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Expert teachers in the productive do...

Little, Bruce Eugene.

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Expert teachers in the productive domain: Selected factors in exemplary art teaching at the secondary level.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Expert teachers in the productive domain: Selected factors in exemplary art teaching at the secondary level./
作者:	Little, Bruce Eugene.
面頁冊數:	391 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-01, Section: A, page: 0035.
Contained By:	Dissertation Abstracts International55-01A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9416271

Expert teachers in the productive domain: Selected factors in exemplary art teaching at the secondary level.
Little, Bruce Eugene.

Expert teachers in the productive domain: Selected factors in exemplary art teaching at the secondary level. - 391 p.

Source: Dissertation Abstracts International, Volume: 55-01, Section: A, page: 0035.

Thesis (Ed.D.)--The University of Georgia, 1993.

The purpose of this study was to determine whether expert secondary art teachers share characteristics or experiences which contribute to their teaching success in the productive domain. Factors examined included: (1) educational background and experience in teaching art, (2) involvement in professional development activities, (3) extent of current art-making involvement, (4) extent to which study in the appreciative domains were included in their teaching, and (5) the effects of professional role models on their pedagogical development.Subjects--Topical Terms:

1018432
Education, Art.

Expert teachers in the productive domain: Selected factors in exemplary art teaching at the secondary level.
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245 1 0 $a Expert teachers in the productive domain: Selected factors in exemplary art teaching at the secondary level.
300 $a 391 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-01, Section: A, page: 0035.
500 $a Director: Paul Edmonston.
502 $a Thesis (Ed.D.)--The University of Georgia, 1993.
520 $a The purpose of this study was to determine whether expert secondary art teachers share characteristics or experiences which contribute to their teaching success in the productive domain. Factors examined included: (1) educational background and experience in teaching art, (2) involvement in professional development activities, (3) extent of current art-making involvement, (4) extent to which study in the appreciative domains were included in their teaching, and (5) the effects of professional role models on their pedagogical development.
520 $a Participants (1) hold advanced degrees in art or art education, (2) have been teaching an average of 16 years, (3) have taught high school students an average of 15 years, and (4) have spent most of their careers teaching in the same school or school system.
520 $a Although initially selected for prowess in teaching studio activities, results of the study clearly indicate the participants have significantly integrated the study of art history into their teaching and strongly endorse its value for the teaching of art making. Art criticism and aesthetics activities, used by the participants, most frequently focused on student artworks with the intent of improving student art-making performance, rather than examining masterworks or universal aesthetic questions.
520 $a Although most of the participants find it difficult to devote time to their own art-making on a consistent basis, they rely heavily on the extensive studio work taken as part of their degree work. They report that such personal experiences with studio activities provide numerous experientially based insights which contribute significantly to planning and implementing effective instruction.
520 $a The impact and relative usefulness of participation in various types of professional development activities seemed, for the participants, to be a function of their identification with the role of either the teacher or the artist. Those identifying more with the role of teacher found membership and participation in art education organizations more helpful than those identifying most strongly with the role of artist.
520 $a All participants identified aspects of their instructional practice which evolved in reaction to either positive or negative characteristics of their own teachers. Participants identified five types of positive teaching role models, which include: (1) persistent task-master, (2) probing learning resource, (3) beloved motivator, (4) artist, and (5) compassionately supportive teacher.
520 $a Participants further report they have developed strong personal relationships with their students which allow them to "read" students' artistic and academic backgrounds, personalities, moods and insecurities. This ability allows the expert teachers to subtly modify instruction to meet constantly shifting individual student needs, thus improving their teaching effectiveness. (Abstract shortened by UMI.)
590 $a School code: 0077.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Teacher Training. $3 783747
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690 $a 0533
690 $a 0530
710 2 0 $a The University of Georgia. $3 1915466
773 0 $t Dissertation Abstracts International $g 55-01A.
790 1 0 $a Edmonston, Paul, $e advisor
790 $a 0077
791 $a Ed.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9416271