"It might get messy, or not be right"; scribble as postdevelopmental art

Drawing on Deleuzian philosophy, posthumanism and postmodernism, this chapter offers a theoretical basis that challenges developmentalism, as well as an application to scribble of that theoretical basis. The chapter considers what shifting our perspective on scribble means for the design and implementation of art-making experiences for young children

"It might get messy, or not be right"; scribble as postdevelopmental art

Drawing on Deleuzian philosophy, posthumanism and postmodernism, this chapter offers a theoretical basis that challenges developmentalism, as well as an application to scribble of that theoretical basis. The chapter considers what shifting our perspective on scribble means for the design and implementation of art-making experiences for young children

A curriculum guide for art in the elementary grades

Thesis (Ed.M.)--Boston Universit

The Reality of Things: Mark Rothko’s Progression from Figuration to Abstraction

Nothing, at first glance, seems a more unlikely point of departure for a discussion of Mark Rothko’s Color Field paintings than his work under the Art Students League. The two eras belong to different poles of artistic instinct: the first, dark paints thickly impastoed, raw and unfounded in the first hesitant attempt at the human figure, the other, thin washes of gossamer color in hazy geometric form. However, where these two eras coincide is where we find Rothko’s most crucial concerns as he embarked on the creation of his mature format

Fantasia on a Theme of Purpose: Using a Music-Guided Scribble Technique to Support Meaning-Making in Older Adult Retiree Musicians

Within the population of older adults, overall well-being corresponds with the ability to self-actualize and seek meaning, but age-related changes combined with ageism and isolation can negatively impact this capacity to maintain a sense of purpose, especially following retirement. It may be that retired musicians are especially vulnerable to this experience later in life due to a loss of the primary method of creative engagement and community that is facilitated by musical performance in a group setting. Integrating phenomenological and ethnographic approaches, this study utilized a qualitative design to understand how music-guided art-making incorporating the scribble technique could support a sense of purpose among older adult retiree musicians. In an art-based intervention that collected art and interview data, participants responded to self-selected music with a variety of fluid and resistive drawing materials categorized as Media Dimension Variables (MDV). Data analysis was executed in conjunction with theories of Acceptance and Commitment Therapy (ACT) and the Expressive Therapies Continuum (ETC). Results obtained via thematic analysis suggested that the intervention facilitated access to creative intentionality in support of a sense of purpose. The process of self-selecting music that was rich with personal significance provided an optimal frame of reference in a novel art experiential that engaged individual strengths, values, and expertise. Responding to music in real-time with a kinesthetically-focused drawing technique presented a non-threatening approach to visual composition; the spontaneity in this process also offered opportunities for self-discovery and contact with the present moment

Training preschool teachers in creative art activities : the effects of a prescribed methodology.

Previous research does not address the integral role art plays in early childhood education and preschool teachers and providers are rarely trained to teach art creatively. This study presents a framework for training early childhood providers in the developmental and psychological aspects of early childhood art, and the methodology of formulating and teaching creative art activities. The study assessed the effectiveness of this training in changing attitudes and behaviors of preschool teachers and day care providers, regarding the value of art for the young child and methods of teaching art to children. The sample was composed of 73 preschool teachers, assistant teachers, and family day care providers in Western Massachusetts. The treatment group received training in creative art activities. Both groups were administered pre- and post- tests regarding attitudes towards children\u27s art, a demographic survey and a researcher-designed preschool and day care questionnaire. After the training the subjects\u27 styles of teaching art to young children were observed and evaluated. The treatment group completed an evaluation of the training, a self-evaluation form and participated in post- training interviews. The effectiveness of the training program was confirmed by the evaluations. Subjects found the training was important to their professional growth. Statistical findings reveal significant differences for 11 of the 23 items on the Likert-type attitude pretest and posttest. Non-significant findings show a change in the expected direction for almost all items. Although the control group also showed change on some items, their change was always smaller than that of the treatment group. The data showed that overall, educational level made no difference in participants\u27 attitudes towards the value of children\u27s art. The methodology and behavior of teaching art by treatment group subjects were more effective than the control group. When observed, treatment group subjects displayed a smaller percentage of dictated art activities. Both groups displayed an equal percentage of creative art activities in their facilities. The results of this study indicate the importance of teaching art creatively with an awareness of the developmental and psychological implications for preschool children. It depicts positive implications for future research

Moments of repetition in the process of art production: Temporalities, labour, appropriations and authorship

