ReSource, Volume 8, Number 1, Fall 1991

ReSource, Volume 8, Number 1, Fall 1991

Date: 1991
Creator: University of North Texas
Description: ReSource magazine includes articles and notes about research at University of North Texas in various academic fields.
Contributing Partner: University Relations, Communications & Marketing department for UNT
[Poster for a Lecture by Dr. David Darts]

[Poster for a Lecture by Dr. David Darts]

Date: 2011
Creator: University of North Texas. College of Visual Arts and Design.
Description: Poster for a lecture presented by Dr. David Darts titled "The Makers of Things: Art Education and Freedom in the Digital Age of Digital DIY" which was the 4th annual D. Jack Davis Endowed Lecture in Arts Education. The poster includes a photograph of Darts with children at a playground as well as details about the lecture, held at UNT on the Square on Wednesday March 9, 2011, and logos for UNT and the College of Visual Arts + Design.
Contributing Partner: UNT College of Visual Arts + Design
[Recording of Lecture by Dr. David Darts]

[Recording of Lecture by Dr. David Darts]

Date: March 9, 2011
Creator: unknown
Description: Recording of a lecture presented by Dr. David Darts titled "The Makers of Things: Art Education and Freedom in the Digital Age of Digital DIY" at UNT on the Square in Denton, Texas as the 4th annual D. Jack Davis Endowed Lecture in Arts Education.
Contributing Partner: UNT College of Visual Arts + Design
A Professional Vocabulary for Art Students at North Texas State Teachers College

A Professional Vocabulary for Art Students at North Texas State Teachers College

Date: 1943
Creator: Prestini, Antoinette L.
Description: The purpose of this investigation is to present to teachers in the field of art education a list of words which are essential to successful mastery of the subject matter found in certain textbooks used in the art department at the North Texas State Teachers College.
Contributing Partner: UNT Libraries
Art education in "schools at war" : school art sells bonds -- builds victory.

Art education in "schools at war" : school art sells bonds -- builds victory.

Date: 1943
Creator: Longyear, William Levwyn, 1899-
Description: The poster is a collage of several black and white images that surround a central image. The central image around which all of these vignettes are arranged depicts an heraldic shield that has five red stars on a black stripe. The image below this shield is of the Concord Minute Man statue.
Contributing Partner: UNT Libraries Government Documents Department
Opening the Door to Meaning-Making in Secondary Art History Instruction

Opening the Door to Meaning-Making in Secondary Art History Instruction

Date: May 2006
Creator: Stroud, Elizabeth J.
Description: Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they enable meaningful and relevant student learning. The analysis of multiple sources of data, including classroom observations, revealed statistically significant correlations between the teacher's instructional methods and the content, as well as their impact on student meaning-making.
Contributing Partner: UNT Libraries
Education for Education's Sake? Exposing the Arts District of Downtown Dallas

Education for Education's Sake? Exposing the Arts District of Downtown Dallas

Date: August 2005
Creator: Gormly, Robin K.
Description: This thesis discusses the relatively new approach of art education, by paralleling it to Marxist ideology on art. The Dallas Arts District is one example of a city where museum art education is in conflict: being adopted more vigorously by some and with less acceptance by others. In order to provide a glimpse into the museum ideology of downtown Dallas, previous schools of thought regarding the role of curators and the introduction of educators into museums will be detailed, as well as conflicts between these two factions. The following questions will be addressed: Is museum art education truly a movement which strives to infuse the American culture with a greater appreciation of art? Is there a link to overcoming Marx's key issue of class? How is the movement affecting the Dallas Arts District and to what extent is museum art education being utilized within this forum? Is the emphasis toward museum art education greater in Dallas than in other large cities across the United States, and if so, how has that affected the cities' patrons?
Contributing Partner: UNT Libraries
A Risk Worth Taking: Incorporating Visual Culture Into Museum Practices.

A Risk Worth Taking: Incorporating Visual Culture Into Museum Practices.

