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Benefits and Challenges of Collabora...

Bomberg-Roth, Patricia.

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Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class./
Author:	Bomberg-Roth, Patricia.
Description:	108 p.
Notes:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556030
ISBN:	9781303896927

Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class.
Bomberg-Roth, Patricia.

Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class. - 108 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.A.)--Arizona State University, 2014.

This item must not be sold to any third party vendors.

Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class In the twenty-first century students are used to communicating. Using social media they often collaborate with peers. Despite this students may prefer to work independently rather than collaborating with fellow students in art class. Also, collaboration has become more common with twenty-first century artists. This study addresses the possible disconnect between the popular culture of today's art students' preference for the traditional independent autonomous practices in the art classroom, and the collaborative practice of many contemporary artists. The purpose of this study is to investigate how working collaboratively or working autonomously affects the artworks and oral and written responses about their artwork of high school beginning art students. I used a mix of quantitative and qualitative methods to gather data. Data for this study are the artworks made by the participants, idea starter sheets, participant written reflections, their oral answers to interview questions, and my observations of the classes. The participants in this study are students from four intact classrooms of high school beginning art. This study produced multiple findings, such as: The artworks revealed differences between collaborative classes and autonomous classes. Additionally, no differences were revealed from the written and oral responses made by the participants in the two classes. I conclude that, when given the opportunity to collaborate or work autonomously, high school beginning art students in this study made different artworks but made no different oral and written responses.

ISBN: 9781303896927Subjects--Topical Terms:

1018432
Education, Art.

Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class.
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100 1 $a Bomberg-Roth, Patricia. $3 3170974
245 1 0 $a Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class.
300 $a 108 p.
500 $a Source: Masters Abstracts International, Volume: 52-06.
500 $a Adviser: Mary Erickson.
502 $a Thesis (M.A.)--Arizona State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class In the twenty-first century students are used to communicating. Using social media they often collaborate with peers. Despite this students may prefer to work independently rather than collaborating with fellow students in art class. Also, collaboration has become more common with twenty-first century artists. This study addresses the possible disconnect between the popular culture of today's art students' preference for the traditional independent autonomous practices in the art classroom, and the collaborative practice of many contemporary artists. The purpose of this study is to investigate how working collaboratively or working autonomously affects the artworks and oral and written responses about their artwork of high school beginning art students. I used a mix of quantitative and qualitative methods to gather data. Data for this study are the artworks made by the participants, idea starter sheets, participant written reflections, their oral answers to interview questions, and my observations of the classes. The participants in this study are students from four intact classrooms of high school beginning art. This study produced multiple findings, such as: The artworks revealed differences between collaborative classes and autonomous classes. Additionally, no differences were revealed from the written and oral responses made by the participants in the two classes. I conclude that, when given the opportunity to collaborate or work autonomously, high school beginning art students in this study made different artworks but made no different oral and written responses.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556030