A qualitative evaluation of multicultural art curricula at primary levels

Persistent Link:
http://hdl.handle.net/10150/292021
Title:
A qualitative evaluation of multicultural art curricula at primary levels
Author:
Borin, Meredith Dawn, 1971-
Issue Date:
1997
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:
Today, a large number of multicultural publications and resources are available for elementary classroom use. The purpose of the study was to examine existing multicultural elementary art curricula and resources to evaluate their adequacy and availability to the classroom art teacher, according to criteria, methods, and materials recommended by scholars in art education. The examination included price range and adaptability of material, audiovisual resources, art production, art criticism, art history, aesthetics, sequential organization, developmental appropriateness, cultural integrity, and multicultural content level. Upon completion of this study, two of the five curriculum publishers proved to consistently produce multicultural art education curriculum at a high quality level. Crizmac and Crystal Publications offer a number of curriculum settings that comply with current NAEA standards as well as the criteria set forth in this paper. Supplementary resources and the future of multicultural art education in respect to curriculum and classroom implementation are also discussed.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Art.; Education, Bilingual and Multicultural.; Education, Curriculum and Instruction.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art
Degree Grantor:
University of Arizona
Advisor:
Greer, W. Dwaine

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleA qualitative evaluation of multicultural art curricula at primary levelsen_US
dc.creatorBorin, Meredith Dawn, 1971-en_US
dc.contributor.authorBorin, Meredith Dawn, 1971-en_US
dc.date.issued1997en_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.abstractToday, a large number of multicultural publications and resources are available for elementary classroom use. The purpose of the study was to examine existing multicultural elementary art curricula and resources to evaluate their adequacy and availability to the classroom art teacher, according to criteria, methods, and materials recommended by scholars in art education. The examination included price range and adaptability of material, audiovisual resources, art production, art criticism, art history, aesthetics, sequential organization, developmental appropriateness, cultural integrity, and multicultural content level. Upon completion of this study, two of the five curriculum publishers proved to consistently produce multicultural art education curriculum at a high quality level. Crizmac and Crystal Publications offer a number of curriculum settings that comply with current NAEA standards as well as the criteria set forth in this paper. Supplementary resources and the future of multicultural art education in respect to curriculum and classroom implementation are also discussed.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Art.en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Curriculum and Instruction.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, W. Dwaineen_US
dc.identifier.proquest1389295en_US
dc.identifier.bibrecord.b3855558xen_US
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