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Celebrate the joy: Pleasurable enga...

Poe, Robin Mae.

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Celebrate the joy: Pleasurable engagement in learning through the infusing of the arts into a sixth-grade classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Celebrate the joy: Pleasurable engagement in learning through the infusing of the arts into a sixth-grade classroom./
Author:	Poe, Robin Mae.
Description:	118 p.
Notes:	Chair: Rodney Beaulieu.
Contained By:	Dissertation Abstracts International61-01A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9960201
ISBN:	0599642769

Celebrate the joy: Pleasurable engagement in learning through the infusing of the arts into a sixth-grade classroom.
Poe, Robin Mae.

Celebrate the joy: Pleasurable engagement in learning through the infusing of the arts into a sixth-grade classroom. - 118 p.

Chair: Rodney Beaulieu.

Thesis (Ed.D.)--The Fielding Institute, 2000.

The arts provide one venue for a liberating, joyful, and creative journey in classroom learning and teaching practices. The purpose of this study was to engage one group of sixth-grade students in assessing two attitudes—levels of joy, defined as pleasurable engagement in learning, and levels of boredom, defined as the lack of pleasurable engagement in learning—after they experienced core-curricular lessons in a traditional (textbook-driven) schooling approach and in a creative (art-infused) schooling approach. Data consist of 5-point Likert scale responses, reflecting students' perceptions of their own levels of joy or their levels of boredom toward classroom learning and teaching practices. All students were engaged in classes that alternated between traditional lessons and creative ones. Statistical analyses revealed that the creative lessons were more joyful and less boring, Written narrative reflections were also analyzed, reflecting students' feelings/attitudes toward the classroom activities. When students created, painted, danced, sang, acted, etched, composed, and studied a variety of art histories within all curricular areas, their levels of joy/pleasurable engagement in learning increased. Other factors such as motivations (intrinsic and extrinsic), academic achievement (real or perceived improvement in learning), environmental issues, peer influences/pressure, humor, and novel experiences also significantly influenced the students' attitude rating scores toward classroom learning and teaching practices. Overall, students felt that the creative methodologies inspired more joy in learning than the traditional methodologies.

ISBN: 0599642769Subjects--Topical Terms:

1018432
Education, Art.

Celebrate the joy: Pleasurable engagement in learning through the infusing of the arts into a sixth-grade classroom.
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100 1 $a Poe, Robin Mae. $3 1254011
245 1 0 $a Celebrate the joy: Pleasurable engagement in learning through the infusing of the arts into a sixth-grade classroom.
300 $a 118 p.
500 $a Chair: Rodney Beaulieu.
500 $a Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0091.
502 $a Thesis (Ed.D.)--The Fielding Institute, 2000.
520 $a The arts provide one venue for a liberating, joyful, and creative journey in classroom learning and teaching practices. The purpose of this study was to engage one group of sixth-grade students in assessing two attitudes—levels of joy, defined as pleasurable engagement in learning, and levels of boredom, defined as the lack of pleasurable engagement in learning—after they experienced core-curricular lessons in a traditional (textbook-driven) schooling approach and in a creative (art-infused) schooling approach. Data consist of 5-point Likert scale responses, reflecting students' perceptions of their own levels of joy or their levels of boredom toward classroom learning and teaching practices. All students were engaged in classes that alternated between traditional lessons and creative ones. Statistical analyses revealed that the creative lessons were more joyful and less boring, Written narrative reflections were also analyzed, reflecting students' feelings/attitudes toward the classroom activities. When students created, painted, danced, sang, acted, etched, composed, and studied a variety of art histories within all curricular areas, their levels of joy/pleasurable engagement in learning increased. Other factors such as motivations (intrinsic and extrinsic), academic achievement (real or perceived improvement in learning), environmental issues, peer influences/pressure, humor, and novel experiences also significantly influenced the students' attitude rating scores toward classroom learning and teaching practices. Overall, students felt that the creative methodologies inspired more joy in learning than the traditional methodologies.
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773 0 $t Dissertation Abstracts International $g 61-01A.
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