The Relationship between Child Arts and Their Cultural Foundations

Allison, Brian

doi:10.2307/3332663

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…This result is consistent with several studies, it has been supported by many studies. Research by Friedman, et al (2011) found that art participation and cultural activities in the family are closely related to children's aesthetic development. Research by Johnson, Curie, and Moore (2014) shows that the home aesthetic environment has an impact on children's aesthetic literacy, including the availability of artwork, music, and literature as well as aesthetic resources and discussions in the family.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Influential Factors on Aesthetic Literacy among College Students at Leshan Teachers College

Ye,

Chotipiboonsub,

Chupradist

2024

IJSASR

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Background and Aims: With the development of society, the aesthetic quality of college students in normal colleges has received more and more attention. These problems stem from the influence of social environment, family education, traditional aesthetic education, and other factors. This study provides practical guidance for comprehensive development planning of college students’ aesthetic literacy. Material and Method: This quantitative research used a questionnaire survey method. Data were collected from a sample group of 2,120 college students at Leshan Normal University using a simple random sampling method. Results: 1) There was a significant positive correlation between aesthetic literacy with the family atmosphere, participation levels, and teacher guidance. 2) Family atmosphere, participation level, and teacher guidance had a significant positive influence on aesthetic literacy, while teacher guidance was the most influential, followed by participation level, and family atmosphere. Conclusion: Through these conclusions, we have more clearly realized the importance of family education, teacher guidance, and school activities in shaping the aesthetic literacy of college students. The interaction and role of these factors help provide practical guidance and improvement suggestions and promote the comprehensive development and improvement of college students' aesthetic literacy. The management can set useful policies using these factors to enhance educational practices as well as improve strategic plans on the aesthetic literacy of college students.

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Section: Discussionmentioning

confidence: 99%

Exploring the Influential Factors on Aesthetic Literacy among College Students at Leshan Teachers College

Ye,

Chotipiboonsub,

Chupradist

2024

IJSASR

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“…This hands-on visual lesson was the basis of the Student Art Task in the long-term study. Previous studies (Allison, 1980;Bowker, 2007;Brown, 1994) have used student art to evaluate environmental knowledge and visual recall among students. The Student Art Task was used to evaluate the retention of ocean stewardship concepts taught during the Ecology Lesson of the OSO program.…”

Section: Discussionmentioning

confidence: 99%

“…Although many studies have adapted models that incorporate predetermined Likert-items to measure students' environmental knowledge, attitudes, and behaviors (Dunlap & Van Liere, 1978;Dunlap, Van Liere, Mertig, & Jones, 2000;Kellert, 2005;Stern et al, 2008), other researchers argue that constructivist studies based on understanding the meanings constructed by students participating in context-specific activities are more relevant to understanding student knowledge and conceptions about the environment (Bowker, 2007;Shepardson, 2005). A majority of constructivist studies use written or oral accounts to analyze student learning; however, research by Allison (1980) and Brown (1994) has also shown a strong connection between children's art and their ideology.…”

Section: Importance Of Outdoor Experiences In Middle Childhood In a mentioning

confidence: 99%

The Effectiveness of Experiential Environmental Education

Hanneman

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Environmental education programs aim to develop participant awareness, sensitivity, and understanding of their affective relationship to the natural environment through conceptual knowledge and personal experiences. Previous findings have suggested that participation in environmental education programs leads to short-term positive increases in environmental knowledge, pro-environmental attitudes, and intentions to act in environmentally responsible behaviors; however, few studies have included long-term, follow-up assessment. This research provided an analysis of the effectiveness of the O'Neill Sea Odyssey (OSO) education program in fostering a longterm awareness of personal responsibility about ocean pollution among student participants. A survey administered to 261 students from the greater San Francisco Bay Area in California was used to explore 7 th through 10 th grade students' conceptions about the connection between ocean pollution and stewardship behaviors. The study revealed that 75% of 86 former OSO participants retained a high level of awareness of the connection between non-point source pollution and personal behaviors two to five years after the program, regardless of differences in sex, language, grade level, and community setting. These results indicate that OSO participants retained a long-term conceptual awareness about environmental stewardship behaviors taught during the OSO program.

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Eight Guidelines for Selecting Art Curriculum Content

Lanier¹

1984

Studies in Art Education

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The Relationship between Child Arts and Their Cultural Foundations

Cited by 3 publications

References 11 publications

Exploring the Influential Factors on Aesthetic Literacy among College Students at Leshan Teachers College

Exploring the Influential Factors on Aesthetic Literacy among College Students at Leshan Teachers College

The Effectiveness of Experiential Environmental Education

Eight Guidelines for Selecting Art Curriculum Content

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