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
Conversational Reality
Motivation and Learning
Adult Education
Action Research: Methodology and Principles
Art in Schools: Practice
Technology in Schools
Conclusion: Seeking an Articulation
CHAPTER III: METHOD
The Site
The Participants
Data Sources
Procedure
Researcher's Role
Data Analysis
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
BIBLIOGRAPHY
Appendix II - The State Guidelines for Art Education
§117.51. Implementation of A Southwestern State Essential Knowledge and
Skills for Fine Arts, High School.
The provisions of this subchapter shall supersede §75.67 of this title
(relating to Fine Arts) beginning September 1, 1998.
Source: The provisions of this §117.51 adopted to be effective September
1, 1998, 22 SWReg 4943.
§117.52. Art, Level I.
(a) General requirements. Students may fulfill fine arts and elective requirements
for graduation by successfully completing the following art course: Art I (one
credit).
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical
and cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire. Students
rely on their perceptions of the environment, developed through increasing visual
awareness and sensitivity to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts and ideas creatively,
while challenging their imagination, fostering reflective thinking, and developing
disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect
for the traditions and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development of lifelong skills
of making informed judgments and evaluations.
(c) Knowledge and skills.
(1)Perception. The student develops and organizes ideas from the environment.
The student is expected to: (A)illustrate ideas for artworks from direct observation,
experiences, and imagination; and (B) compare and contrast the use of art elements
(color, texture, form, line, space, value) and art principles (emphasis, pattern,
rhythm, balance, proportion, unity) in personal artworks and those of others,
using vocabulary accurately.
(2) Creative expression/performance. The student expresses ideas through original
artworks, using a variety of media with appropriate skill. The student is expected
to: (A) create visual solutions by elaborating on direct observation, experiences,
and imagination; (B) create designs for practical applications; and (C) demonstrate
effective use of art media and tools in design, drawing, painting, printmaking,
and sculpture.
(3) Historical/cultural heritage. The student demonstrates an understanding
of art history and culture as records of human achievement. The student is expected
to: (A) compare and contrast historical and contemporary styles, identifying
general themes and trends; (B) describe general characteristics in artworks
from a variety of cultures; and (C) compare and contrast career and avocational
opportunities in art.
(4) Response/evaluation. The student makes informed judgments about personal
artworks and the artworks of others. The student is expected to: (A) interpret,
evaluate, and justify artistic decisions in personal artworks; and (B) select
and analyze original artworks, portfolios, and exhibitions by peers and others
to form precise conclusions about formal qualities, historical and cultural
contexts, intents, and meanings.
Source: The provisions of this §117.52 adopted to be effective September
1, 1998, 22 SWReg 4943.
§117.53. Art, Level II.
(a) General requirements. Students may fulfill fine arts and elective requirements
for graduation by successfully completing one or more of the following art courses:
Drawing II, Painting II, Printmaking II, Fibers II, Ceramics II, Sculpture II,
Jewelry II, Photography II, Electronic Media II (one credit per course). The
prerequisite for each Level II art course is one credit of Art I.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical
and cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire. Students
rely on their perceptions of the environment, developed through increasing visual
awareness and sensitivity to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts and ideas creatively,
while challenging their imagination, fostering reflective thinking, and developing
disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect
for the traditions and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development of lifelong skills
of making informed judgments and evaluations.
(c) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment.
The student is expected to: (A) interpret visual parallels between the structures
of natural and human-made environments; and (B) compare suitability of art materials
and processes to express specific ideas relating to visual themes, using precise
art vocabulary.
(2) Creative expression/performance. The student expresses ideas through original
artworks, using a variety of media with appropriate skill. The student is expected
to: (A) formulate multiple solutions to expand personal themes that demonstrate
intent; (B) apply design skills in creating practical applications, clarifying
presentations, and defining choices made by consumers; and (C) select from a
variety of art media and tools to communicate specific ideas in drawing, painting,
printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking,
and electronic media-generated art.
(3) Historical/cultural heritage. The student demonstrates an understanding
of art history and culture as records of human achievement. The student is expected
to:(A) study a selected historical period or style of art; (B) analyze specific
characteristics of artworks in various cultures; and (C) select and research
career and avocational choices in art.
(4) Response/evaluation. The student makes informed judgments about personal
artworks and the artworks of others. The student is expected to: (A) select
and critique artworks in progress, making decisions about future directions
in personal work; and (B) select and critique original artworks, portfolios,
and exhibitions by peers or others.Source: The provisions of this §117.53
adopted to be effective September 1, 1998, 22 SWReg 4943.
§117.54. Art, Level III.
(a) General requirements. Students may fulfill fine arts and elective requirements
for graduation by successfully completing one or more of the following art courses:
Drawing III, Painting III, Printmaking III, Fibers III, Ceramics III, Sculpture
III, Jewelry III, Photography III, Art History III, Graphic Design III, Electronic
Media III, the College Board Advanced Placement (AP) Drawing, AP General Art
Portfolio, AP History of Art, International Baccalaureate (IB) Art/Design SL
Option A, IB Art/Design SL Option B, IB Art/Design HL (one credit per course).
