A Case Study of a High-Performing Suburban School District's Implementation of a Kindergarten through Grade 12 Visual Arts Program

Autor/in	Smith, Brendan Christopher
Titel	A Case Study of a High-Performing Suburban School District's Implementation of a Kindergarten through Grade 12 Visual Arts Program
Quelle	(2018), (283 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-8162-0
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Art Education; Suburban Schools; Program Implementation; Elementary Secondary Education; Program Descriptions; School Districts; Summative Evaluation; Accountability; Visual Arts; Educational Quality; Academic Achievement; Standards; Thinking Skills; Creativity; Cooperation; Entrepreneurship; Program Development; Kindergarten; High Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Verantwortung; Optische Gestaltung; Quality of education; Bildungsqualität; Schulleistung; Standard; Denkfähigkeit; Kreativität; Co-operation; Kooperation; Unternehmungsgeist; Programmplanung
Abstract	The purpose of this study was to investigate the perceptions, roles, practices, and characteristics of a high-performing suburban school district's implementation of a kindergarten through grade 12 visual arts program. Additionally, this study intended to understand how the school district implemented a kindergarten through grade 12 visual arts program in an era of summative assessments and accountability. The research questions aimed to identify the perceptions of the school district's educators relating to the value of the visual arts in increasing the quality of teaching and learning as well as student achievement in a standards-based environment. In addition, educators' roles and practices as well as characteristics involving the implementation of a kindergarten through grade 12 visual arts program were explored. The conceptual framework used for this study was Pink's (2005) development of right-brain thinking to thrive in the Conceptual Age. The researcher conducted in-depth interviews with school district personnel to obtain the findings for this qualitative study. The participants ( N = 13) included the school district's superintendent, assistant superintendent, curriculum director, as well as building principals and a visual arts teacher from each of the school district's respective school buildings. The findings of the research suggested the study of the visual arts is a cognitive process that fosters creativity and collaboration; thus, aids in the development of children as holistic learners. Participants viewed the establishing of positive rapport with students, exposure to relevant and multiple forms of media, integration of technology in conjunction with entrepreneurship opportunities to create functional art, and budgetary support and program development as well as the display of student art work as essential programmatic components. The results of this study provide insights to the roles, practices, and characteristics for school district's seeking to implement a comprehensive and vertically articulated visual arts program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01