DOI
https://doi.org/10.25772/FB9S-Y821
Defense Date
2006
Document Type
Thesis
Degree Name
Master of Art Education
Department
Art Education
First Advisor
Dr. Pamela G. Taylor
Abstract
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.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
June 2008