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TEACHING SOCIAL STUDIES THROUGH THE MEDIA OF ART
Title
TEACHING SOCIAL STUDIES THROUGH THE MEDIA OF ART.
Creator
EVERTZ, BARBARA JANE BLOOM., Florida Atlantic University, Marina, William
Abstract/Description
This thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a...
Show moreThis thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a teacher's rationale, student's discovery question, list of necessary materials, suggested textbook sources, method of presentation by the teacher to the students and discussion questions to follow the presentation by the students of their product.
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Date Issued
1971
PURL
http://purl.flvc.org/fcla/dt/13467
Subject Headings
Social sciences--Study and teaching., History in art.
Format
Document (PDF)
Points of Intersection Finding Connections Between Design, Science and Math
Title
Points of Intersection Finding Connections Between Design, Science and Math.
Creator
Kohlhagen, Christopher, Afanador Llach, Camila, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
Abstract/Description
Contemporary educational trends have created a false dichotomy between the arts and science. The will to make STEM subjects the focus of K-12 education, ignores both a shared history and the potential for greater learning in a shared future.The intention of Points of Intersection is to demonstrate that design, science and math intersect in their concepts, practices and history. In the past, these disciplines were explored and studied together and benefited from each other. By exploring what...
Show moreContemporary educational trends have created a false dichotomy between the arts and science. The will to make STEM subjects the focus of K-12 education, ignores both a shared history and the potential for greater learning in a shared future.The intention of Points of Intersection is to demonstrate that design, science and math intersect in their concepts, practices and history. In the past, these disciplines were explored and studied together and benefited from each other. By exploring what design and science have in common and the points where they intersect, we can see the relevance and importance of art and design in k-12 education and change STEM to STEAM. The exhibition will explore point, line, plane and the “Golden Ratio” demonstrating how these concepts can be understood from the perspectives of physics, math, art and design on a basic level. These basic principles can be used to introduce these fields of study and bring a better understanding of them to students in K-12. Future designers and scientists with this educational underpinning will have a better mutual understanding of one another’s field and the potential for shared research, process and results.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00005949
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Art and science., Science--Study and teaching., Design.
Format
Document (PDF)
Fearful symetries
Title
Fearful symetries: painting monstrous bodies.
Creator
Davis, Joshua Hunter., Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
Abstract/Description
My exhibition consists of monstrous cyborg forms comprised of a variety of imagery of both biological and machine elements. The smaller works are constructed through the means of paper collage. The larger painting is built from discrete cut out shapes of plywood and canvas. I had the unique experience of growing up around both water treatment operations and the flora and fauna of South Florida. Those experiences were filtered through a fascination for the science fiction genre, and imparted...
Show moreMy exhibition consists of monstrous cyborg forms comprised of a variety of imagery of both biological and machine elements. The smaller works are constructed through the means of paper collage. The larger painting is built from discrete cut out shapes of plywood and canvas. I had the unique experience of growing up around both water treatment operations and the flora and fauna of South Florida. Those experiences were filtered through a fascination for the science fiction genre, and imparted with a dose of fearful imagination. This has resulted in personal anxieties concerning the future of the human experience. My work explores and utilizes expressive properties of paint. I utilize applications that range from the attractive and sensuous to the messy and grotesque. All of this adds up to a visual expression of the potential nightmarish outcomes created as a result of our manipulation of the environment.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3169914
Subject Headings
Art and science, Form (Aesthetics), Composition (Art), Artists' materials
Format
Document (PDF)
analysis of integrated science and language arts themes in software at the elementary school level
Title
An analysis of integrated science and language arts themes in software at the elementary school level.
Creator
Libidinsky, Lisa Jill., Florida Atlantic University, Kumar, David D.
Abstract/Description
There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can...
Show moreThere are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11985
Subject Headings
Education, Elementary--Computer-assisted instruction, Language arts (Elementary)--Juvenile software, Science--Study and teaching (Elementary)--Juvenile software, Interdisciplinary approach in education
Format
Document (PDF)
effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes
Title
The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.
Creator
DiLorenzo, Kim E., College of Education, Department of Exceptional Student Education
Abstract/Description
Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive...
Show moreIntermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s, Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2975244
Subject Headings
Science, Study and teaching (Elementary), Thought and thinking, Study and teaching (Elementary), Language arts (Elementary), Correlation with content subjects, Inquiry-based learning, Cognitive learning, Academic achievement, Interdisciplinary approach in education
Format
Document (PDF)
Deconstructing my universal marginalization
Title
Deconstructing my universal marginalization.
Creator
Nazim, Fathima Asma., Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
Abstract/Description
This thesis is a profoundly personal one. It examines the role of context in creation (authorship) and perception (reading an image) of representation. Born in Sri Lanka during the emergence of one the world's longest lasting civil wars, I never recognized my love and concern for the Island and its ancient history and culture until I traveled to America to pursue a higher education. Ever since, I have constantly found myself in situations where I am regarded as the 'other' or the 'outsider' ;...
Show moreThis thesis is a profoundly personal one. It examines the role of context in creation (authorship) and perception (reading an image) of representation. Born in Sri Lanka during the emergence of one the world's longest lasting civil wars, I never recognized my love and concern for the Island and its ancient history and culture until I traveled to America to pursue a higher education. Ever since, I have constantly found myself in situations where I am regarded as the 'other' or the 'outsider' ; I seem to not fit in completely in this country as well as in my own. In the US I am considered 'eastern' or 'exotic', whereas in my own country, I am considered 'westernized', no longer looked at as a typical Sri Lankan woman. This thesis examines and explores marginalization, orientalism, deconstruction theories, semiotic studies, dialect as well as attire, in the specific context of Graphic Design.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2138108
Subject Headings
Marginality, Social, Marginality, Social, Identity (Psychology), Pluralism (Social sciences), International relations and culture, Culture and globalization, Visual communication in art, Graphic design (Typography)
Format
Document (PDF)