http://hdl.handle.net/2144/972 Thu, 23 May 2013 10:39:41 GMT 2013-05-23T10:39:41Z http://hdl.handle.net/2144/5451 Understanding How the Role of an Artist-Teacher May Impact Student Learning and Teaching Practice Gronvold Roller, Nichole The definition of an artist-teacher has been an ongoing debate amongst many within the fine arts and art education. The following research is the journey of a newly proclaimed artist-teacher as she finds meaning in her newfound declaration with the dual identities. The action based research documented the happenings and insights of an artist-teacher, along with nineteen high school art students in Central Illinois. The researcher sought to discover whether an artist-teacher may work alongside students in a studio setting, investigating and analyzing both the positive and negative results. The goal of the research was to understand how the role of an artist-teacher may impact student learning and teaching practice. As a result of a triangulation approach to data collection, the researcher uncovered that an artist-teacher working alongside learners in a studio setting promoted a comfortable working environment that increased student interactions and dialogue. Additionally, the importance of an artist-teacher being reflective of practice was revealed as the researcher found such reflections to be a resourceful tool in order to better balance the dual roles that at times may become overwhelming. Art Education Research Project Wed, 15 May 2013 00:00:00 GMT http://hdl.handle.net/2144/5451 2013-05-15T00:00:00Z http://hdl.handle.net/2144/5448 TECHNOLOGY TOOLS IN THE MIDDLE SCHOOL ART ROOM Trausch, Christine M. The growing use of educational technology tools in the classroom was the impetus behind this study. This classroom-based study was conducted to determine how technology-based lessons in middle school art classes might impact student motivation, understanding, and art production. An art unit, enhanced with technology lessons, was presented to three sixth grade art classes to determine the answer to this question. Observation notes and student surveys were used to gain multiple perspectives of this phenomenon. Additional data supporting the results of this study include teacher interviews, observations of technology-based lessons in various classrooms, and literature based on similar studies. It was determined that technology-based lessons can be used to increase student motivation and to help students to more clearly understand new material. It was also determined that with increased motivation and understanding, students were more engaged in the art process, worked more independently, and produced more meaningful art pieces. Also noted in this study is the importance of carefully planned technology-based lessons. These lessons should be varied and creatively planned in order to maintain a positive impact on student learning. Thu, 09 May 2013 00:00:00 GMT http://hdl.handle.net/2144/5448 2013-05-09T00:00:00Z http://hdl.handle.net/2144/5436 Making Art Together: A Class's Collaborative Art Experience Pomranky, Esther This action research project explores the impact of a collaborative lesson on the behavior and relationships of students in a combined 3rd/4th grade class at St. Mary of the Lake School in Chicago. Students in this class exhibit immature behavior and unhealthy habits of relating to one another. The research aimed to discover the effects that working collaboratively might have on students’ behavior and relationships. Using principles of cooperative learning and community art, the researcher designed a collaborative lesson for a unit on symbolism. Students used bottle caps to create a large hanging mural of a class symbol. The results of this study support the results from other studies that indicate that cooperative learning can have positive effects on students’ relationships and motivation, but negative effects are also likely. The results also indicate that thorough planning and preparation is necessary for collaborative art lessons to be a success. Wed, 01 May 2013 00:00:00 GMT http://hdl.handle.net/2144/5436 2013-05-01T00:00:00Z http://hdl.handle.net/2144/5435 The Art Museum's Function In Education Riddle, Cara This paper explores the decision to close the school located at the Dayton Art Institute (DAI). While the School of the Dayton Art Institute (SDAI) was successful, and produced thriving artists and industrial designers for the region, within 15 miles of the DAI there was a new public university offering art degrees, a private university offering art degrees, and a community college offering classes in art. The SDAI decided to compile reports and examine their school through self-studies and made the decision to close its school in 1975. After careful consideration of these reports, interviews of previous faculty and students of the SDAI, and interviews of the current faculty of local universities, the decision to close the SDAI was found to be a wise choice. While the idea of attending an art museum-school is a desirable one, the degrees offered by area universities are more affordable and the separation of art museum and school was beneficial to this institute because it helped the DAI to focus its efforts on children’s programming to elevate it to national acclaim (Gorman, 2009). Tue, 30 Apr 2013 00:00:00 GMT http://hdl.handle.net/2144/5435 2013-04-30T00:00:00Z