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Rethinking the paradigms for self-ex...

Kraus, Motria C.

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Rethinking the paradigms for self-expression in the preadolescent art curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Rethinking the paradigms for self-expression in the preadolescent art curriculum./
作者:	Kraus, Motria C.
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4434.
Contained By:	Dissertation Abstracts International67-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244133

Rethinking the paradigms for self-expression in the preadolescent art curriculum.
Kraus, Motria C.

Rethinking the paradigms for self-expression in the preadolescent art curriculum. - 153 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4434.

Thesis (Ed.D.)--Wayne State University, 2006.

This study examines the theoretical basis for needed changes in the art curriculum paradigm for middle school adolescents. It suggests that adding child centered considerations to the nationally accepted outcome based (DBAE) and Visual Learning models will build greater affective results and enhance self-efficacy, thus supporting cognition and transfer. Bridging the theory to application, the research examines teacher perceptions regarding assumptions about teaching and student outcome priorities. Studies assessed student responses reflecting their perceptions of the teaching/classroom process and what connects them to the content and to each other. Individualized, experiential, and inter-active learning considerations that stimulate the whole brain are explored. The researcher's conclusions, based on the data, accentuate active student input in planning and delivery of content, the production process and assessment.Subjects--Topical Terms:

1018432
Education, Art.

Rethinking the paradigms for self-expression in the preadolescent art curriculum.
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520 $a This study examines the theoretical basis for needed changes in the art curriculum paradigm for middle school adolescents. It suggests that adding child centered considerations to the nationally accepted outcome based (DBAE) and Visual Learning models will build greater affective results and enhance self-efficacy, thus supporting cognition and transfer. Bridging the theory to application, the research examines teacher perceptions regarding assumptions about teaching and student outcome priorities. Studies assessed student responses reflecting their perceptions of the teaching/classroom process and what connects them to the content and to each other. Individualized, experiential, and inter-active learning considerations that stimulate the whole brain are explored. The researcher's conclusions, based on the data, accentuate active student input in planning and delivery of content, the production process and assessment.
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