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Effects of discipline-based art education and interdisciplinary art education on artistic development and production, higher-level thinking, and attitudes toward science and social studies.

机译：学科艺术教育和跨学科艺术教育对艺术发展和生产，更高层次的思维以及对科学和社会研究的态度的影响。

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摘要

This research was conducted to assess the effectiveness of discipline-based art education (DBAE) and interdisciplinary art (IA) teaching methods on art production, higher level thinking skills, and attitudes toward science and social studies. Two of the sixth-grade classes at a rural West Tennessee school were taught using the DBAE method and two were given the IA treatment.;The evaluation of art production was two-fold using an Evaluation of Student Art Projects (Herberholz & Herberholz, 1994) which anonymously measured each group of projects on creativity, expressiveness, organization of elements and principles of art, craftsmanship, and how the artwork related to academic content. The second appraisal of art products involved emergent categorization with reference to Herberholz and Herberholz's (1994) categories of styles and student artistic development. Higher level thinking skills were determined from the Evaluation of Student Essays which measured academic knowledge, composition, and Bloom's higher level thinking stages of analysis, synthesis, and evaluation. Student attitudes toward social studies and science before and after treatment were measured using the Estes Attitude Survey (Estes, Johnstone, & Richards, 1975). T-tests, an analysis of variance (Anova) and data analysis were used to evaluate art production. T-tests were also used to evaluate student essays before and after each treatment.;Analysis of data indicated no significant differences between the art products of students in DBAE or IA. There were no significant differences in the attitudes or higher level thinking skills between students undergoing the DBAE or IA treatment. The emergent categorization of art production showed that DBAE produced more overall creativity and originality than IA. The researcher believes that students can benefit from a combination of both methods.
机译：这项研究旨在评估基于学科的艺术教育（DBAE）和跨学科艺术（IA）的教学方法在艺术创作，更高水平的思维技能以及对科学和社会研究的态度上的有效性。在西田纳西州农村学校中，有两个六年级的班级使用DBAE方法进行了授课，而两个班级则接受了IA处理。 ）以匿名方式衡量每组项目的创造力，表现力，元素和艺术原理的组合，工艺，以及艺术品与学术内容的关系。对艺术产品的第二次评估涉及到新兴的分类，参考了赫伯霍尔兹和赫伯霍尔兹（1994）的样式类别和学生的艺术发展。高水平的思维技能是根据《学生论文的评估​​》确定的，该论文评估了学术知识，构成和Bloom的较高层次的思维阶段的分析，综合和评估。使用Estes态度调查（Estes，Johnstone和Richards，1975年）测量学生在治疗前后对社会研究和科学的态度。使用T检验，方差分析（Anova）和数据分析来评估艺术品。每次治疗之前和之后，还使用T检验来评估学生的论文。;数据分析表明，DBAE或IA的学生的艺术品之间没有显着差异。接受DBAE或IA治疗的学生在态度或更高水平的思考技能上无显着差异。艺术品的新兴分类表明，DBAE比IA产生了更多的整体创造力和独创性。研究人员认为，学生可以从两种方法的组合中受益。

著录项

  • 作者

    Smith, Lisa Lessenberry.;

  • 作者单位

    The University of Memphis.;

  • 授予单位 The University of Memphis.;
  • 学科 Education Art.;Education Social Sciences.;Education Educational Psychology.;Psychology Developmental.;Education Sciences.
  • 学位 Ed.D.
  • 年度 1999
  • 页码 98 p.
  • 总页数 98
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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