Benefits of an adapted discipline based art education program for behaviorally disordered public school students

Persistent Link:
http://hdl.handle.net/10150/276773
Title:
Benefits of an adapted discipline based art education program for behaviorally disordered public school students
Author:
Lewis, Roberta, 1949-
Issue Date:
1988
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Art -- Study and teaching (Secondary); Behavior disorders in children.; Problem children -- Education.; Art therapy for teenagers.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art
Degree Grantor:
University of Arizona
Advisor:
Greer, Dwaine

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleBenefits of an adapted discipline based art education program for behaviorally disordered public school studentsen_US
dc.creatorLewis, Roberta, 1949-en_US
dc.contributor.authorLewis, Roberta, 1949-en_US
dc.date.issued1988en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectArt -- Study and teaching (Secondary)en_US
dc.subjectBehavior disorders in children.en_US
dc.subjectProblem children -- Education.en_US
dc.subjectArt therapy for teenagers.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArten_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGreer, Dwaineen_US
dc.identifier.proquest1334303en_US
dc.identifier.oclc20110895en_US
dc.identifier.bibrecord.b16927060en_US
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