The prerequisite for Art History III, Graphic Design III, AP General Art Portfolio,
AP History of Art, IB Art/Design SL Option A, IB Art/Design SL Option B, and
IB Art/Design HL is one credit of any Art II course. The prerequisite for all
other Level III art courses is one credit of Art II in the corresponding discipline.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical
and cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire. Students
rely on their perceptions of the environment, developed through increasing visual
awareness and sensitivity to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts and ideas creatively,
while challenging their imagination, fostering reflective thinking, and developing
disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect
for the traditions and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development of lifelong skills
of making informed judgments and evaluations.
(c) Knowledge and skills.
(3) Perception. The student develops and organizes ideas from the environment.
The student is expected to: (A) analyze visual characteristics of natural and
illustrating flexibility in solving problems, creating multiple solutions, and
thinking imaginatively; and (B) analyze visual qualities to express the meaning
of images and symbols, using precise art vocabulary.
(2) Creative expression/performance. The student expresses ideas through original
artworks, using a variety of media with appropriate skill. The student is expected
to:(A) solve visual problems by planning and attempting a variety of solutions;
(B) solve visual problems and develop multiple solutions for designing ideas,
clarifying presentations, and evaluating consumer choices, using design skills;
and (C) select from a variety of art media and tools to express intent in drawing,
painting, printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking,
and electronic media-generated art.
(3) Historical/cultural heritage. The student demonstrates an understanding
of art history and culture as records of human achievement. The student is expected
to: (A) study a selected period, style, or movement in art; (B) trace influences
of various cultures on contemporary artworks; and (C) analyze a selected career
opportunity in art, identifying the training, skills, and plan of action necessary
for realizing such a goal.
(4) Response/evaluation. The student makes informed judgments about personal
artworks and the artworks of others. The student is expected to: (A) select
artworks for a personal portfolio based on evaluation of developmental progress,
competency in problem-solving, and a variety of visual ideas; and (B) analyze
original artworks, portfolios, and exhibitions to form conclusions about formal
qualities, historical and cultural contexts, intents, and meanings and to show
innovation and provide examples of in-depth exploration of one or more themes.
Source: The provisions of this §117.54 adopted to be effective September
1, 1998, 22 SWReg 4943.
§117.55. Art, Level IV.
(a) General requirements. Students may fulfill fine arts and elective requirements
for graduation by successfully completing one or more of the following art courses:
Drawing IV, Painting IV, Printmaking IV, Fibers IV, Ceramics IV, Sculpture IV,
Jewelry IV, Photography IV, Graphic Design IV, Electronic Media IV, the College
Board Advanced Placement (AP) Drawing, AP General Art Portfolio, AP History
of Art, International Baccalaureate (IB) Art/Design SL Option A, IB Art/Design
SL Option B, and IB Art/Design HL (one credit per course). The prerequisite
for AP General Art Portfolio, AP History of Art, IB Art/Design SL Option A,
IB Art/Design SL Option B, and IB Art/Design HL is one credit of any Art II
course. The prerequisite for all other Level IV art courses is one credit of
Art III in the corresponding discipline.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical
and cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire. Students
rely on their perceptions of the environment, developed through increasing visual
awareness and sensitivity to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts and ideas creatively,
while challenging their imagination, fostering reflective thinking, and developing
disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect
for the traditions and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development of lifelong skills
of making informed judgments and evaluations.
(c) Knowledge and skills.
(3) Perception. The student develops and organizes ideas from the environment.
The student is expected to: (A) create themes for personal artworks that integrate
a broad range of visual observations, experiences, and imagination; and (B)
make subtle discriminations in analyzing complex visual relationships and content,
using precise art vocabulary.
(4) Creative expression/performance. The student expresses ideas through original
artworks, using a variety of media with appropriate skill. The student is expected
to: (A) produce an original body of artwork that integrates information from
a variety of sources and demonstrates sustained, self-directed investigations
into specific themes; (B) evaluate and justify design ideas and concepts for
use in personal artworks; and (C) create artworks, singularly and in series,
by selecting from a variety of art materials and tools appropriate to course
work in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry,
photography/filmmaking, and electronic media-generated art.
(3) Historical/cultural heritage. The student demonstrates an understanding
of art history and culture as records of human achievement. The student is expected
to:(A) identify and illustrate art history as a major source of interpretation;
(B) analyze and evaluate the influence of contemporary cultures on artworks;
and (C) evaluate a selected career in art, justifying the choice.
(4) Response/evaluation. The student makes informed judgments about personal
artworks and the artworks of others. The student is expected to: (A) develop
evaluative criteria for selecting artworks to include in a portfolio and senior
exhibition that demonstrate a high level of creativity and expertise (B) analyze
a wide range of artworks to form conclusions about formal qualities, historical
and cultural contexts, intents, and meanings.Source: The provisions of this
§117.55 adopted to be effective September 1, 1998, 22 SWReg 4943.