Defense Date


Document Type


Degree Name

Master of Art Education


Art Education

First Advisor

Dr. Pamela G. Taylor


The purpose of this investigation was to research vocabulary strategies that could help improve student art vocabulary retention. The subjects were five intact 3rd grade classes at a culturally diverse elementary school outside of Washington, DC. The vocabulary strategies, concept wheel and semantic mapping, were modified and incorporated into a string printmaking unit for two of the five classes. The remaining three classes were taught the same printmaking unit, with the exclusion of the modified vocabulary activities. The results of a labeling assessment given to each class on three separate occasions indicate that the incorporation of vocabulary activities does help students retain art vocabulary. Possible modifications of multiple proven vocabulary strategies for use in an art classroom setting are discussed.


© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

June 2008

Included in

Art Education Commons