dissertation proposal by temi rose 2/20/02
Table of Contents
CHAPTER ONE: THE PROBLEM STATEMENT
A National Perspective
Art in Academia: Valuing Aesthetic Cognition
Technology in Education: Ethical Considerations
Art and ritual.
Learning, Change and Democracy
Rationale for this Study
CHAPTER II: LITERATURE REVIEW
Introduction: Weaving a Web
Art in Schools: Theory
Justice, Responsibility and Care
Motivation and Learning
Action Research: Methodology and Principles
Art in Schools: Practice
Technology in Schools
Conclusion: Seeking an Articulation
CHAPTER III: METHOD
APPENDIX I - THE STATE GUIDELINES FOR TECHNOLOGICAL EDUCATION
APPENDIX II - THE STATE GUIDELINES FOR ART EDUCATION
APPENDIX III LETTER FROM RESEARCHER TO THE CAMPUS LEADERSHIP COMMITTEE
APPENDIX IV FROM THE FINE ARTS ACADEMY COORDINATOR: E-MAIL INITIATING CONTACT WITH RESEARCH COMMUNITY
INTRODUCTION: WEAVING A WEB
Ellen Dissanayake, in her book, What is art for? (1988), described in her introduction her explicatory procedure: because she was attempting to synthesize a variety of literatures, she chose to describe each one separately and in the final chapters, bring her analyses into the synthesis that she stated was the purpose of her book. The metaphor she used was a paint-by-numbers picture: she would paint in all the green, then all the red until at last she could show the picture as a whole to the reader. I share Dissanayakes procedural concerns: in order to synthesize several literatures, I need to describe each one before, asking the reader to appreciate that these literatures present a variety of intersecting perspectives on conversation, change and democratic education. All the perspectives are salient to this study. Although I share Dissanayakes procedure, my metaphor would be of weaving rather than of painting. Each perspective has contributed a strand that is vital to the strength of the whole fabric. Describing the fabric without giving each strand its own distinctive coloration would muddy the picture in the reader's mind. The image I am hoping to invoke is a fabric of many colors and textures whose aggregate strength is philosophically monumental. This fabric supports a tapestry that tells a story honoring pluralism, humanitarianism and democratic practice. As stated in the introduction, writing about education is synecdochal. I trust the reader to understand that this chapter will weave specificity and philosophical perspective into an overview of the literature relevant to this study.
In the following sections of the literature review, I will be building on a foundation of premises covered in the introduction. These premises are that art is a fundamental human activity and, as domains of pedagogy, praxis, and cognition, art and science are mutually responsive and interdependent. Information technology can benefit both the art and the science curriculum, and the moral obligation inherent in democratic education is to provide experiences and environments in which democratic processes can be practiced, emerge and evolve.
The following sections are titled according to the themes discussed therein: 1) art in schools: theory; 2) justice, responsibility, and care; 3) conversational reality; 4) motivation and learning; 5) adult education; 6) action research; 7) art in schools: practice; and 8) technology in schools. The first six sections are primarily theoretical and philosophical explorations. The last two sections discuss research studies concerned with concrete manifestations of theories in practice.
We begin the next section with John Deweys perspective on art, education, experience and democracy. next