Date: December 2008
Creator: Wurtzel, Kate
Description: As a museum educator who embraces social education and reflects on the postmodern condition, I found working within a traditional museum context to present challenges. As a result, I conducted an action research project focusing on ways to improve my own practice and affect change based on my engagement with visual culture discourse and the docents I teach. Having chosen action research, I implemented various teaching approaches and collected data over the course of several months. These data collection methods included interviews, museum documents, observational notes, recorded teaching practice, and daily journal entries. Narrative analysis was then used to interpret the collected data, specifically focusing how participants, including myself, make sense out of our experiences and how we value them.
Contributing Partner: UNT Libraries
Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students

Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students

Date: December 1996
Creator: Stephens, Pamela Geiger
Description: This study follows the progress of 11 elementary students who exhibited similar language-arts deficiencies and were treated with traditional and non-traditional language-arts remediation methods. Non-traditional methods were exclusively Discipline-Based Art Education (DBAE) lessons that required students to observe, talk about, and write about art images using a DBAE framework. Portfolios maintained by the students during one complete school year included writings and art production. Writings were marked using a color-coding system developed for the research project and designed to track growth in art cognition. Interviews for affective measure and the Test of Non-Verbal Intelligence, Edition II were administered as pre- and post-tests. Evidence indicated art understanding improved as cognition in language arts improved. Change in attitudes toward art and artists demonstrated a slight positive change. No significant difference was detected in non-verbal intelligence.
Contributing Partner: UNT Libraries
The Utilization of Semantic Webbing as a Method of Teaching Art Criticism in the Elementary School

The Utilization of Semantic Webbing as a Method of Teaching Art Criticism in the Elementary School

Date: May 1991
Creator: Peel, Marie A.
Description: None
Contributing Partner: UNT Libraries
Art Education in the United States from 1883 to 1910 as a Reflection of Selected Philosophical and Psychological Thought of the Period

Art Education in the United States from 1883 to 1910 as a Reflection of Selected Philosophical and Psychological Thought of the Period

Date: August 1974
Creator: Roberts, Mary Carolyn
Description: None
Contributing Partner: UNT Libraries
An Evaluation of Publications for the Use of Junior-High-School Art Teachers

An Evaluation of Publications for the Use of Junior-High-School Art Teachers

Date: January 1953
Creator: Rogers, Enna Fay
Description: The writer, an art teacher of some experience, has felt the need for more easily accessible and more definite and tangible information concerning printed material which could be used by the junior-high-school art teacher in carrying on a program of creative art experiences. This research, "An Evaluation of Art Publications", was made in an attempt to meet this need.
Contributing Partner: UNT Libraries
An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards

An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards

Date: December 1986
Creator: Teague, Barbara A. (Barbara Ann)
Description: The purpose of the study was to make an assessment of Arkansas middle school/junior high art programs using National Art Education Association standards. Data were collected from questionnaires, curriculum guides, and school visitations. Participating in the study were 127 schools enrolling 53,502 students of which 14,755 (28%) were taking art classes. For comparisons, the state was divided into five regions.
Contributing Partner: UNT Libraries
A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation

A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation

Date: May 2002
Creator: Breitenstein, Gary
Description: Texas programs in pre-service art teacher preparation vary little. Since 1970, the National Art Education Association (NAEA) has created voluntary standards in hopes of decreasing variability among programs. In 1999, the NAEA published Standards for Art Teacher Preparation, outlining 20 content areas that art pre-service programs should provide their students. To obtain information on the implementation and the extent to which these 20 standards are being implemented, a questionnaire was sent to all programs in Texas. The 20 standards were the dependent variable for the study. The four independent variables used in this ex post facto study were: the size of the institution where the program exists; the number of full-time art faculty; the number of full-time art education faculty; and, the number of undergraduate art education students who graduated last year. The 20 standards or provisions were scored on a Lickert scale with six options: zero (not taught) to five (comprehensively taught). The response size (N = 23) was 47% of the state's 49 approved programs. The results from the survey suggest no significant difference among programs. However, the results showed a significant difference in the number of provisions taught between programs with no art educators and those with ...
Contributing Partner: UNT Libraries
A Study of Art Education Beliefs of Teachers and Administrators in a Large School System

