Staff View
Embedding vocabulary instruction into the art experience

Descriptive

TitleInfo
Title
Embedding vocabulary instruction into the art experience
Name (type = personal)
NamePart (type = family)
LaBrocca
NamePart (type = given)
RoseAnn
DisplayForm
RoseAnn LaBrocca
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Morrow
NamePart (type = given)
Dr. Lesley Mandel
DisplayForm
Dr. Lesley Mandel Morrow
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Lobman
NamePart (type = given)
Dr. Carrie
DisplayForm
Dr. Carrie Lobman
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Curran
NamePart (type = given)
Dr. Mary
DisplayForm
Dr. Mary Curran
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Ehlers
NamePart (type = given)
Dr. Caroline Clauss
DisplayForm
Dr. Caroline Clauss Ehlers
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-01
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2015
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The Arts are a core academic subject necessary to prepare students for the 21st century. Art Standards demand that students know, use and apply appropriate visual and verbal vocabulary for the arts. Common Core ELA Standards for Vocabulary Use and Acquisition also demand students use grade-appropriate, domain specific vocabulary. The problem is that art standards imply that students will learn this vocabulary mostly through the processes of creating and critiquing art. The research on vocabulary has supported explicit instruction and rich extended exposure to words. Yet, there is limited research on using hands-on engagement in the arts combined with evidence-based strategies to provide rich experiences to learn vocabulary. The questions that guided this study were: How do children use art vocabulary when it is explicitly taught with evidenced-based vocabulary strategies in an art unit on sculpture? Does the explicit vocabulary instruction improve students’ performance on assessments? The study was rooted in Vygotsky’s theory of Social Constructivism where learning was scaffolded. Students constructed knowledge through social situations within their zone of proximal development. Methods This teacher action research used instrumental case study design. A 14-week unit of art study on sculpture was designed that included interactive word wall activities, illustrating words, vocabulary tally chart, explicit vocabulary instruction through the use of read-aloud and art discussions, and journal writing for four third grade students during their weekly art class. Pre/post quizzes and vocabulary self-rating scales were administered to assess the outcome of the study. Interviews, observations, documents, artifacts and field notes were collected before, during, and after vocabulary instruction. Results Findings indicated that students used words in a variety of ways while sculpting with clay. Explicit vocabulary instruction through the use of read-alouds and interactive word wall activities helped teach and encourage students to use art vocabulary. It also increased performance on assessments. The visual and social environment of the art room emerged as one way to help students make meaning of art vocabulary. The results also suggest that evidence- based literacy strategies may be used and modified to meet the needs of special area subjects/content areas where teacher and student contact time is limited.
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = ETD-LCSH)
Topic
Art--Study and teaching
Subject (authority = ETD-LCSH)
Topic
Art--Terminology
Subject (authority = ETD-LCSH)
Topic
Education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6060
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 222 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by RoseAnn LaBrocca
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3NS0WMR
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
LaBrocca
GivenName
RoseAnn
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-12-16 17:55:39
AssociatedEntity
Name
RoseAnn LaBrocca
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
Back to the top
Version 8.4.8
Rutgers University Libraries - Copyright ©2022