This is a quantitative non-random experimental study involving two ninth grade Art I classes at a California charter high school. One class is the control group while the other class is the experimental group. The control group will be taught an Everyday Aesthetics unit (EAU) of instruction focusing on traditional art vocabulary and themes. The experimental group will be taught the Environmental Significance of Everyday Aesthetics (ESOEA) using elements of a critical pedagogical teaching approach.
This initial experimental study includes three hypotheses. Hypothesis 1 is an experimental group of high school Art I students participating in the ESOEA unit and hypothesized to demonstrate a significant increase in environmental consciousness between pretest and posttest. Hypothesis 2 is a control group of high school Art I students exposed to the EAU and is predicted to demonstrate no significant increase between pretest and posttest in environmental consciousness. Hypothesis 3 is the experimental group participating in the ESOEA and hypothesized to demonstrate a significant increase between pretest and posttest regarding environmental consciousness in comparison to the control group of students taught with the EAU of instruction.
|Commitee:||Argandona, Monica, Gatlin, Laurie|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 57/02M(E), Masters Abstracts International|
|Subjects:||Art education, Environmental education, Secondary education, Curriculum development|
|Keywords:||Critical pedagogy, Critical place based pedagogy, Environmental aesthetics, Everyday aesthetics, High school art, Landscape architecture|
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