A Study of Art Education Beliefs of Teachers and Administrators in a Large School System

Date: August 1976
Creator: Rankin, Lillian Williams
Description: The purpose of this study was to examine certain art education beliefs of teachers and administrators in a large school system. A review of related literature furnished information which gave support to the ideas behind the study and helped in the design of the data-gathering opinionnaire. After being tested in a pilot study, a revised opinionnaire was sent to teachers and administrators in ten elementary schools of a large North Texas district. Analysis of the data revealed areas in which respondents were united in their beliefs, as well as areas of controversy. It was concluded that the district could benefit from using the findings to stimulate increased awareness and communication among those who influence its art program.
Contributing Partner: UNT Libraries
Art Education and the Energy Dynamics of Creativity

Art Education and the Energy Dynamics of Creativity

Date: December 1978
Creator: Horn, Carin E.
Description: The energy dynamics of creativity are the metaphysical foundations upon which the theory of holistic aesthetics was built. Traditional inquiry into creativity has been concerned with the isolated issues of either the process, technique, product, creator, or environment in which creation occurs. The aesthetics presented herein provide the art educator with an alternate approach and attitude. The absolute presupposition from which the theory develops states that "there is naught but energy, for God is life." The resulting model which incorporates the rationale of the physics of light is designed to illustrate relationships between the creator and the energies of creativity. Educational applications and significance of the model are described in terms of light and color; these practical implications lend themselves to empirical testing.
Contributing Partner: UNT Libraries
Development and Implementation of an Introductory Art History Course for University Students Utilizing Innovative Group Process Methodology

Development and Implementation of an Introductory Art History Course for University Students Utilizing Innovative Group Process Methodology

Date: August 1975
Creator: Glenn, Edna S.
Description: The introductory art history course at the university level is the focus of this study. Recognized inadequacies of the traditionally conceived course prompt the development and implementation of a new course humanistically oriented and characterized by innovative methodologies derived from encounter group processes. The course develops through formative processes of examining three deviating teaching approaches: traditional, transitional-exploratory, and alternative-innovative. The resultant format applies concepts of art history, art education,general education, and humanistic psychology to needs of art and non-art students. Course implementation reveals experiences conducive to both art and personological student self-development. The conclusion is that a new art history course was developed and merits empirical testing.
Contributing Partner: UNT Libraries
The Content Analysis of the Art Vocabulary Contained in Seven Sources of Visual Art Curricular Materials for the Elementary Grades

The Content Analysis of the Art Vocabulary Contained in Seven Sources of Visual Art Curricular Materials for the Elementary Grades

Date: August 1974
Creator: Van Cleef, Norma June
Description: The problems of this investigation are the content analyses of the art vocabulary, the art-term definitions, and the art-vocabulary objectives in seven sets of visual art curricula for the elementary grades. The hypotheses are that the formulators of three or more of the sources will agree on fifty per cent or more of the art terms and their definitions and will present art-vocabulary objectives. The findings are that the formulators of three or more of the sources agree on less than fifty per cent of the art terms and their definitions. Two sources include definite art-vocabulary objectives. The conclusion is that all three hypotheses are rejected.
Contributing Partner: UNT Libraries
A Working Bibliography on the Art of Drawing

A Working Bibliography on the Art of Drawing

Date: August 1974
Creator: Adair, Rosalind Emily
Description: This working bibliography of 835 publications on the art of drawing is presented in five categories: Educational and Psychological, Historical, "How-to," Technical, and Techniques of Teaching Drawing. The latter category is annotated, offering a synthesis of the areas of art education and drawing. This bibliography is designed for scholars, artists, and teachers as well as students of the many facets of drawing.
Contributing Partner: UNT Libraries
A Comparison of Freshman and Sophomore Art Courses Offered at Texas Junior Colleges with Those Offered for Art Majors at North Texas State University

