Magner, Lisa. (1995). Youth violence: A survey of prevention programs in erie county. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
An investigation designed to evaluate what factors contribute to the success of youth programs in Western New York. The study was conducted on programs that service the needs of youths between the ages of 3-21. Factors measured in research were: number of participants, funding, activities offered by organization, and parental and community involvement. Of the 55 youth organizations contacted, 17 responded to the study.
Marsden, Joan A. (1996). Teaching children to be more creative: Teaching thinking skills. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
An examination implemented to determine if using the Creative Problem Solving (CPS) creative thinking method can help to increase 5th grade students' creative thinking skills. Tools emphasized in study where: brainstorming, attribute listing, judging relevant data and making inferences and deductions.
Martinez, Juan P. (1996). The western canon in art education: What children think is art and beautiful. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
A study examining what urban and suburban 6th grade students think about art. The study is further broken down using six ethnic categories of students. Students are asked to respond to a pre-determined selection of artwork from a selection of media and from a variety of cultures
McInerny, Laura J. (1997). Block scheduling: The effect on high school art programs. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
A survey based study that asks art instructors, nationwide, for their perceptions of block scheduling within their program. Issues emphasized in study included: staffing needs or changes and increase or decease in student product quality and quantity as a result of the implementation of block scheduling
McQuire, Cheryl A. (1998). How can an art teacher be better prepared for a more diverse/multilingual classroom? Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
A study conducted which focuses on the learning styles of a predominantly Hispanic student population. Cooperative grouping is used as a tool of reinforcing instructions and comprehension. Study also suggests that art teachers select students to translate the assignments.
Mills, Wendy Jo. (1998). The artist-teacher as a process model. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Project is based on the students learning from an artist-in-residence perspective. Third grade students are exposed to the teacher as the artist and reflect and learn about art through her experiences. Students retain a sketchbook and develop a theme for an art product from reflections and ideas documented.
Muehlbauer, Kathleen E. (1999). Measures of art history and production: The place of studio in discipline based art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
This study attempts to measure which types of students will be successful and more satisfied in an art program if the curriculum is challenging. Results indicate that if an art program includes 50% studio and 50% art history, student interest, motivation and project outcomes correlate high to student success.
Nachreiner, Wendy A. (1997). The theory of multiple intelligences in the art room. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Howard Gardner's Multiple Intelligences theory is introduced to 5th grade students. Journals are used to record thought and reflections of student learning before and after the introduction of the MI theory. Researched showed that students developed a new sense of self and a respect for others after understanding how the principles of the theory apply to themselves.
Naylon, Katherine A. (1995). Introducing interdisciplinary education and educational technologies to the classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Using Egyptian culture as an interdisciplinary theme, an examination of student content retention, motivation and the transfer of art knowledge, as it applies to the culture used in this study, is explored. The study is conducted on sixth grade students integrating computer technology as an instructional method.
Notto, Lawrence R. Jr. (2000). Computer art and student self-concept: The promotion self esteem in children with special needs. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Objective of project is to determine if increasing motor skills through the use of computers may lead to increased self-esteem in students with physical disabilities.
Study was conducted on a sample population of students who had Cerebral Palsy and Spine-abifida.
Orr, Marci J. (1999). Computer technology in the art classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
The impact that technology has in the classroom is explored in this qualitative study. Student motivation and student learning are measured using technology in the classroom. Another goal of this study was to have 5th grade students make meaningful connections between art production and math using computer technology.
Ortolano, Frank J. Jr. (2000). Aesthetic development in children. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Purpose of study is to determine the number of students who reach any given level on Michael Parson's theory of aesthetic development. Quasi experimental data was collected from students on a one-to-one basis with the instructor. Results indicate that students operate on 4 of 5 stages in Parson's theory. By determining level of aesthetic development, author is better able to develop lesson plans.
Parker, Amanda. (2000). The visual arts and mathematics. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Project draws the parallels between mathematics and art. Author identifies Leonardo D Vinci, Louise Nevelson, Frank Lloyd Wright, Piet Mondrian, M. C. Escher, and Pablo Picasso as artists that use mathematic concepts in their work.
Parr, Lynda A. (1997). Making connections: Art history to studio art. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Author incorporates art history in conjunction with art production to motivate student interest in the history of art to promote higher leveling thinking skills when creating their product. After a lesson focusing on the history of Egyptian art, a survey was used to provide insight of engaged learning and how exposure to historical content changed the approach students used when creating their art products.
Petrella, George S. (1997). Observation and analysis of a computer graphics project by eighth grade students. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Researcher documents student learning and tolerance of a technology based assignment requiring them to create a self-portrait. The purpose of the research to examine frustration levels which occur with students performing at different competence rates. It is the hope of the researcher that these findings can be used to establish a technology based curriculum that can be used to improve the success rate of all students no matter what level they operate at.
Popovich, Nicole S. (1999). An interdisciplinary approach to art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.
Available Butler Library, archives
Study conducted to determine if student learning and attitude improve using an interdisciplinary approach in the art classroom. An art lesson is interdisciplined with history and Spanish. Results with pre and post test showed that this interdisciplinary lesson improved learning did not change student's attitude about the value of art education.