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Drawing and painting in the middle s...

Hafeli, Mary Claire.

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Drawing and painting in the middle school: Intentions, decisions and judgments of students and their teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Drawing and painting in the middle school: Intentions, decisions and judgments of students and their teachers./
Author:	Hafeli, Mary Claire.
Description:	284 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0622.
Contained By:	Dissertation Abstracts International60-03A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9921386
ISBN:	059920592X

Drawing and painting in the middle school: Intentions, decisions and judgments of students and their teachers.
Hafeli, Mary Claire.

Drawing and painting in the middle school: Intentions, decisions and judgments of students and their teachers. - 284 p.

Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0622.

Thesis (Ed.D.)--Columbia University Teachers College, 1999.

The ability to determine the success and merit of one's own work in the art studio is an essential quality of mature artists and developing students alike. This dissertation examines the intentions for student work of middle school students and their teachers and describes the process by which judgments about students' works are made. The study is focused on three groups of questions: (a) In what ways are teachers' and students' intentions for a given lesson the same? In what ways are they different? (b) In what ways are the criteria that teachers use to judge the quality of student work the same or different from those used by students to judge their work? In what ways are aesthetic codes communicated in the art class? and (c) In what ways do teachers' and students' judgments influence the evolution of students' works?

ISBN: 059920592XSubjects--Topical Terms:

1018432
Education, Art.

Drawing and painting in the middle school: Intentions, decisions and judgments of students and their teachers.
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100 1 $a Hafeli, Mary Claire. $3 1254007
245 1 0 $a Drawing and painting in the middle school: Intentions, decisions and judgments of students and their teachers.
300 $a 284 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0622.
500 $a Sponsor: Judith Burton.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 1999.
520 $a The ability to determine the success and merit of one's own work in the art studio is an essential quality of mature artists and developing students alike. This dissertation examines the intentions for student work of middle school students and their teachers and describes the process by which judgments about students' works are made. The study is focused on three groups of questions: (a) In what ways are teachers' and students' intentions for a given lesson the same? In what ways are they different? (b) In what ways are the criteria that teachers use to judge the quality of student work the same or different from those used by students to judge their work? In what ways are aesthetic codes communicated in the art class? and (c) In what ways do teachers' and students' judgments influence the evolution of students' works?
520 $a Using an interpretive, case study framework and a stimulated recall method, the study engaged teachers and students in analyzing the development of students' art works from the view points of both the teachers' goals and expectations for the lessons and the students' own intentions for their works. It was found that students' goals for their works at times fit with and at times conflicted with the expectations of their teachers. In instances of conflicting goals and intentions for students' works, students actively resisted changes or elaboration suggested by their teacher. The study also highlighted the practice of negotiation of the lesson guidelines and negotiation of students' ideas in which students and teachers compromised or changed their views regarding acceptable outcomes of the lesson in order to satisfy the wishes of “the other.” Implications and recommendations for future practice include the need for teachers to negotiate the guidelines and requirements for lessons based on their own goals for student learning and their understanding of students' goals for representation and meaning in their works.
590 $a School code: 0055.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
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710 2 0 $a Columbia University Teachers College. $3 1250841
773 0 $t Dissertation Abstracts International $g 60-03A.
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790 1 0 $a Burton, Judith, $e advisor
791 $a Ed.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9921386