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1997

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Articles 31 - 43 of 43

Full-Text Articles in Art Education

Editorial, Karen T. Keifer-Boyd Jan 1997

Editorial, Karen T. Keifer-Boyd

Journal of Social Theory in Art Education

The group of six articles in this volume explore the theme “invisible in plain sight.” The authors examine the structures that enable or disable cultural visibility. They question: Who creates the visions of the world? Whose views are pre-empted?

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Table Of Contents Jan 1997

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 1997, Number Seventeen.

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Televised Gender Roles In Children’S Media: Covert Messages, Gaye Leigh Green Jan 1997

Televised Gender Roles In Children’S Media: Covert Messages, Gaye Leigh Green

Journal of Social Theory in Art Education

Encountering stereotypes promulgated by media representations is a daily occurrence. Information perpetuated in the media continually influences how people view the world. Female gender roles portrayed in television, for example, have altered from the 1950s stay-at-home mother portrayed by Barbara Billingsley in Leave It To Beaver, to postmodern portrayals of independent actress/mothers such as Jane Seymour. The messages that such diverse personifications suggest of motherhood are equally disparate. While television once perpetuated images of mothers as in the home caregivers, this domestic characterization has evolved into moms who now venture actively into the world.

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Living The Discourses, Ed Check, Grace Deniston, Dipti Desai Jan 1997

Living The Discourses, Ed Check, Grace Deniston, Dipti Desai

Journal of Social Theory in Art Education

Factors of social class, race, gender, and sexuality are important to any understanding of the social processes of art. Often, art educators discuss these factors in abstract terms, thereby confining discussion in art education to a set of identifiable variables constructed as static, universal, and homogeneous. The particularities of living and working in educational spaces structured along racist, classist, sexist, and homophobic lines remain largely unexplored. Recent scholarship in art education has begun to examine the particularities of these social relations (Garber, 1995; Stuhr, Krug, & Scott, 1995). But the fractures, dangers, and the erasures are not being articulated in …

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A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris Jan 1997

A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris

Journal of Social Theory in Art Education

Jim Wayne Miller, professor of English at Western Kentucky University, declared that school children in West Virginia have more exposure to other cultures than they do to their own. His concern was that, “Lack of knowledge about the area’s history helps perpetuate negative stereotypes about the region’s mountain people” (Associated Press, 1994). If the Mountain Culture, to which many of the students belong, is not reflected in the curriculum, their identity, voice, heritage, history, and arts are censored and the Mountain Cultural youth are rendered invisible in their own state. Results from a survey of three elementary schools located in …

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Book Reviews: Dennis Fehr, Kris King Fehr, & Karen Keifer-Boyd (Eds.) (2000) Real-World Readings In Art Education: Things Your Professors Never Told You, Yvonne Gaudelius Jan 1997

Book Reviews: Dennis Fehr, Kris King Fehr, & Karen Keifer-Boyd (Eds.) (2000) Real-World Readings In Art Education: Things Your Professors Never Told You, Yvonne Gaudelius

Journal of Social Theory in Art Education

Book review for Real-World Readings in Art Education: Things Your Professors Never Told You, Dennis Fehr, Kris King Fehr, Karen Keifer- Boyd (Editors), Falmer Press, New York, 2000.

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Contributors Jan 1997

Contributors

Journal of Social Theory in Art Education

No abstract provided.

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Secondary Arts Teachers' Perceptions Of Integrated Arts, Jeanette Giroud Jan 1997

Secondary Arts Teachers' Perceptions Of Integrated Arts, Jeanette Giroud

Theses: Doctorates and Masters

During the 1980s, research in the arts by Project Zero and Arts Propel revealed that in American schooling the areas of artistic intelligence and artistic education had been neglected. Gardner (1989) proposed a theory of multiple intelligences, suggesting that in addition to the linguistic and logical-mathematical forms, there are a number of distinct forms of intelligence that each individual may possess in varying degrees. The concept of multiple intelligences as opposed to "talent" in an art form offers the opportunity to view arts education in a new light. The original purpose of Arts Propel was to assess artistic potential in …

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The Role Of Visual Art Works In The Theory And Practice Of Education With Reference To The Perceptions Of Western Australian Primary Visual Arts Specialist Teachers, Diana J. Brown Jan 1997

The Role Of Visual Art Works In The Theory And Practice Of Education With Reference To The Perceptions Of Western Australian Primary Visual Arts Specialist Teachers, Diana J. Brown

Theses: Doctorates and Masters

The study examines the role of visual art works in primary education. This involves three levels of investigation. Level 1 examines the role of these art works in the main philosophies of visual arts education; Level 2 examines the role of visual art works in the Western Australia Art and Crqft K-7 Syllabus; and Level 3 examines visual arts primary specialist teachers' perceptions of the role of visual art works in their teaching programmes. The purpose is to establish the relationships between these three levels of analysis so as to contribute towards an explanation of the disparity between the high …

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Teaching Visual Arts Through Distance Education : An Evaluation Of The Program Anyone Can Draw, Jane Whelan Jan 1997

Teaching Visual Arts Through Distance Education : An Evaluation Of The Program Anyone Can Draw, Jane Whelan

Theses: Doctorates and Masters

The problem under investigation is concerned with the teaching of drawing through distance education. Traditionally drawing has occupied a central position in visual art teaching and learning and is still regarded as a significant area of visual arts education. In the visual arts curriculum of Western Australia, drawing, which is included in the broader term visual inquiry, is regarded as the foundation for studio practice. It is therefore appropriate to include drawing as part of every visual arts teaching program. The correspondence mode of teaching, which has a text-base, is a more formal style of teaching art than the responsive …

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The Pedagogical Significance Of The Life And Work Of Artist Helen Grey-Smith, Gwen Phillips Jan 1997

The Pedagogical Significance Of The Life And Work Of Artist Helen Grey-Smith, Gwen Phillips

Theses: Doctorates and Masters

Visual arts educational practice has been built upon a tradition which has neglected the work of women artists. The reasons for this are explored in the introduction to this research and in the literature review. The research will examine aspects of the lived experience and work of a Western Australian woman visual artist within a context of the traditional cultural and educational paradigms which influenced her development as a visual artist and which, it may be argued, continue to influence all visual artists. The participant in the research, Helen Grey Smith, has been a prominent member of the visual arts …

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A Comparison Of The Effectiveness Of Gross Motor Rhythm Imitation Training And Verbalised Rhythm Imitation Training In Developing Rhythm Imitation Skills In Pre-Primary Children, Liane Molewyk Jan 1997

A Comparison Of The Effectiveness Of Gross Motor Rhythm Imitation Training And Verbalised Rhythm Imitation Training In Developing Rhythm Imitation Skills In Pre-Primary Children, Liane Molewyk

Theses : Honours

The purpose of this study was to compare the effectiveness of Gross-motor Rhythm Imitation Training and Verbalised Rhythm Imitation Training in developing rhythm imitation skills in pre-primary children. Students of two pre-primary classes, with the same teacher, from a middle class metropolitan, co-educational government school were the participants in the research. One class was involved in the Gross-motor Rhythm Imitation Training Programme and the other in the Verbalised Rhythm Imitation Training Programme. The training programme was conducted four days a week for eight consecutive weeks. The researcher devised a ‘Rhythm Imitation Test' which was conducted before and after the training …

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Yearbook, 1997, Risd Archives, Center For Student Involvement (Csi) Jan 1997

Yearbook, 1997, Risd Archives, Center For Student Involvement (Csi)

RISD Yearbooks

No abstract provided.

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