An eclectic model : instructional strategies for representational drawing

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dc.contributor.advisor Hanrahan, Bette
dc.creator Buchanan, June
dc.date.accessioned 2011-05-09T12:31:28Z
dc.date.available 2011-05-09T12:31:28Z
dc.date.issued 1979
dc.identifier.other N351 B8
dc.identifier.uri http://library2.smu.ca/xmlui/handle/01/22112
dc.description iv, 156 leaves : ill. ; 28 cm.
dc.description Bibliography: leaves 127-132.
dc.description Online version unavailable; print version available from Patrick Power Library.
dc.description.abstract During the age range of late preadolescence and early adolescence, specifically between ages twelve to fourteen, a critical change appears to take place in many art students. In some instances their artistic skills and natural confidence appear to atrophy. They indicate a lack of awareness and aesthetic appreciation. In their representational drawings they leave much of the visual information of the stimulus objects unaccounted for and resort to stylization and stereotypes. Yet instruction of a particular type and programming appears to assist a child in making a more meaningful statement about his visual impressions. From the indications of developmental psychology, visual perception, and brain theory, it is evident that the complexity of the learning process may require a variety of teaching/learning strategies. The traditional analytic, verbal-oriented mode of instruction may not always be suited to a learner’s needs. An eclectic model that is synthetic and holistic in approach and nonverbal-oriented may be a more appropriate instructional strategy for representational drawing. In a study of representational drawing where the students were exposed to learning experiences which were primarily nonverbal and synthetic and holistic in approach, their work became consistently more sophisticated and their confidence and enthusiasm appeared to have been nurtured as well. However, due to the unfortunate unequal matching of the experimental and control groups initially, it can only be speculated that this particular teaching strategy effects a larger gain than more traditional approaches to drawing instruction.
dc.description.provenance Made available in DSpace on 2011-05-09T12:31:28Z (GMT). No. of bitstreams: 0 en
dc.language.iso en
dc.publisher Halifax, N.S. : Saint Mary's University
dc.subject.lcc N351
dc.subject.lcsh Art -- Study and teaching -- Technique
dc.subject.lcsh Child artists
dc.subject.lcsh Young artists
dc.title An eclectic model : instructional strategies for representational drawing
dc.type Text
thesis.degree.name Master of Arts in Education
thesis.degree.level Masters
thesis.degree.discipline Faculty of Education
thesis.degree.grantor Saint Mary's University (Halifax, N.S.)
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