Art criticism through multisensory instruction for visually impaired and blind students

Persistent Link:
http://hdl.handle.net/10150/278739
Title:
Art criticism through multisensory instruction for visually impaired and blind students
Author:
Schramel, Lori Ann
Issue Date:
2000
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 study was designed to compare the effects of a multisensory art criticism approach with a traditional (visual) art criticism approach in interpreting a work of art. Parade (1960) by Jacob Lawrence was the artwork chosen for the study. Two groups of visually impaired and blind high school participated in this study. Group 1 received the multisensory instruction, which included music, and tactile stimuli, and then the traditional instruction. Group 2 received the same exercises but in the opposite order. All students (N = 18) completed two assessments on their knowledge and interpretation of the work on Likert-type affective scales. Assessment 1 came after the first treatment for each group and assessment 2 came after the second treatment for each group. Results implied that there was an interaction between scores based on which method was presented first. The scores indicated that multisensory instruction is more effective after traditional instruction is presented.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Art.; Education, Special.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art and Art education
Degree Grantor:
University of Arizona
Advisor:
Garber, Elizabeth

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleArt criticism through multisensory instruction for visually impaired and blind studentsen_US
dc.creatorSchramel, Lori Annen_US
dc.contributor.authorSchramel, Lori Annen_US
dc.date.issued2000en_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 study was designed to compare the effects of a multisensory art criticism approach with a traditional (visual) art criticism approach in interpreting a work of art. Parade (1960) by Jacob Lawrence was the artwork chosen for the study. Two groups of visually impaired and blind high school participated in this study. Group 1 received the multisensory instruction, which included music, and tactile stimuli, and then the traditional instruction. Group 2 received the same exercises but in the opposite order. All students (N = 18) completed two assessments on their knowledge and interpretation of the work on Likert-type affective scales. Assessment 1 came after the first treatment for each group and assessment 2 came after the second treatment for each group. Results implied that there was an interaction between scores based on which method was presented first. The scores indicated that multisensory instruction is more effective after traditional instruction is presented.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Art.en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArt and Art educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGarber, Elizabethen_US
dc.identifier.proquest1401063en_US
dc.identifier.bibrecord.b40825553en_US
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