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Open Access Thesis

Keywords

Art students--Diaries; Art students; Art--Study and teaching (Elementary); Diaries--Authorship; Metaphor; Diaries;

Abstract

The purpose of this study was to investigate the effects of literal and visual journaling on students' thoughts about artistic production. Participants were 40 sixth grade students enrolled in a private school program in the Midwest and two selected professional artists who used literal journaling to develop visual imagery. The theoretical frame drew upon Gardner's Theory of Multiple Intelligences (Gardner, 1983). The methodology relied on Borg and Gall's ( 1983) discussion of qualitative research design, Bradburn and Sudman's qualitative research methodology (1982), and Oppenheim's (1966) questionnaire design. The analysis of the data followed Kogan, Connor, Gross, and Fava's (1980) method of comparative analysis of metaphor. Kogan and Chadrow (1986) proposed possible advantages for making use of both verbal and visual modalities to develop ideas. The results of those studies provided a foundation for the current study. The research design was a quasi-experimental exploratory study. The design was a two group composite (Borg & Gall, 1983) with one experimental group and one control group. The investigator instituted narrative interviews to study the effects of visual/literal journaling dialogue with preadolescent students. The student responses were examined using Kogan's et al. (1980) Metaphoric Triad Task categories. The researcher entered the data into a Microsoft Excel spreadsheet in order to facilitate coding and sorting. The study examined the effects of journaling on students' use of metaphor. Metaphor was considered as a vehicle for reflective thinking and artistic expression. In the present study experimental students who used visual/literal journaling responded at greater length to narrator's questions. These findings are consistent with literature on spontaneous metaphor and journaling. The literature suggested that journaling would result in students' reflective thinking in their artistic expression. This study examined the results of the reflective process by examining effects of journaling on the students' use of metaphor. Analysis of adult artists' metaphor provided contextual information for the study.

Year of Submission

1993

Degree Name

Master of Arts

Department

Department of Art

First Advisor

Anna Martin

Second Advisor

Cynthia Bickley-Green

Third Advisor

Michael Waggoner

Comments

If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1993

Object Description

1 PDF file (128 leaves)

Language

en

File Format

application/pdf

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