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Aligning visual art curriculum with ...

Rakowicz, Jill Claire.

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Aligning visual art curriculum with common core state standards through the methodology of visual thinking strategies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Aligning visual art curriculum with common core state standards through the methodology of visual thinking strategies./
Author:	Rakowicz, Jill Claire.
Description:	90 p.
Notes:	Source: Masters Abstracts International, Volume: 55-02.
Contained By:	Masters Abstracts International55-02(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1604745
ISBN:	9781339287768

Aligning visual art curriculum with common core state standards through the methodology of visual thinking strategies.
Rakowicz, Jill Claire.

Aligning visual art curriculum with common core state standards through the methodology of visual thinking strategies. - 90 p.

Source: Masters Abstracts International, Volume: 55-02.

Thesis (M.Ed.)--The University of the Arts, 2015.

In response to the newly implemented Common Core State Standards (CCSS), this research paper focuses on aligning visual art curricula with the core standards through a methodology referred to as Visual Thinking Strategies (VTS). The introduction identifies critical thinking as a twenty-first century skill as well as its connection to CCSS, particularly through visual art curricula and the discipline of art criticism. VTS is presented as a methodology that promotes critical thinking and transfer as well as an enabler of skills required by CCSS. The literature review focuses on research that enforces the concept of critical thinking as a twenty-first century skill. It also explains art criticism and its overlap with VTS as an element of Discipline-Based Art Education (DBAE). VTS relationships to CCSS are explored in addition to research promoting the essentiality of VTS to critical thinking and transfer. Problems of VTS implementation for art educators are also presented. The methodology of research is discussed in this paper and the selection of targeted participants is explained. Results of the research survey are presented and research questions are answered. Finally, discussion pertaining to survey results is entertained and relationships that occurred within survey results are identified. Proposed modifications are considered in relation to proposed sample lesson activities and plans. Personal intentions for the incorporation of VTS are also acknowledged at the conclusion of this thesis paper.

ISBN: 9781339287768Subjects--Topical Terms:

547650
Art education.

Aligning visual art curriculum with common core state standards through the methodology of visual thinking strategies.
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520 $a In response to the newly implemented Common Core State Standards (CCSS), this research paper focuses on aligning visual art curricula with the core standards through a methodology referred to as Visual Thinking Strategies (VTS). The introduction identifies critical thinking as a twenty-first century skill as well as its connection to CCSS, particularly through visual art curricula and the discipline of art criticism. VTS is presented as a methodology that promotes critical thinking and transfer as well as an enabler of skills required by CCSS. The literature review focuses on research that enforces the concept of critical thinking as a twenty-first century skill. It also explains art criticism and its overlap with VTS as an element of Discipline-Based Art Education (DBAE). VTS relationships to CCSS are explored in addition to research promoting the essentiality of VTS to critical thinking and transfer. Problems of VTS implementation for art educators are also presented. The methodology of research is discussed in this paper and the selection of targeted participants is explained. Results of the research survey are presented and research questions are answered. Finally, discussion pertaining to survey results is entertained and relationships that occurred within survey results are identified. Proposed modifications are considered in relation to proposed sample lesson activities and plans. Personal intentions for the incorporation of VTS are also acknowledged at the conclusion of this thesis paper.
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