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Practice makes teachers: Affordances...

University of Kentucky.

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Practice makes teachers: Affordances and constraints of an art education field experience program.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Practice makes teachers: Affordances and constraints of an art education field experience program./
作者:	Cramer, Elizabeth Stephanie.
面頁冊數:	205 p.
附註:	Advisers: George Szekely; Gary Anglin.
Contained By:	Dissertation Abstracts International69-04A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3311933
ISBN:	9780549595366

Practice makes teachers: Affordances and constraints of an art education field experience program.
Cramer, Elizabeth Stephanie.

Practice makes teachers: Affordances and constraints of an art education field experience program. - 205 p.

Advisers: George Szekely; Gary Anglin.

Thesis (Ed.D.)--University of Kentucky, 2008.

The purpose of this study was to examine the affordances (Gibson, 1977) and constraints of a field experience program at a mid-size university in the upper south as perceived by the preservice teachers, professor and classroom teachers. The "Adopt a school" project is a thirty-year old art education course that intends for the preservice teacher to learn content and to practice artmaking in the university setting, and then teach these learned concepts and art experiences to students in a school that the university class 'adopts'. Field experiences are a fairly common practice (Thompson and Hardiman, 1991), yet little research documentation exists on art education field programs.

ISBN: 9780549595366Subjects--Topical Terms:

1018432
Education, Art.

Practice makes teachers: Affordances and constraints of an art education field experience program.
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100 1 $a Cramer, Elizabeth Stephanie. $3 1026539
245 1 0 $a Practice makes teachers: Affordances and constraints of an art education field experience program.
300 $a 205 p.
500 $a Advisers: George Szekely; Gary Anglin.
500 $a Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1255.
502 $a Thesis (Ed.D.)--University of Kentucky, 2008.
520 $a The purpose of this study was to examine the affordances (Gibson, 1977) and constraints of a field experience program at a mid-size university in the upper south as perceived by the preservice teachers, professor and classroom teachers. The "Adopt a school" project is a thirty-year old art education course that intends for the preservice teacher to learn content and to practice artmaking in the university setting, and then teach these learned concepts and art experiences to students in a school that the university class 'adopts'. Field experiences are a fairly common practice (Thompson and Hardiman, 1991), yet little research documentation exists on art education field programs.
520 $a The literature review focuses on preservice preparation in art education, visual context or culture study, creative instruction, constructivism and mediated action theory, preservice education, experiential education philosophy, and P-16 initiatives. Using the concepts of mediated action presented by Wertsch (1998), the study is designed around a framework of the 'action' between the agents (preservice teachers, professor and classroom teachers), and the cultural tools (art supplies and materials, lesson plans, and curriculum). The relationship between this action and the scene (university and adopted school), act (small group teaching experiences), and purpose (to practice art and art teaching) was examined in order to determine the constraints and affordances of this art field experience for the preservice teacher.
520 $a Results of the data analysis suggest that PSTs gain practice in addressing diverse learners, management of materials: conduct, time and space, and the need for planning and preparing lessons. Utilization of contemporary art education curricula (visual context/culture, CVC instruction) embedded with planning, reflective practice and the support of the instructor, may allow the preservice teacher to move beyond her biases and challenge herself to teach outside her comfort zone.
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