Dabill, Jeffrey. (1995). Cooperative learning in the artroom: Applying cooperative learning to a discipline based art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Using Johnson and Johnson's and Kagan's cooperative learning models, this study was conducted to determine if cooperative learning enhances student performance. Author uses the "Learning Together" model as a teaching pedagogy. Quizzes, journals, critiques and the artwork of high school students in Studio Art were used to measure outcomes of experiment.
Day, Debra T. (2005). Interdisciplinary learning in art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.
DeGlopper, Brian J. (2000). Integrating technology and the internet into the art curriculum. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Project explores how technology impacts student learning and higher quality student produced art products. Research compares and contrasts student art products from samples used in control and experimental groups. Results indicate that artwork is only marginally improved when using technology to improve art product content.
Degraff, Dawn. (2009). High quality professional development: An investigation of art-specific professional development in art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Dembinski, Kathryn M. (1995). Effect of the social and historical contexts on developmental levels of appreciation among junior high school students. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
A study executed to determine if teaching about the social and historical implications surrounding various artistic periods has a greater impact on seventh grade students' appreciation of art. A control group which emphasized studio production and an experimental group emphasizing instruction were established to conduct this experiment.
Dionne, Earl B. (2007). A phenominal study of fire and art: The effects of fire and art in the classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Dixon, Carleen C. (2004). Connecting Students to their community through art: A casr study. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Doherty, Matthew R. (2010). Opening the door to cognitive and social development for special needs students through art experiences. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Domagala, Dawne M. (2006). Popular culture: Effects and teaching through art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Du Vall, Katherine E. (2006). Art... out of the classroom: A museum's role in the secondary art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Dueck, Janine M. (2004). Instilling care in high school art students to their community through cooperative learning. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Dunbar, Jessica A. (2007). Defining creativity and its implications on art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Duncan, Steven R. (2008). Rural high school art students' responses to a study of hip hop visual culture: An action research project using ctirical pedagogy. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Durusky, Lynn R. (2004). Designing a multicultural art curriculum for an urban school district: Diversities, issues, and outcomes, and relevance. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Dwaileebe, Jenny L. (2000). Portfolio assessment in art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
In order to rate student products consistently and reliably, author tests two types of portfolio assessments methods. One method is designed to rate students according to their self evaluations, products and teacher evaluation. The alternate method is designed to have an additional instructor rate students, using the same rubric.
Easton, Julie. (2000). Art gallery program: The effects of a school art gallery on fourth grade students' appreciation for the arts. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
In order to better understand the artistic process and develop a better awareness of art, students meet local artists who were invited to exhibit at their school. Study is conducted to measure art appreciation resulting from this exposure. Data indicates that students not only develop a new appreciation for art but also develop elevated levels of motivation in the creation of their own art.
Eisinger, Kathie. (2006). How can student participation in curriculum planning affect the at-risk student? State University College of New York at Buffalo; Art Education, Buffalo, NY.
Eriksson, Melissa. (2007). Arts in healthcare. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Erwin, Holly E. (2007). An interpretive phenomenological study of the impact of an authentic, traditional, community-based art education program on 5th grade students. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Evinczik, Eric D. (2001). Teaching computer videography to dyslexic students: Using cultural and literary themes in technological based art. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Research is designed to measure changes in negative attitudes for literacy among dyslexic students. Author uses folklore and ghost stories as themes students explored to increase motivation in reading.
Facklam, Paul. (2002). Picture books as teaching tools. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Author is interested in exploring to see if picture books can help students understand art concepts and themes found in fine art reproductions. To facilitate learning, researcher compares the picture book "Tuesday' by David Wiesner to Magritte's "Clear Ideas" on a lesson on surrealism. He also uses book "Polar Express" by Chris Van Allburg to Charles Burchfield's "Sleet Storm" on a lesson creating moods with weather.
