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Effects of discipline-based art educ...

Smith, Lisa Lessenberry.

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Effects of discipline-based art education and interdisciplinary art education on artistic development and production, higher-level thinking, and attitudes toward science and social studies.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effects of discipline-based art education and interdisciplinary art education on artistic development and production, higher-level thinking, and attitudes toward science and social studies./
Author:	Smith, Lisa Lessenberry.
Description:	98 p.
Notes:	Adviser: Amy Dietrich.
Contained By:	Dissertation Abstracts International60-06A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933450
ISBN:	0599342102

Effects of discipline-based art education and interdisciplinary art education on artistic development and production, higher-level thinking, and attitudes toward science and social studies.
Smith, Lisa Lessenberry.

Effects of discipline-based art education and interdisciplinary art education on artistic development and production, higher-level thinking, and attitudes toward science and social studies. - 98 p.

Adviser: Amy Dietrich.

Thesis (Ed.D.)--The University of Memphis, 1999.

This research was conducted to assess the effectiveness of discipline-based art education (DBAE) and interdisciplinary art (IA) teaching methods on art production, higher level thinking skills, and attitudes toward science and social studies. Two of the sixth-grade classes at a rural West Tennessee school were taught using the DBAE method and two were given the IA treatment.

ISBN: 0599342102Subjects--Topical Terms:

1018432
Education, Art.

Effects of discipline-based art education and interdisciplinary art education on artistic development and production, higher-level thinking, and attitudes toward science and social studies.
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035 $a (UnM)AAI9933450
035 $a AAI9933450
040 $a UnM $c UnM
100 1 $a Smith, Lisa Lessenberry. $3 1250877
245 1 0 $a Effects of discipline-based art education and interdisciplinary art education on artistic development and production, higher-level thinking, and attitudes toward science and social studies.
300 $a 98 p.
500 $a Adviser: Amy Dietrich.
500 $a Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1869.
502 $a Thesis (Ed.D.)--The University of Memphis, 1999.
520 $a This research was conducted to assess the effectiveness of discipline-based art education (DBAE) and interdisciplinary art (IA) teaching methods on art production, higher level thinking skills, and attitudes toward science and social studies. Two of the sixth-grade classes at a rural West Tennessee school were taught using the DBAE method and two were given the IA treatment.
520 $a The evaluation of art production was two-fold using an Evaluation of Student Art Projects (Herberholz & Herberholz, 1994) which anonymously measured each group of projects on creativity, expressiveness, organization of elements and principles of art, craftsmanship, and how the artwork related to academic content. The second appraisal of art products involved emergent categorization with reference to Herberholz and Herberholz's (1994) categories of styles and student artistic development. Higher level thinking skills were determined from the Evaluation of Student Essays which measured academic knowledge, composition, and Bloom's higher level thinking stages of analysis, synthesis, and evaluation. Student attitudes toward social studies and science before and after treatment were measured using the Estes Attitude Survey (Estes, Johnstone, & Richards, 1975). T-tests, an analysis of variance (Anova) and data analysis were used to evaluate art production. T-tests were also used to evaluate student essays before and after each treatment.
520 $a Analysis of data indicated no significant differences between the art products of students in DBAE or IA. There were no significant differences in the attitudes or higher level thinking skills between students undergoing the DBAE or IA treatment. The emergent categorization of art production showed that DBAE produced more overall creativity and originality than IA. The researcher believes that students can benefit from a combination of both methods.
590 $a School code: 1194.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Psychology, Developmental. $3 1017557
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710 2 0 $a The University of Memphis. $3 1025952
773 0 $t Dissertation Abstracts International $g 60-06A.
790 $a 1194
790 1 0 $a Dietrich, Amy, $e advisor
791 $a Ed.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933450