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Articles 1 - 7 of 7
Full-Text Articles in Education
Understanding How Perceptions Of Power And Identity Influence Student Engagement And Teaching In Undergraduate Art History Survey Courses, Rebecka A. Black
Understanding How Perceptions Of Power And Identity Influence Student Engagement And Teaching In Undergraduate Art History Survey Courses, Rebecka A. Black
Art History Pedagogy & Practice
Student engagement in undergraduate art history survey courses has been a concern of art historians for decades. In this article I discuss my dissertation study in which I explored how perceptions of student and teacher identity, acting within classroom power dynamics, influence student engagement and pedagogy in undergraduate art history survey courses. Through concept mapping, interviews, and observations of three instructors and nine students in undergraduate art history survey courses at a public university in southeastern Texas, I explore perceptions of students and instructors regarding self, each other, course content, teaching style, and expectations of one another to understand how …
The Metacognitive And Exploratory Use Of The Concept Map For Thematic Art History Papers In The Survey Course, Leda Cempellin
The Metacognitive And Exploratory Use Of The Concept Map For Thematic Art History Papers In The Survey Course, Leda Cempellin
Art History Pedagogy & Practice
This article examines how the introduction of pedagogical interventions in the art history survey class, made by using concept maps beyond an initial brainstorming phase and rather as an active-learning strategy in aid to developing thematic papers, impacts students’ perception of their usefulness. The qualitative and quantitative data gathered included two questionnaires, one submitted periodically throughout the semester and one after the concept map and term paper were completed. Additionally, this study presents a visual analysis of three sample sets of students’ concept maps to illustrate the levels of deep, surface, and non-learning. The results reveal that assigning students the …
Assessing Undergraduate Fashion History Research Via Content Analysis, Justine De Young
Assessing Undergraduate Fashion History Research Via Content Analysis, Justine De Young
Art History Pedagogy & Practice
Undergraduate art history students are often asked to write research essays on specific artworks, but that research is rarely considered publishable or reliable. This article analyzes undergraduate student essays on fashion history to determine whether the research produced can be considered reliable according to generally accepted art historical standards. It employs content analysis to make those determinations in addition to the instructor's own standards and those governing the Fashion History Timeline, an open-access hub of fashion history research. The article investigates the impact of a multi-stage writing and revision process on student writing outcomes and on student grades. Finally, it …
Understanding The Student Perspective Of Art History Survey Course Outcomes Through Game Development, Joshua Yavelberg, Kelly Donahue-Wallace
Understanding The Student Perspective Of Art History Survey Course Outcomes Through Game Development, Joshua Yavelberg, Kelly Donahue-Wallace
Art History Pedagogy & Practice
This heuristic, design-based research study examines student perceptions of their learning experience in the art history survey course as manifested through a game design process. With the purpose of improving upon the lecture model of the standard art history survey, two sections of a capstone class of interdisciplinary art and design students—who had all taken the survey as part of their degree programs—selected learning objectives and designed games to accompany the introductory class. The researchers used the game design process to understand first how students perceived the survey class, its learning objectives, and the students’ experiences. Then the investigation addressed …
Art History, Art Museums, And Power: A Critical Art History Curriculum, Kristina Elizondo
Art History, Art Museums, And Power: A Critical Art History Curriculum, Kristina Elizondo
Art History Pedagogy & Practice
Engaging in the recent tradition of disciplinary and instructional self-critique by art historians teaching at the college level, this teaching practice reflection pursues the question of how an art history survey class can benefit from activities grounded in theoretical texts. In the format of scholarly personal narrative (SPN), a personal background and justification for incorporating critical theory-based lessons into the introductory art history curriculum, including narrative descriptions of four curricular areas and an example museum project, are detailed. The article paints a personal picture as well as extols the general benefits, based on the author’s perspective and experiences, of incorporating …
Addressing Visual Literacy In The Survey: Balancing Transdisciplinary Competencies And Course Content, Sarah Archino
Addressing Visual Literacy In The Survey: Balancing Transdisciplinary Competencies And Course Content, Sarah Archino
Art History Pedagogy & Practice
Inspired by partnerships between medical schools and museums that produce measurable outcomes in the frequency and sophistication of diagnostic observations through limited art history-based interventions, this paper documents the re-orientation of a traditional art history survey course to explicitly address foundational visual literacy skills. This Spring 2019 pilot implemented a series of exercises and assessments designed to directly target transdisciplinary components of visual literacy and to highlight these competencies through student discussion and reflection with minimal disruption. This study employed content analysis and qualitative coding of pre- and post-tests to capture and characterize the number and types of observations made …
Guest Editor's Introduction To Special Issue On Sotl-Ah, Kelly Donahue-Wallace
Guest Editor's Introduction To Special Issue On Sotl-Ah, Kelly Donahue-Wallace
Art History Pedagogy & Practice
No abstract provided.