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dc.contributor.authorConnolly, Erica B.en_US
dc.date.accessioned2012-01-25T03:37:42Z
dc.date.available2012-01-25T03:37:42Z
dc.date.issued2012-01-24
dc.identifier.urihttps://hdl.handle.net/2144/3686
dc.description.abstractThis study is representative of an exploration which investigated innovative ways of teaching art history to elementary students. The researcher incorporated singing, games, word puzzles, and take-home activity bags while introducing an art history focused unit with a family theme, to a class of third grade art students. The same unit was presented to a similarly paired third grade class, sans supplementary embellishments of songs, games or activities, yet assessments for art history content were measured in both classes. The data collected from these assessments revealed that students were able to demonstrate a stronger recognition of artists, their works, and genres, and present a familiarity with the related terms. As a result of having the additional exposure to the various teaching tools and methods, students seemed to engage more confidently in class discussions, and be able to relate their own works with those of the art history exemplars. The outcomes achieved by this particular investigation allude to a promising future of fostering an appreciation for art history.en_US
dc.language.isoen_US
dc.subjectArt historyen_US
dc.subjectElementary art educationen_US
dc.titleArt History in Art Educationen_US
dc.typeWorking Paperen_US


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