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Child drawing studies and learning t...

Douglas, Susan R.

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Child drawing studies and learning transfer: How drawing task administration affects drawing performance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Child drawing studies and learning transfer: How drawing task administration affects drawing performance./
作者:	Douglas, Susan R.
面頁冊數:	130 p.
附註:	Chairs: Ward Cockrum; Gae Johnson.
Contained By:	Dissertation Abstracts International62-02A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004016
ISBN:	0493131485

Child drawing studies and learning transfer: How drawing task administration affects drawing performance.
Douglas, Susan R.

Child drawing studies and learning transfer: How drawing task administration affects drawing performance. - 130 p.

Chairs: Ward Cockrum; Gae Johnson.

Thesis (Ed.D.)--Northern Arizona University, 2001.

Most child drawing studies use drawing tasks administered within the context of a traditional classroom to subjects that had no prior instruction in drawing the human figure. Almost all used identical methodology and results used to generate stage theories regarding the way all children draw. The purpose of this study was to duplicate this methodology to determine whether learning acquired in a drawing class is transferred to drawing tasks administered in a traditional classroom situation. Third grade students from three intact classrooms participated in this study. Two classes received an intervention consisting of three half-hour drawing lessons focused on drawing more proportionate and detailed human figures. Thirteen different drawing tasks were administered, one a week.

ISBN: 0493131485Subjects--Topical Terms:

1018432
Education, Art.

Child drawing studies and learning transfer: How drawing task administration affects drawing performance.
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245 1 0 $a Child drawing studies and learning transfer: How drawing task administration affects drawing performance.
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500 $a Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0425.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2001.
520 $a Most child drawing studies use drawing tasks administered within the context of a traditional classroom to subjects that had no prior instruction in drawing the human figure. Almost all used identical methodology and results used to generate stage theories regarding the way all children draw. The purpose of this study was to duplicate this methodology to determine whether learning acquired in a drawing class is transferred to drawing tasks administered in a traditional classroom situation. Third grade students from three intact classrooms participated in this study. Two classes received an intervention consisting of three half-hour drawing lessons focused on drawing more proportionate and detailed human figures. Thirteen different drawing tasks were administered, one a week.
520 $a A multiple group, multiple intervention time-series design was used to investigate whether transfer occurs differently between subjects reminded to transfer learning in response to the drawing tasks and those that were not reminded to transfer learning. An analysis of variance found a significant, positive difference between groups. Subjects reminded to transfer learning showed a significant improvement in their ability to draw the human figure. The group that was not reminded to use this learning failed to associate the drawing tasks given to them with learning gained during drawing instruction. Control group scores indicated that a weekly drawing task alone did not improve their drawing. Findings imply that the administration of thematic drawing tasks in a traditional classroom situation is an inaccurate measure of drawing ability.
520 $a Transfer of learning only occurred in this study when subjects were explicitly told when and where to apply such learning. This indicates that in order for artistic learning to be transferred to regular traditional classroom situations, it is important that the teacher explicitly tells student to apply such learning to drawing tasks. This suggests that drawing measures should be developed with consideration of how the contexts in which the measure is conducted affects performance.
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