used the Frames' language the most during Critical and Historical study. They often did not refer to all of the Frames simultaneously, preferring to stress a few Frames at one time within unit plans or assignments. Neither the teachers nor the students frequently referred to the Frames orally within the classroom, but they used them extensively in written material.
520 $a The teachers viewed themselves as expert knowers and, following Syllabus Outcomes, devised curricula according to their interests and to the interests, needs, and abilities of their students. Teachers at both schools based units of study on classroom excursions that incorporated Deweyian experiential learning with student research for teacher-directed making assignments defined by the Frames.
590 $a School code: 0176.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Secondary. $3 539262
690 $a 0273
690 $a 0533
710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 63-09A.
790 $a 0176
790 1 0 $a Gaudelius, Yvonne, $e advisor
790 1 0 $a Gooding-Brown, Jane, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064889