A Comparison of Freshman and Sophomore Art Courses Offered at Texas Junior Colleges with Those Offered for Art Majors at North Texas State University

Date: January 1965
Creator: Cox, Catherine Heard
Description: Each year there is an increase in the number of art students who transfer art credits from Texas junior colleges to North Texas State University. The lack of standardization in the junior college art courses indicated an area of investigation in which some procedures might be suggested in order to secure greater continuity and unity between the art curricula of the Texas junior colleges and that of North Texas State University.
Contributing Partner: UNT Libraries
Breaking Outside: Narratives of Art and Hawaii

Breaking Outside: Narratives of Art and Hawaii

Date: May 2013
Creator: Davidson, Allison B.
Description: This research examines the personal narratives of two contemporary non-native artists living and working on the island of Oahu, Hawaii. Issues related to narratives, power structures, artistic processes, insider/outsider dynamics, Hawaiian culture, island life, surfing, and the researcher's own experiences are woven together to formulate realizations surrounding alternative knowledge systems and the power of multiple or hidden narratives to the practice of art education.
Contributing Partner: UNT Libraries
Creating a Heterotopic Space: Reflections on Pre-service Art Educators’ Narratives

Creating a Heterotopic Space: Reflections on Pre-service Art Educators’ Narratives

Date: May 2014
Creator: Hyatt, Joana S.
Description: My autobiographical research focuses on creating digital heterotopias through social media platforms, providing safe spaces which allow art teacher candidates the opportunity to reflect upon their practicum experiences and question the status quo of institutional myths and inherited discourses in teacher fieldwork. Functions of heterotopic space link together and reflect other pedagogical sites, including institutional spaces. Heterotopias are often designed to be temporal and hidden from public view but are necessary enclaves for exploring non-hierarchical paradigms. Such temporary communal spaces can lead one to a personal praxis in uncovering what sometimes is never fully explored, our own autobiographical narrative of teaching. By creating a digital space utilized by art education student teachers in the midst of their practicum, I recalled my forgotten autobiography of student teaching, where memories of inequities and suppression of difference emerged. Through the lenses of critical theory and resistance theory, this study examines possibilities of crafting digital spaces as forms of artistic resistance and identity reconstruction zones. As such, the goal of examining the student teaching practicum concerning; power inequities, evaluation methods, standardization of teaching, evolving teacher identities, and the social environment of teaching, is to illustrate hegemonic processes and visualize spaces of possibility to deconstruct ...
Contributing Partner: UNT Libraries
Animated Autoethnographies: Using Stop Motion Animation As a Catalyst for Self-acceptance in the Art Classroom

Animated Autoethnographies: Using Stop Motion Animation As a Catalyst for Self-acceptance in the Art Classroom

Date: August 2015
Creator: Blair, Jeremy Michael
Description: As a doctoral student, I was asked to teach a course based on emerging technologies and postmodern methods of inquiry in the field of art education. The course was titled Issues and Applications of Technology in Art Education and I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students’ autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method of inquiry that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to create narrative-based short animations and also use socio-emotional learning to encourage the development of empathy within the classroom. I show ...
Contributing Partner: UNT Libraries
The Status and Content of Middle/Junior High School Art Programs in Texas

The Status and Content of Middle/Junior High School Art Programs in Texas

Date: December 1983
Creator: Gentry, Sharon K. (Sharon Kay)
Description: The purpose of this study was to examine the status and the content of the middle/junior high school art- programs in Texas. A questionnaire designed to elicit information concerning the art program was sent to middle/junior high school art teachers in Texas. The responses were analyzed according to the school district size, the grades comprising the school, and the school enrollment using simple descriptive statistics. This study revealed the following areas concerning the typical middle/junior high school art program in Texas: school district size, school enrollment, art enrollment, grades in school, types of art courses, teaching objectives and approaches, art budget, resource materials, and art equipment.
Contributing Partner: UNT Libraries