dc.contributor.advisor | Unrath, Kathleen, 1947- | eng |
dc.contributor.author | Nordlund, Carrie Y., 1965- | eng |
dc.date.issued | 2006 | eng |
dc.date.submitted | 2006 Spring | eng |
dc.description | The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. | eng |
dc.description | Title from title screen of research.pdf file viewed on (February 28, 2007). | eng |
dc.description | Vita. | eng |
dc.description | Thesis (Ph.D.) University of Missouri-Columbia 2006. | eng |
dc.description.abstract | The purpose of this study was to implement a descriptive inquiry about the nature of art experiences in Waldorf Education through the lens of Waldorf graduates' reflections. This qualitative study sought to gain insight into the meanings graduates attribute to past Waldorf school arts experiences. The central research question for the study was as follows: What meanings do Waldorf graduates attribute to their lived Waldorf school art experience? Three-interview Series (Dolbeare & Schuman, 1982) were utilized to gather data from Waldorf graduates. This semi-structured interview protocol was designed to first, ascertain the graduates' overview about art experiences; second, narrow to their reflections about key moments (epiphanies) within arts experience; and third, attribute meaning to their art experience reflections. The results articulated benefits stemming from students' involvement in seamless arts integration and hands-on arts experiences in Waldorf Education: (1) expanded ways of knowing; (2) internalized knowledge through visual representations; (3) afforded will-developed intelligence, flow experience, creativity, and emotional intelligence; and (4) balanced the whole (sense and reason) being. Review of the literature demonstrated that no previous study was available towards garnering the meanings Waldorf graduates attribute to arts experiences. Findings of this study addressed the nature of arts-infused curriculum within Waldorf Education and provided examination of an alternative educational paradigm that honors whole child development. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.identifier.merlin | b57904364 | eng |
dc.identifier.oclc | 85451548 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/4457 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/4457 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | OpenAccess. | eng |
dc.subject.lcsh | Waldorf method of education | eng |
dc.title | Art experiences in Waldorf education : graduates' meaning making reflections | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Learning, teaching and curriculum (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ph. D. | eng |