Art Education Commons^™

Nurturing Personal Capacities Through Engagement In Art, Jennifer K. Fortuna

The Open Journal of Occupational Therapy

Andy Wunderlin, an artist based in Vicksburg, MI, provided the cover art for the Spring 2022 edition of The Open Journal of Occupational Therapy (OJOT). “Tree with Birds” is a 10” x 13” drawing made from colored pencil (see Figure 1). Andy’s style is uniquely photorealistic. His work involves meticulous attention to detail. Each piece takes between 6 months and 2 years to complete. For Andy, drawing provides a powerful source of motivation and purpose. Art has played an important role in the development of Andy’s personal capacities and potential.

Drawing Parallels In Art Science For Collaborative Learning: A Case Study, Karen Westland

The STEAM Journal

This research paper explores drawing as a tool to facilitate interdisciplinary practice. Outlined is the personal experience of PhD researcher [name removed] in their physics/craft research project, combined with thoughts and opinions from collaborators gathered through group discursive interviews. Interdisciplinary projects face interpersonal and conceptually ambiguous challenges which can be addressed through adopting drawing techniques for educational purposes. Findings highlight that drawing can assist across a breadth of applications as a learning tool for everyone, regardless of drawing ability, to improve the functionality of collaborative projects. Specifically, drawing combined with other communication techniques develops a performative communicative approach that enriches …

Formative Assessment & The Connections To Student Learning In Beginning Drawing, Craig Mickelson

Dissertations, Theses, and Projects

Abstract

This research study looked at the connection between authentic formative assessments given to students during the art making process. Multiple methods of both formative and summative assessment were used to measure whether student performance was increased with more or less feedback. During this research study, students completed a unit learning about how to use various value techniques in drawing that create a range of value along with showing creativity with surface textures. Such techniques included blending, hatching, cross-hatching and stippling. Students were assessed by their prior and post knowledge of terms and techniques used in this unit along with …

Drawing As Language, Rebecca B. Whitson

Theses and Dissertations

All too often, the “I can’t draw” sentiment is believed by both the frustrated adolescent and adult alike. This is especially evident within the school environment. This paper aims to discuss how visual art --specifically drawing-- is structured, formed and expressed as a type of language, similar to a verbal, written, or physical one. This may give hope to even the most reluctant drawer that they can learn how to draw, opening another means of communication. An individual attains fluency when they are adept at drawing through the use of expression, technical, and observational skills, through practice and motivation, and …

Understanding The Expressive Cartoon Drawings Of A Student With Autism Spectrum Disorder, Michael S. Collins

Theses and Dissertations

This study focuses on the highly expressive comic drawings of Amy, a child with autism. This study connects larger fields of research: the study of how people with autism spectrum disorder [ASD] process faces and emotions; and, research about artists with ASD. Amy's understanding of emotion was analyzed by asking her to view and identify humans and cartoon characters expressing different emotions. Her ability to illustrate emotion is tested by asking her to respond to various drawing prompts. The study concluded that Amy has difficulty identifying the emotions of humans and cartoons, but she does have the ability to illustrate …

Re-Imaging City Walls: Engaging Children To Replace Hostile Wall-Chalking With Their Drawings, Rabeya Jalil

Teaching Resource Archive

Experience how two art educators lead a community-based initiative by engaging children from suburban districts to revamp public walls; erase hate graffiti and wall- chalking and replace them with interactive drawings.

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 …

An Investigation Of The Use Of Verbalization To Improve Representational Drawing Performance, Patricia Waters

Theses : Honours

Drawing is a fundamental skill for the creation of art. This investigation set out to discover whether or not the application of verbalization to an efficient drawing strategy increased students' perceptual observation skills to enhance representational drawing ability. The study group consisted of 20 Year 8 art students from a northern suburbs coastal secondary school in Perth. Their ages ranged from 12 to 14 years. They were randomly divided into two groups, experimental and control. The pretest and posttest drawings of the students from both groups were analyzed by four expert judges using an evaluation guide to determine the accuracy …

Risd Press September 27, 1974, Students Of Risd, Risd Archives

All Student Newspapers

RISD press was a student newspaper published weekly in the early 1970s, a self-described attempt at consolidating all the information outlets of the school, including the previous student newspaper, Montage. The issue of September 27, 1974 had an article about the RISD Building Study report that took place in the summer. Also the RISD student board meeting for the activities budget outline was in this issue. Information about student health services, ads, classifieds, events listed for RISD students were mentioned.

