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Fear and Protection in Art Education...

Yu, Yun Ju.

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Fear and Protection in Art Education: Thematic Curriculum Design to Support Emotional Expression and Response.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fear and Protection in Art Education: Thematic Curriculum Design to Support Emotional Expression and Response./
Author:	Yu, Yun Ju.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	122 p.
Notes:	Source: Masters Abstracts International, Volume: 85-12.
Contained By:	Masters Abstracts International85-12.
Subject:	Art education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31298130
ISBN:	9798383168387

Fear and Protection in Art Education: Thematic Curriculum Design to Support Emotional Expression and Response.
Yu, Yun Ju.

Fear and Protection in Art Education: Thematic Curriculum Design to Support Emotional Expression and Response. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 122 p.

Source: Masters Abstracts International, Volume: 85-12.

Thesis (M.A.)--Pratt Institute, 2024.

This thesis unpacks the iterative process of designing a 14-week art and design education thematic unit plan for upper elementary school students; from curriculum planning to curriculum in action, and back again. Supported by extensive research on contemporary artists, the unit plan's theme of fear and protection informed upper elementary students' final projects; pectoral sculptures using paper mache and acrylic paint. The iterative curriculum design process involved identifying a theme, related artists, and developing a project example that helped inform the final project. The next phase involved using this preparatory work to plan and teach an abbreviated 5-lesson unit plan based on the theme. The final phase involved engaging in reflective teaching practices, and designing a fully evolved unit plan based on an analysis of teaching and related literature in the field.Throughout this iterative journey, I engaged in continuous self-reflection, both within the context of teaching and as a non-native English speaker (NNES). By analyzing video recordings of my teaching, teaching artifacts and student work, I gained valuable insights into areas for improving my curriculum design and teaching, especially teaching English Language Learners (ELLs). Recognizing the significance of students' linguistic backgrounds in shaping my teaching approach moving forward, this reflective process acknowledges the multifaceted influence of language on curriculum development.

ISBN: 9798383168387Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Teaching artifacts

Fear and Protection in Art Education: Thematic Curriculum Design to Support Emotional Expression and Response.
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245 1 0 $a Fear and Protection in Art Education: Thematic Curriculum Design to Support Emotional Expression and Response.
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300 $a 122 p.
500 $a Source: Masters Abstracts International, Volume: 85-12.
500 $a Advisor: Lewis, Heather;Huala, Katherine;Wilson, Aileen .
502 $a Thesis (M.A.)--Pratt Institute, 2024.
520 $a This thesis unpacks the iterative process of designing a 14-week art and design education thematic unit plan for upper elementary school students; from curriculum planning to curriculum in action, and back again. Supported by extensive research on contemporary artists, the unit plan's theme of fear and protection informed upper elementary students' final projects; pectoral sculptures using paper mache and acrylic paint. The iterative curriculum design process involved identifying a theme, related artists, and developing a project example that helped inform the final project. The next phase involved using this preparatory work to plan and teach an abbreviated 5-lesson unit plan based on the theme. The final phase involved engaging in reflective teaching practices, and designing a fully evolved unit plan based on an analysis of teaching and related literature in the field.Throughout this iterative journey, I engaged in continuous self-reflection, both within the context of teaching and as a non-native English speaker (NNES). By analyzing video recordings of my teaching, teaching artifacts and student work, I gained valuable insights into areas for improving my curriculum design and teaching, especially teaching English Language Learners (ELLs). Recognizing the significance of students' linguistic backgrounds in shaping my teaching approach moving forward, this reflective process acknowledges the multifaceted influence of language on curriculum development.
590 $a School code: 1384.
650 4 $a Art education. $3 547650
650 4 $a Curriculum development. $3 684418
650 4 $a Elementary education. $3 641385
653 $a Teaching artifacts
653 $a Culturally responsive teaching
653 $a Fear
653 $a Paper mache
653 $a Protection
653 $a Elementary school
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690 $a 0524
690 $a 0727
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773 0 $t Masters Abstracts International $g 85-12.
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