skip to main content
Resource type Show Results with: Show Results with: Search type Index

Art and education in the 90's : an integrated/interdisciplinary approach

Turner, Lois (Ellen) Meyers. author ;Broadus-Garcia, Cassandra. thesis advisor

1996

Available at Central Connecticut State University  CCSU Theses/Dissertations Stack 6  (Thesis 1441 )()

  • Title:
    Art and education in the 90's : an integrated/interdisciplinary approach
  • Author/Creator: Turner, Lois (Ellen) Meyers. author
  • Broadus-Garcia, Cassandra. thesis advisor; Central Connecticut State University. Department of Art Education.
  • Creation Date: 1996
  • Language: English
  • Physical Description: ix, 109 leaves ; 29 cm.; paper 29 cm. ink typescript.
  • Bibliography: Includes bibliographical references (leaves 103-108).
  • Subjects: Art -- Study and teaching (Elementary); Interdisciplinary approach in education
  • Description: This study provides an in-depth investigation of the development and implementation process of an interdisciplinary approach to art education at the elementary level. This implementation process required interaction between colleagues, administrators, parents, and the community. Collegial interaction involved teaming, which manifested many forms and created many issues. It is these broader issues, or factors, concerning (a) time, (b) teaming, (c) implementation, and (d) curriculum that are defined as requirements for interdisciplinary communication. Observations, interviews, surveys, and action research documentation procedures were conducted over a seven month period. Both formal and informal observation methods were used. Adult interaction, as observed, was continual and occurred in varied situations concerning time and settings in and out of the elementary school. Triangulation was achieved through a compilation of these methodologies. Data were analyzed for emergent factors and strategies. Outcomes derived from data show that (a) curriculum overload, (b) lack of space and resources, (c) lack of information, and (d) lack of leadership are barriers to interdisciplinary teaming, create attitudes and can cause teachers to avoid experimentation and implementation. However, results of the data analysis also indicated that if the factor / requirements of (a) time, (b) teaming, (c) implementation, and (d) curriculum are met, barriers will be removed, and attitudes will form that will affect systems of administrative, community and monetary support. These systems of support will promote favorable outlooks and attitudes concerning art integrated / interdisciplinary programs. Pivotal to this study is communication, from which all issues, factors and strategies emerge, and at the same time encompasses them. Establishing art-centered communication strategies will strengthen and reinforce collegial ties, promote clearer understanding, create greater interaction, facilitate design and motivate implementation of interdisciplinary art programs. These strategies need not be exactly the same in each school setting, but promoting the three categories of communication (visual, interactive and instructional) is essential for a comprehensive involvement of the community, administration, faculty and students within the school. This study provides a transferable model that can establish guidelines for educators in all settings. Since these factors and strategies are based on the outcomes from intercollegiate interactions, they can be modified and adapted to other corresponding situations. Recommendations call for the provision of time opportunities for team and individual planning, networking, and staff development. Scheduling appropriate for long term thematic art instruction and resources to support this instruction and planning are also required. This study supports educational reform as evidenced in arts integrated schools, and makes recommendations to art educators to take steps for initiating art education reform: visibility, creating interest, sharing, self-education, and team-building. This study recommends future research in the area of time studies and scheduling that supports interdisciplinary art education at the elementary level.
  • Notes: Includes bibliographical references (leaves 103-108).
  • Degree Granted: M.S. Central Connecticut State University 1996
  • OCLC Number: 36134274