Document Type

Dissertation

Degree

Doctor of Education (EdD)

Department

Curriculum and Instruction

First Advisor's Name

Clement Pennington

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Stephen Fain

Third Advisor's Name

Jo Gallagher

Fourth Advisor's Name

Manuel Torres

Date of Defense

10-23-1995

Abstract

The purpose of this study was to investigate the effects of an augmented art curriculum on high school art students to determine if those receiving it had more positive attitudes toward diversity in art and used diversity in their art more than students receiving traditional instruction. This study was conducted in a South Florida public high school, with beginning art students. Using a posttest-only control group design and ANOVA (a = .05), it was found that students (n = 54) receiving an augmented art curriculum did not have significantly higher scores on the Attitudes About Art questionnaire than students (n = 57) receiving traditional instruction F (1, 91) =.00, p > .05. However, using the Checklist of Cultural References in Student Art to evaluate student work it was found that there was a significant teacher effect F (1, 30) = 14.14, p

Identifier

FI13101614

Comments

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