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The role of dialogue in conversation...

Althof, Rachel Smith.

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The role of dialogue in conversations about art among a group of twelfth grade students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The role of dialogue in conversations about art among a group of twelfth grade students./
作者:	Althof, Rachel Smith.
面頁冊數:	270 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704449
ISBN:	9781321768619

The role of dialogue in conversations about art among a group of twelfth grade students.
Althof, Rachel Smith.

The role of dialogue in conversations about art among a group of twelfth grade students. - 270 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This study sought to discover how engaging in a series of recursive and expanding group talks about their own artwork and the artwork of others over a period of 20 weeks activates growth in the artistic practice in a group of five adolescent students. The study explored how, and in what ways, this group of five adolescents making and discussing art embodied dialogical and antidialogical processes to discover how, and in what ways, the ongoing group dialogue influences students' individual artistic practice. Additionally, data were collected and interpreted to reveal what different ways of thinking might have on the engagement in artistic practice of five adolescent students and how it might be measured in such a way as to inform pedagogy. How the role of the teacher affected the group talks was investigated, and how that role might change over time was also explored.

ISBN: 9781321768619Subjects--Topical Terms:

547650
Art education.

The role of dialogue in conversations about art among a group of twelfth grade students.
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245 1 4 $a The role of dialogue in conversations about art among a group of twelfth grade students.
300 $a 270 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Judith M. Burton.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a This study sought to discover how engaging in a series of recursive and expanding group talks about their own artwork and the artwork of others over a period of 20 weeks activates growth in the artistic practice in a group of five adolescent students. The study explored how, and in what ways, this group of five adolescents making and discussing art embodied dialogical and antidialogical processes to discover how, and in what ways, the ongoing group dialogue influences students' individual artistic practice. Additionally, data were collected and interpreted to reveal what different ways of thinking might have on the engagement in artistic practice of five adolescent students and how it might be measured in such a way as to inform pedagogy. How the role of the teacher affected the group talks was investigated, and how that role might change over time was also explored.
520 $a Two theoretical models frame this study: Freirean (1970) notions of authentic dialogue and antidialogue and Lakoff and Johnson's (1980) layered complexity of metaphor. This study's theoretical framing also involves Socratic dialogue and Burbules's (1993) typologies and genres of dialogue.
520 $a This multiple methodology study uses thematic analysis and narrative case study methods. Thematic analysis of the group talks and students' reflective journals revealed six ways in which students interacted with one another through verbal group dialogue. Each of the six ways of interacting were tallied and described qualitatively. The group talk transcripts were disaggregated and aggregated by student. The chronological accounts of our group talks, organized by student, were incorporated with data from research field notes and students' reflective journal entries to create narrative case studies that demonstrate individual students' artistic practice.
520 $a The findings show that these students relied heavily on associations to popular culture as a way to engage in group talks about their artwork. There was demonstrated growth in the associations these five students made over time. The data suggest that the associations to popular culture were linked to metaphorical thinking. Also reported are the study's implications for education and pedagogy, particularly in relation to visual culture art education, and recommendations for practice.
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