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Three art: Teachers' understandings...

Benzer, Fatih.

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Three art: Teachers' understandings and implementations of discipline-based art education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Three art: Teachers' understandings and implementations of discipline-based art education./
作者:	Benzer, Fatih.
面頁冊數:	247 p.
附註:	Adviser: Robert J. Stahl.
Contained By:	Dissertation Abstracts International61-11A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9994485
ISBN:	0493015515

Three art: Teachers' understandings and implementations of discipline-based art education.
Benzer, Fatih.

Three art: Teachers' understandings and implementations of discipline-based art education. - 247 p.

Adviser: Robert J. Stahl.

Thesis (Ed.D.)--Arizona State University, 2000.

The theoretical base of this study was Discipline-Based Art Education (DBAE). This investigation (1) examined two eighth and one ninth grade art teachers' implementation of their interpretations of DBAE, including specific outcome objectives and activities in the classrooms; and (2) compared their interpretations and implementations of DBAE to DBAE itself as it is supported by the Getty Institute for the Education in the Arts. This study also sought to determine the teachers' perceptions of the advantages and disadvantages of DBAE in structuring their classroom activities and preparing unit objectives.

ISBN: 0493015515Subjects--Topical Terms:

1018432
Education, Art.

Three art: Teachers' understandings and implementations of discipline-based art education.
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245 1 0 $a Three art: Teachers' understandings and implementations of discipline-based art education.
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520 $a The theoretical base of this study was Discipline-Based Art Education (DBAE). This investigation (1) examined two eighth and one ninth grade art teachers' implementation of their interpretations of DBAE, including specific outcome objectives and activities in the classrooms; and (2) compared their interpretations and implementations of DBAE to DBAE itself as it is supported by the Getty Institute for the Education in the Arts. This study also sought to determine the teachers' perceptions of the advantages and disadvantages of DBAE in structuring their classroom activities and preparing unit objectives.
520 $a Three art teachers and their eighth and ninth grade classrooms were studied. In addition to interviews, field notes, handouts on projects, test items, a tape recorder, and photographic equipment (camera) were used for data gathering. The methodology of participant observation sought to generate practical and theoretical insights about teaching art grounded in the realities of DBAE in daily classroom teaching. The classrooms were observed and studied throughout a four to five-week unit session. Three teachers from each classroom were interviewed in the beginning and at the end of the research. These interviews were recorded and transcribed by the researcher. Parts of these transcripts were used to find out whether or not participant teachers implemented DBAE in their classrooms. The transcripts were also used to find out about the three teachers' understandings of DBAE.
520 $a The findings revealed that even though all three teachers were very excited about teaching DBAE in their classrooms, they had dissimilar definitions of DBAE. Their definitions and understandings of DBAE in theory and practice varied because of their different backgrounds in art education and individualized adaptation of a DBAE curriculum into their classroom environments. The perceived advantages and disadvantages of DBAE also varied according to each teacher. Findings showed that the most important advantage of DBAE is that appreciating art requires students to achieve more than just a successful studio production. The classroom activities in the studied settings varied greatly from a DBAE approach. The data compiled from the study indicated that DBAE in teaching art should be further investigated across a number of different school settings to test, verify and, possibly, validate the theory, practice and appropriateness of DBAE.
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