Students' Affective Awareness Of Aesthetic Form And Symmetry Through A Directed Reading Lesson Approach
Date of Award
Doctor of Education (Educat.D.)
The purpose of this study was to determine whether an art-reading activity could enhance one's aesthetic awareness and understanding when making judgments about art at the fifth and sixth grade levels for Chapter I students.Concepts about clay were identified and discussed as the experimental groups were involved in a Directed Reading Lesson (DRL) about art. The control groups were not given the art-reading activity; they received either a nonart DRL from their required curriculum or a standardized mathematics lesson. The independent variables were implemented by each group's basic skills classroom teacher one hour before they came to art. As each group came to art they all received the same art instruction. Each group met separately once a week for four weeks.Upon conclusion, a standardized test "Test I" from Tests in Fundamental Abilities of Visual Art (Lewerenz, 1927) which measured students' ability in making judgments about art was administered to all groups. To account for possible differences in reading ability among the students at each grade level, ANOVA was run using students' reading comprehension scores from the Stanford Achievement Test taken in the 1982-1983 school year. Results indicate that there were no significant differences. A Duncan Post-Hoc Test, using the "Test I" scores, revealed a significant difference in favor of the experimental groups at both the fifth and sixth grade levels at the alpha .01 level.The findings indicated that for these subjects a planned reading activity about art was a viable means for developing their aesthetic awareness and understandings in order to make aesthetic judgments about art.
Phares, Suzan Woychuk, "Students' Affective Awareness Of Aesthetic Form And Symmetry Through A Directed Reading Lesson Approach" (1984). Dissertations from ProQuest. 1460.