Failla, Jennifer M. (2009). Multicultural art and the formation of a child's awareness of different cultures. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Ferguson, Melissa A. (2010). Beauty in Buffalo: Creating community. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Fernandez, Jacalyn A. (1997). Gender bias in art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Study used to measure 8th grade students' perceptions of sexual bias in the classroom. A survey is used to develop an overview to compare students-teacher perceptions of classroom interaction which include areas such as grading, instruction, assignments, visual aids and art history content to examine gender equity and inquity.
Ferrentino, Deborah L. (2006). Computers as an art medium in K-12 art. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Fiore, Valerie A. (2005). A case study on creating community in a charter school environment through mural painting. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Forster, Bernice J. (1998). An art teacher's reflection upon student and teacher interactions. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
A qualitative study used to determine how teacher and student interactions affect student behavior and cooperation in the classroom. Researcher studies the personalities of an eighth grade and sixth grade class and compares and contrast how daily activities such as instruction, art production, and clean-up vary between each group. Data gathered is intended to be used to create a more positive learning environment.
Frederick, Patricia M. (1997). The electronic portfolio combining art, technology, and authentic assessment. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Eighth grade students use a digital camera to document each phase in the creation of their art product. ClarisWorks is used as the painting software to design the pages of their electronic portfolio. Author uses the electronic portfolio as a vehicle for student assessment. Students are able to record their learning over time, reflect on the work produced to demonstrate mastery of skills learned.
Gallardo, Nicholas. (2008). Curriculum, careers, and perception: A communities' perspective of art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Galley, Christopher C. (2002). The effects of computer technology on student learning in a high school drawing and painting class. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Project is used to determine if the computer is an appropriate tool to use in a Studio in Art course. A control and experiment group was used to execute a painting assignment. The experiment group used the computer to complete assignment while the control group completed the assignment using traditional materials. Research showed that while the computer is useful for composition and color techniques, it cannot substitute for the traditional painting materials.
Gandolfo, Joanne. (2004). Why art teachers stay. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Gennaro, Paul J. (2003). Personalization: Teaching for personal meaning and relevance in the art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Gianadda, Dawn M. (2011). Motivating and engaging eighth grade art students through personal interests and choice of project. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Gilliam, George W. (1999). The significance of visual thinking in a creative learning situation. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.Available Butler Library, archives.
Project is constructed to examine the decision making process students will encounter when producing an art product. The elements of ideation, action, reflection and idea revision are explored in this qualitative study.
Gorney, Sandra L. (1999). Constructing the postmodern elementary classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Researcher reflects and examines Neperud's paradigm to show how it can be applied to current art education reform. Author explores the themes of family, sports and community by observing canon works of art. Emphasis is placed on the postmodern assumption that art is a form of sociocultural production.
Grant, David. (2010). A qualitative study to examine how educational technologies are reshaoing art education: Practices in three high school art classrooms. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Grisanti, Michele. (2011). A lack of practice: How art teachers' educational backgrounds influence their use of contemporary art. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Groeller, Amber. (2010). Action research project introducing visual imagery into high school social skills. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Grommus, Lorelle M. (2002). Art criticism: Which criticism approach is more effective for visual evaluation? Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
Author compares and contrasts Feldman's and Langford's model of art criticism. Researcher uses three sample groups comprised of 7th grade students to test models. One group used Feldman's model to develop criticism skills. One group used Langford's model of art criticism to develop skills. The remaining group had the option of choosing between the models for their critique. All groups were required to critique Van Gogh's "Starry Night". Results indicate the Feldman model to be more useful for students when writing their art criticism.
Gross, Wendy M. (?). Approaches to use in teaching studio art. State University College of New York at Buffalo; Art Education, Buffalo, NY.
Gross, Wendy M. (1997). Approaches to use in teaching studio art: A holistic approach and a sequential approach. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.
A study comparing the effectiveness of two teaching methods, holistic and sequential, to determine if either approach would contribute to a higher acquirement of art content knowledge in a Studio Art program. Upon completion of each instructional strategy, the effectiveness of both methods were measured by writing about art content and producing artwork using the principles of art and elements of design.
