Persistent Link:
http://hdl.handle.net/10150/291993
Title:
AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY
Author:
Buchanan, Carolyn Alma, 1934-
Issue Date:
1987
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 presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Literacy.; Learning.; Education, Elementary.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Elementary Education
Degree Grantor:
University of Arizona
Advisor:
Cox, Vivian E. L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleAN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDYen_US
dc.creatorBuchanan, Carolyn Alma, 1934-en_US
dc.contributor.authorBuchanan, Carolyn Alma, 1934-en_US
dc.date.issued1987en_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 presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectLiteracy.en_US
dc.subjectLearning.en_US
dc.subjectEducation, Elementary.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorCox, Vivian E. L.en_US
dc.identifier.proquest1331390en_US
dc.identifier.oclc17545614en_US
dc.identifier.bibrecord.b23327741en_US
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