The Art Institute Of Boston Course Catalog (1973), The Art Institute Of Boston

Art Institute of Boston (AIB) Course Catalogs

The Art Institute of Boston maintains, and always has maintained throughout the course of its long history, that the artist holds a unique position of responsibility in his society. Because the weight of his contribution is so widely felt in this age of the expanded media, the artist is expected to be not only innovator, but also arbitrator. The decisions which affect his life and his work influence a wide body of people who look to him for illumination.

Art cannot be taught as a development of certain visual talents separate from a larger awareness of life. The Art Institute …

The Art Institute Of Boston Course Catalog (1971-1972), The Art Institute Of Boston

Art Institute of Boston (AIB) Course Catalogs

The Art Institute of Boston maintains, and always has maintained throughout the course of its long history, that the artist holds a unique position of responsibility in his society. Because the weight of his contribution is so widely felt in this age of the expanded media, the artist is expected to be not only innovator, but also arbitrator. The decisions which affect his life and his work influence a wide body of people who look to him for illumination.

Art cannot be taught as a development of certain visual talents separate from a larger awareness of life. The Art Institute …

The Art Institute Of Boston Course Catalog (1968-1969), The Art Institute Of Boston

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1967-1968), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1966-1967), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

Exploring Some Approaches To Expressive Drawing, Donald Leroy Simmons

All Master's Theses

The purpose of this study was (1) to further the pedagogic and artistic knowledge and skills of this candidate in the area of expressive drawing, (2) to formulate new approaches or modify existing approaches to drawing so as to lessen inhibiting attitudes and rigid procedures during the act of drawing and encourage spontaneous and expressive drawing on the candidate's part, (3) to indicate implications this study might have for other artists, art teachers, or students, and (4) to contribute to an area in which little information is available.

School Of Practical Art Course Catalog (1963-1964), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1962-1963), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1960-1961), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1954-1955), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1952-1953), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1948-1949), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1947-1948), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1946-1947), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1945-1946), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation of basic work in graphic analysis, principles of freehand drawing, constructive design, composition, perspective, lettering, color theory, anatomy and life drawing. This is followed by the practical application of fundamentals. Here problems are assigned which are in every …

School Of Practical Art Course Catalog (1944-1945), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson. For twenty-nine years it has regularly and consistently trained its students to engage in remunerative work in those branches of art which are necessary to business and industry. Today it occupies an important position in the training and placing of artists in this work.

The drawings and paintings reproduced in this catalog are all original, and were made by students who began their art school training with no more talent than you are familiar with in high school work. Unusual talent is not necessary and you should …

School Of Practical Art Course Catalog (1943-1944), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson. For twenty-nine years it has regularly and consistently trained its students to engage in remunerative work in those branches of art which are necessary to business and industry. Today it occupies an important position in the training and placing of artists in this work.

The drawings and paintings reproduced in this catalog are all original, and were made by students who began their art school training with no more talent than you are familiar with in high school work. Unusual talent is not necessary and you should …

School Of Practical Art Course Catalog (1941-1942), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson. For twenty-nine years it has regularly and consistently trained its students to engage in remunerative work in those branches of art which are necessary to business and industry. Today it occupies an important position in the training and placing of artists in this work.

The drawings and paintings reproduced in this catalog are all original, and were made by students who began their art school training with no more talent than you are familiar with in high school work. Unusual talent is not necessary and you should …

School Of Practical Art Course Catalog (1933-1934), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson, who saw the great need of a school where young men and women could receive vocational training in practical art. The School is a pioneer in this line of work, and its twenty years of experience in teaching art that is practical has made its courses not only of permanent worth, but of immediate commercial value.

What can I do? This is a question that every high school boy and girl must answer sooner or later. Many have discovered during their high school years that they have …

The School Of Practical Art Course Catalog (1931-1932), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson because of the great need of a school where boys and girls could receive vocational training in practical art. The School is thus a pioneer in this line of work, and its sixteen years of experience in teaching only practical art has made its courses of real worth and commercial value. The School gives fundamental and practical instruction in all branches of commercial art, so that graduate of the School may be efficiently prepared to accept the varied opportunities open to trained men and women. The system …

The School Of Practical Art Course Catalog (1928-1929), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson because of the great need of a school where boys and girls could receive vocational training in practical art. The School is thus a pioneer in this line of work, and its sixteen years of experience in teaching only practical art has made its courses of real worth and commercial value. The School gives fundamental and practical instruction in all branches of commercial art, so that graduate of the School may be efficiently prepared to accept the varied opportunities open to trained men and women. The system …