Bridging the Gap: Teacher Voices, the Writing Process Through Art, and Creating an Art Museum Website

Persistent Link:
http://hdl.handle.net/10150/312511
Title:
Bridging the Gap: Teacher Voices, the Writing Process Through Art, and Creating an Art Museum Website
Author:
Farrar, Chelsea Jane
Issue Date:
2013
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:
Through a qualitative case study this research examines the needs of three generalist high school teachers in relation to arts integration, writing, critical thinking, and the art museum website. The study also examines the perspectives of art museum educators in relation to how museum websites can be used to support teaching the writing process in the school classroom. Arts integration and the museum website are analyzed in depth through literature review and in-depth semi structured interviews. This research aims to present a model for collaborative website design where the museum website is designed around classroom teachers' curricular needs.
Type:
text; Electronic Thesis
Keywords:
Common Core; literacy; museum education; web site; writing; Art Education; art integration
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art Education
Degree Grantor:
University of Arizona
Advisor:
Garber, Elizabeth

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleBridging the Gap: Teacher Voices, the Writing Process Through Art, and Creating an Art Museum Websiteen_US
dc.creatorFarrar, Chelsea Janeen_US
dc.contributor.authorFarrar, Chelsea Janeen_US
dc.date.issued2013-
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.abstractThrough a qualitative case study this research examines the needs of three generalist high school teachers in relation to arts integration, writing, critical thinking, and the art museum website. The study also examines the perspectives of art museum educators in relation to how museum websites can be used to support teaching the writing process in the school classroom. Arts integration and the museum website are analyzed in depth through literature review and in-depth semi structured interviews. This research aims to present a model for collaborative website design where the museum website is designed around classroom teachers' curricular needs.en_US
dc.typetexten
dc.typeElectronic Thesisen
dc.subjectCommon Coreen_US
dc.subjectliteracyen_US
dc.subjectmuseum educationen_US
dc.subjectweb siteen_US
dc.subjectwritingen_US
dc.subjectArt Educationen_US
dc.subjectart integrationen_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArt Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGarber, Elizabethen_US
dc.contributor.committeememberShin, Ryanen_US
dc.contributor.committeememberMcKean, Barbaraen_US
dc.contributor.committeememberGarber, Elizabethen_US
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