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Fear and Protection in Art Education : = Thematic Curriculum Design to Support Emotional Expression and Response.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Fear and Protection in Art Education :/
Reminder of title:	Thematic Curriculum Design to Support Emotional Expression and Response.
Author:	Yu, Yun Ju.
Description:	1 online resource (122 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-12.
Contained By:	Masters Abstracts International85-12.
Subject:	Art education. -
Online resource:	click for full text (PQDT)
ISBN:	9798383168387

Fear and Protection in Art Education : = Thematic Curriculum Design to Support Emotional Expression and Response.
Yu, Yun Ju.

Fear and Protection in Art Education :Thematic Curriculum Design to Support Emotional Expression and Response. - 1 online resource (122 pages)

Source: Masters Abstracts International, Volume: 85-12.

Thesis (M.A.)--Pratt Institute, 2024.

Includes bibliographical references

This thesis unpacks the iterative process of designing a 14-week art and design education thematic unit plan for upper elementary school students; from curriculum planning to curriculum in action, and back again. Supported by extensive research on contemporary artists, the unit plan's theme of fear and protection informed upper elementary students' final projects; pectoral sculptures using paper mache and acrylic paint. The iterative curriculum design process involved identifying a theme, related artists, and developing a project example that helped inform the final project. The next phase involved using this preparatory work to plan and teach an abbreviated 5-lesson unit plan based on the theme. The final phase involved engaging in reflective teaching practices, and designing a fully evolved unit plan based on an analysis of teaching and related literature in the field.Throughout this iterative journey, I engaged in continuous self-reflection, both within the context of teaching and as a non-native English speaker (NNES). By analyzing video recordings of my teaching, teaching artifacts and student work, I gained valuable insights into areas for improving my curriculum design and teaching, especially teaching English Language Learners (ELLs). Recognizing the significance of students' linguistic backgrounds in shaping my teaching approach moving forward, this reflective process acknowledges the multifaceted influence of language on curriculum development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383168387Subjects--Topical Terms:

1179362
Art education.
Subjects--Index Terms:

Teaching artifactsIndex Terms--Genre/Form:

554714
Electronic books.

Fear and Protection in Art Education : = Thematic Curriculum Design to Support Emotional Expression and Response.
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500 $a Source: Masters Abstracts International, Volume: 85-12.
500 $a Advisor: Lewis, Heather ; Huala, Katherine ; Wilson, Aileen.
502 $a Thesis (M.A.)--Pratt Institute, 2024.
504 $a Includes bibliographical references
520 $a This thesis unpacks the iterative process of designing a 14-week art and design education thematic unit plan for upper elementary school students; from curriculum planning to curriculum in action, and back again. Supported by extensive research on contemporary artists, the unit plan's theme of fear and protection informed upper elementary students' final projects; pectoral sculptures using paper mache and acrylic paint. The iterative curriculum design process involved identifying a theme, related artists, and developing a project example that helped inform the final project. The next phase involved using this preparatory work to plan and teach an abbreviated 5-lesson unit plan based on the theme. The final phase involved engaging in reflective teaching practices, and designing a fully evolved unit plan based on an analysis of teaching and related literature in the field.Throughout this iterative journey, I engaged in continuous self-reflection, both within the context of teaching and as a non-native English speaker (NNES). By analyzing video recordings of my teaching, teaching artifacts and student work, I gained valuable insights into areas for improving my curriculum design and teaching, especially teaching English Language Learners (ELLs). Recognizing the significance of students' linguistic backgrounds in shaping my teaching approach moving forward, this reflective process acknowledges the multifaceted influence of language on curriculum development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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650 4 $a Curriculum development. $3 1148494
650 4 $a Elementary education. $3 1148439
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653 $a Protection
653 $a Elementary school
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773 0 $t Masters Abstracts International $g 85-12.
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