This practice based PhD is an enquiry into repetition found in relation to the visual art object, specifically the repetition that operates within the process of art production. There is some precedence for the consideration of repetition observed as a repeated subject or object, and especially the Warholian like repeated image. Rosalind Krauss observed in The Originality of the Avant-Garde: A Postmodernist Repetition that many artists are 'condemned to repeating as if by compulsion, the logically fraudulent original' (1981). This research considers a different presentation of repetition, the repeated action of labour that accumulates during the process of production. A body of artworks, that for the purpose of the research I describe as labourwork, was conceived and made with the concerns of repetition at the core of its process. Personal reflection and a close critical analysis of each labourwork, allowed for the identification of a number of issues that are significant to the consideration of repetition as it relates to the process of production. They include 'failure through repetition1, 'temporality', 'erasure' and 'shifting authorships'. The emergent themes are considered within the thesis, where broader theories of repetition are addressed in order to position this form of art production within a larger theoretical framework. The purpose of the repeated action within the labourworks was found to be more complex than a means to an end. It was not just a prerequisite to forming a critical mass or achieving a particular form. When observed from the standpoint of different schema such as time, the simulacra, mimesis or theories of replication, the repetition within the labourwork was observed to be identified within many different constructs. It was seen to affect the object, its relation to the viewer, authorship and the subject. Yet, these multifarious roles are not differentiated within the single word 'repetition'. The conclusion to this thesis summarises the effect repetition has been found to have within the labourworks, separating out its roles and offering opportunities to identify its individual operations, over-and-above the general term 'Repetition'

An analysis of children's drawing, ages four to fourteen inclusive

Thesis (M.A.)--Boston University, 1946. This item was digitized by the Internet Archive

Art-Based Social and Emotional Learning Curriculum in the K-6 Classroom: A Mixed Methods Study

Preparing elementary school students to succeed in a learning environment that was significantly transformed by a global pandemic will require a major investment in new curricula that focuses more on social and emotional learning and less on standards that primarily emphasize just knowing and doing. This research investigates how the implementation of social emotional learning and SEL-based art activities in the art classroom can help to lower student stress levels in the elementary school art classroom. By providing learners with an opportunity to grow socially and emotionally, teachers may help students understand their feelings and use artmaking as a way to help better understand, adapt, and relieve stressful emotions. Across the United States, educators are seeing a rise in the mental health crisis and need for more Social and Emotional Learning being implemented into the curriculum. The need for SEL implementation in schools and students needing help regulating and working through their emotions has been heightened by the COVID 19 pandemic and the virtual schooling over the last two years. Students are having trouble managing, expressing, and regulating their emotions because students are more stressed than ever before. Studies have shown that including SEL into the curriculum has benefited students and evidence that supports SEL practices being implemented in the art education classroom. There are still gaps in research with much of the research following SEL in the fine arts classroom focusing around music, dance and theater, and little written about the implementation in the art classroom. While there are some SEL art curriculums written, like Art with Heart, there is a gap in research backing up SEL-centered art curriculums. This mixed methods study promotes the implementation of SEL art curriculum and how it can help reduce stress in students. This research centers around four case studies focusing on SEL completed in first, fourth and sixth grade art classrooms. Finally, this research examines the benefits to implementing an art curriculum focusing on SEL to promote stress reduction in students and help students to begin to regulate and manage their emotions in the school setting

Themes of the liminal, the absurd and the unstable in the sculpture of Eva Hesse

Research submitted in partial fulfilment of the requirements for the Degree of Master of Fine Arts at the University of the Witwatersrand, Johannesburg, March 2017The creative component of the research project explores, through the medium of sculpture, the notion of the liminal, with a particular focus on themes of the absurd and the unstable as characteristics of liminality. These themes may be useful for investigating and providing a valuable source for critical assessment, so as to allow for the opening of and extending of debates on reading and thinking about art regarded as ‘in-between’ the poles of a binary opposition. Broadly, it seeks to explore the historical trajectory of the 1960s artist Eva Hesse in relation to these themes, and how it resonates with my own sculpture-making and development. The aim of the written research is, therefore, through engaging with a close critical and theoretically informed reading of selected examples of Hesse’s work, to identify themes and approaches which may inform and advance the understanding of my own work produced in the context of this study. Connections will be drawn to the way in which these themes facilitate a favourable space in which the making of art flourishes. As far as viewers are concerned, such work may encourage the viewer to be an active participant in a dimension of human experience potentially not yet encountered, thereby liberating viewers’ fixed and rigid perceptual constructs. Entering into a discussion of the themes of liminality, the absurd and unstable, serves this aim.XL201