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dc.contributor.authorOuellette, Pamelaen_US
dc.date.accessioned2012-06-01T17:02:44Z
dc.date.available2012-06-01T17:02:44Z
dc.date.issued2012-06-01
dc.identifier.urihttps://hdl.handle.net/2144/3821
dc.description.abstractLanguage informs the understanding and creation of art. This action research study was a focused examination of descriptive language intended to strengthen students’ analysis abilities, thereby giving them a broader base upon which to construct original visual ideas and solutions. The study connected students to artwork, their environment, and aspects of life through meaningful, descriptive language. An instructional unit was developed to incorporate these concepts and goals, and samples of student responses are given with brief analyses. Several methods of data collection were used including surveys, formal and informal interviews, observations, artwork, open-ended responses, and formative and summative assessments. Twenty-seven students in Lisbon High School’s Art Foundations classes participated in this study. These students were chosen as a general representation of the school’s population. The participants were a mix of boys and girls in grades nine through twelve representing diverse skill levels in visual arts and literacy, as well as a range of motivations, interests, and personalities. This research explored and documented creative benefits students experienced resulting from improved analysis skills.en_US
dc.language.isoen_US
dc.subjectAdolescentsen_US
dc.subjectCreative problem solvingen_US
dc.subjectAnalysisen_US
dc.subjectLanguageen_US
dc.subjectMotivationen_US
dc.titleAnalysis Skills and the Adolescent’s Creative Processen_US
dc.typeOtheren_US


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