A curriculum guide for art in the elementary grades

Thesis (Ed.M.)--Boston Universit

Bulletin of the Center for Children's Books 38 (02) 1984

published or submitted for publicatio

Seeing the natural world: a tension between pupils’ diverse conceptions as revealed by their visual representations and monolithic science lessons

In this paper we report on drawings of the natural environment produced by a sample of 13-14 year-olds. One of our interests is in the extent to which these young people see the world in the way rewarded in science lessons. With rare exceptions, school science generally assumes that for any scientific issue there is a single valid scientific conception so that alternative conceptions are misconceptions. The drawings reveal a plurality of ways in which the natural environment is portrayed and we conclude that there is scientific as well as other worth in this diversity. We argue that schools need to take account of this diversity; many pupils will not be interested in a single, monolithic depiction of the natural world in their school science lessons

A criterion related validity study of Chapman\u27s Elements in Art Test

The purpose of this study was to create and investigate the psychometric properties of a tool which evaluated fourth and fifth grade student\u27s performance in the visual arts. The subjects for the study included 104 fourth and fifth graders from a public elementary and middle school in southern New Jersey, comprising students from a diverse socioeconomic background and ethnicity. The scores for the Chapman\u27s Element in Art Test and the Clark\u27s Drawing Ability Test were compared. Pearson product moment correlations were computed among the data for both tests. On the basis of the correlation acquired from the study, it may be concluded that the validity coefficient was between .666 and -.044 was near zero. More research is needed in the teacher made test to show validity in their student\u27s visual art performance

Basic graphics : an introduction to rudimentary graphic design

These notes were compiled from several authorities to be used for teaching and learning purposes here at QUT, with the focus on first and second year landscape architecture design studio units

Lord of the Flies as graphic novel: multimodal pedagogies for prescribed literature in high schools

A research report submitted to the Faculty of Humanities, School of Education, University of the Witwatersrand. Johannesburg, Hune 2017.In this study, the affordances of a multimodal pedagogy for teaching the prescribed novel, Lord of the Flies, are investigated. The research site is a Grade 10 Visual Art classroom, with six learners serving as the core group. It involves a five-week teaching intervention, whereby participants are required to re-design or re-semiotise a particular scene from the novel into a comic book, or any multimodal narrative that includes both written and visual textual features. Participants’ works are analysed in terms of their modal features − size, shape, colour, contour, texture, written text and overall design − and their semiotic relationship to the original, print-based novel. Finally, the researcher determines which textrelated meanings or interpretations are gained, lost or transformed during this process of resemiotisation, and discusses the possible implications of these for classroom practice. This research may be described as classroom ethnography (Bloome, 2012) within the qualitative paradigm, offering an account of participants’ actions in a real-life, everyday context. Data is collected through ethnographic techniques such as field notes, diary entries, artefact collection and, most crucially, interviews which are conducted before and after the re-semiotisation process. To analyse this data, the researcher draws extensively from literature in the fields of multimodality and social semiotics, particularly the seminal works of Kress (1993; 2000; 2005), Newfield (2009; 2014) and The New London Group (1996). Emphasis is placed on how participants use semiotic resources − in this case, materials acquired in the classroom, from the internet or other domains − to re-shape written texts so that they become more meaningful and accessible for learning. Finally, the findings chapter presents the multimodal pedagogy as a useful outlet for learners’ “own desires, fantasies and interests in the semiotic chain” (Stein, 2003, p. 115). Since participants are positioned centrally within the semiotic space, they can become selfregulated and active agents of meaning making − discovering a canonical text’s themes, symbols, character relations or other sub-textual nuances in and through the visual mode. In the interests of continued research and application in the classroom, a label method is suggested to both track participants’ gains and losses in meaning − upon completion of the entire process − and to determine their level of engagement with the novel’s content. This involves presenting each learner’s artefacts visually, with several labels pointing to the features that speak back most clearly to the source text. Keywords: ● multimodal pedagogy ● social semiotics ● re-semiotisation ● chain of semiosis / meaning-making ● visual and written modes ● literature teaching and learningLG201

Communication advantages of line drawings

This paper investigates a the cognitive foundations of a pragmatic account of line drawings. It sets to highlight those features of line drawings that make them, as opposed to other types of visual representations, particularly conducive to communication. It is argued that representational and artifactual properties of drawings must be investigated together in order to understand the peculiarities of drawings as communicative tools

The Development of an Art Curriculum for the Intermediate Grades in Kennewick Pubic Schools

It was the purpose of this study (1) to provide an organized art education program for the intermediate grades (grades four, five, and six) in the Kennewick Public School District No. 17; (2) to establish the needed organization and direction necessary to maintain an art program that offers maximum growth in children; and (3) to present a variety of creative art and craft activities that include care and use of materials, correlation with other subject areas, and audio-visual aids