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Exploring visual art and self-expres...

Lawson, Rori Lynn.

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Exploring visual art and self-expression.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploring visual art and self-expression./
Author:	Lawson, Rori Lynn.
Description:	110 p.
Notes:	Adviser: Peter Hemingway.
Contained By:	Masters Abstracts International40-05.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ65761
ISBN:	0612657612

Exploring visual art and self-expression.
Lawson, Rori Lynn.

Exploring visual art and self-expression. - 110 p.

Adviser: Peter Hemingway.

Thesis (M.Ed.)--The University of Regina (Canada), 2001.

In this research, I explored visual art and self-expression through naturalistic inquiry. The participants were four boys between the ages of six and eleven. They attended eight art making sessions designed to encourage exploration and the experience of the many facets that visual art provides. One of the basic ingredients of a creative art experience is the relationship between the artist and the environment. By providing a supportive environment in which to work the participants were given a chance to reveal a part of themselves in how they thought, felt, and saw (Lowenfeld & Brittain, 1987). Because the researcher was interested in exploration of the visual art experience, the end product was secondary to the process of creating visual art. The participants expressed thoughts, feelings, interests, and knowledge of their environment in both their creative expressions and verbal discussions. Through the use of observations, pre- and post-interviews, and videotape analysis, the boys' experiences were explored in depth for themes and patterns. Using Merriam's (1988) outline for qualitative data analysis, 8 primary categories and 3 secondary categories emerged: primary: performance art/kinestic, innovation, experience, frustration and conflict, community building, interaction with researcher, free discussion, secondary: planning/group decision making, concentration, and free expression. The findings appear to show that visual art expression in a supportive environment has some positive affect on self-esteem and learning. The implications of these findings are numerous, and may have an impact on the fields of counselling, education, art therapy, and community art programs. Further research expanding upon the use of visual art would be useful in other contexts and with other populations to expand this area of study.

ISBN: 0612657612Subjects--Topical Terms:

1018432
Education, Art.

Exploring visual art and self-expression.
LDR:02678nam 2200277 a 45 001 930472
005 20110429
008 110429s2001 eng d
020 $a 0612657612
035 $a (UnM)AAIMQ65761
035 $a AAIMQ65761
040 $a UnM $c UnM
100 1 $a Lawson, Rori Lynn. $3 1254034
245 1 0 $a Exploring visual art and self-expression.
300 $a 110 p.
500 $a Adviser: Peter Hemingway.
500 $a Source: Masters Abstracts International, Volume: 40-05, page: 1106.
502 $a Thesis (M.Ed.)--The University of Regina (Canada), 2001.
520 $a In this research, I explored visual art and self-expression through naturalistic inquiry. The participants were four boys between the ages of six and eleven. They attended eight art making sessions designed to encourage exploration and the experience of the many facets that visual art provides. One of the basic ingredients of a creative art experience is the relationship between the artist and the environment. By providing a supportive environment in which to work the participants were given a chance to reveal a part of themselves in how they thought, felt, and saw (Lowenfeld & Brittain, 1987). Because the researcher was interested in exploration of the visual art experience, the end product was secondary to the process of creating visual art. The participants expressed thoughts, feelings, interests, and knowledge of their environment in both their creative expressions and verbal discussions. Through the use of observations, pre- and post-interviews, and videotape analysis, the boys' experiences were explored in depth for themes and patterns. Using Merriam's (1988) outline for qualitative data analysis, 8 primary categories and 3 secondary categories emerged: primary: performance art/kinestic, innovation, experience, frustration and conflict, community building, interaction with researcher, free discussion, secondary: planning/group decision making, concentration, and free expression. The findings appear to show that visual art expression in a supportive environment has some positive affect on self-esteem and learning. The implications of these findings are numerous, and may have an impact on the fields of counselling, education, art therapy, and community art programs. Further research expanding upon the use of visual art would be useful in other contexts and with other populations to expand this area of study.
590 $a School code: 0148.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0273
690 $a 0525
710 2 0 $a The University of Regina (Canada). $3 1017617
773 0 $t Masters Abstracts International $g 40-05.
790 $a 0148
790 1 0 $a Hemingway, Peter, $e advisor
791 $a M.Ed.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ65761