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The effects of technical and concept...

Leyendecker, Jennifer (Gingher).

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The effects of technical and conceptual teaching methodologies on student outcomes in life drawing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of technical and conceptual teaching methodologies on student outcomes in life drawing./
Author:	Leyendecker, Jennifer (Gingher).
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
Description:	168 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3150.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3418796
ISBN:	9781124173788

The effects of technical and conceptual teaching methodologies on student outcomes in life drawing.
Leyendecker, Jennifer (Gingher).

The effects of technical and conceptual teaching methodologies on student outcomes in life drawing. - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 168 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3150.

Thesis (Ph.D.)--Walden University, 2010.

Two distinct teaching methodologies are used in college studio art classrooms, each producing different student outcomes. A gap exists in research comparing these methodologies and their effect on student achievement. In technical classrooms, students receive training through lecture, demonstration, and regular assessment. In conceptual classrooms, students are left to explore their ideas with little intervention from the instructor. The effects of these pedagogies may have an impact on student success in subsequent classes and in their careers. Self-efficacy theory was used as a theoretical foundation for this quantitative, quasi-experimental research study that compared student outcomes over the course of one semester from both technical and conceptual life drawing classrooms. Six research hypotheses were tested in order to examine the differences between conceptual and technical classes. Drawings were collected from the beginning and end of the semester from 79 students enrolled in life-drawing classes at 6 community colleges and a state university and were rated by 3 judges on 10 variables related to success in drawing. Students also rated their own improvement using the same criteria. Results from regression analysis using dummy variables demonstrated that number of previous art classes significantly affected student outcomes, while age and gender did not. Results from ANCOVA, ANOVA, and Mann-Whitney U analysis indicated that those in technical classes received higher scores from both judges and students on ten variables than those in conceptual classes. Results from this study may promote positive social change by assisting instructors in choosing a pedagogy that will promote student success in the arts. The effects of these pedagogies may have an impact on student success in subsequent classes and in their careers.

ISBN: 9781124173788Subjects--Topical Terms:

526425
Educational evaluation.

The effects of technical and conceptual teaching methodologies on student outcomes in life drawing.
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500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3150.
500 $a Adviser: John Flohr.
502 $a Thesis (Ph.D.)--Walden University, 2010.
520 $a Two distinct teaching methodologies are used in college studio art classrooms, each producing different student outcomes. A gap exists in research comparing these methodologies and their effect on student achievement. In technical classrooms, students receive training through lecture, demonstration, and regular assessment. In conceptual classrooms, students are left to explore their ideas with little intervention from the instructor. The effects of these pedagogies may have an impact on student success in subsequent classes and in their careers. Self-efficacy theory was used as a theoretical foundation for this quantitative, quasi-experimental research study that compared student outcomes over the course of one semester from both technical and conceptual life drawing classrooms. Six research hypotheses were tested in order to examine the differences between conceptual and technical classes. Drawings were collected from the beginning and end of the semester from 79 students enrolled in life-drawing classes at 6 community colleges and a state university and were rated by 3 judges on 10 variables related to success in drawing. Students also rated their own improvement using the same criteria. Results from regression analysis using dummy variables demonstrated that number of previous art classes significantly affected student outcomes, while age and gender did not. Results from ANCOVA, ANOVA, and Mann-Whitney U analysis indicated that those in technical classes received higher scores from both judges and students on ten variables than those in conceptual classes. Results from this study may promote positive social change by assisting instructors in choosing a pedagogy that will promote student success in the arts. The effects of these pedagogies may have an impact on student success in subsequent classes and in their careers.
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