Graduate Study Resources

Current art education projects are available through the department or at E. H. Butler Library. 

Current Art Education Projects

Anderson, Lisa R. (2001). Multicultural education: An approach to curriculum development utilizing the cultures represented in school populations. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

The intent of this project is to collect ethnic and cultural surveys distributed to students an create multicultural lessons that emphasis cultural diversity among the student population. Data collected will be used to determine if multicultural education can be personal to all students. Study also measures if content learning is enhanced due to personal ties to the material.

Achtyl, Kathryn M. (2009). Can contemporary art create meaning for today's adolescent learners? State University College of New York at Buffalo; Art Education, Buffalo, NY.

Adamek, Kimberly M. (2000). A study on creative problem solving in the art classroom environment. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

The CPS model is used in a qualitative study, using a control and experimental group, to measure fluency in problem solving. Brainstorming was used as the tool to generate ideas. Data indicates that student artwork, generated as a result of using CPS, was more unique than those students who did not use the model.

Adimey, Dana T. (1999). Portfolio assessment in the arts. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Study conducted to analyze the value of portfolios assessment as it is currently used by art teachers today. Researcher collects data on the advantages and disadvantages creating a digital portfolio verses traditional portfolios.

Albrechcinski, Amanda. (1999). Discipline based art education and children with disabilities. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Study follows the academic successes and problems confronted by a mildly mentally retarded student as compared to her peers. Results indicate that academic success can be achieved and measured, in relation to peers, by a student with disabilities when structuring a DBAE lesson.

Ali, Farrah K. (2004). Shiva, the destroyer, the creator, the lord of dance: Using symbolism and narratives of Hindu Gods to create meaningful self-portraits. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Allen, Deborah. (2005). Art education across the first grade curriculum: An interdisciplinary project. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Alwine, Amy B. (2001) Art, music, and poetry: Interdisciplinary instruction and art instruction. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Author compares and contrasts content learning of students who receive regular, instructor specific, interdisciplinary teaching of art, music, and English to those students who will receive the same interdisciplinary instruction within the content of art lessons produced solely by the art teacher. Sample includes 4th grade students from two academically polarized schools.

Archabald, Joseph D. (2009). Art beyond what we can make. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Arnone, Diane A. (2002). The attitudes of elementary education teachers towards art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Aschenbrenner, Bonnie. (2008). Building self-esteem in middle school students through community based art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Backes, Nathan. (2011). Film as a lens: How watching, analyzing, and creating movies can help adolescents to examine the world they live in. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bang, Deborah. (2009). Proposal for a new paradigm of integrated curriculum for Canisus High School, Buffalo, NY. State University College of New York at Buffalo, Buffalo, NY.

Bara, Kenneth E. (2006). Moving foward. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bargnesi, Jennifer A. (2004). Visual storytelling and the elementary level. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Barnack, Theresa R. (1998). NYSATA's 50 years: An inside look at past presidents and their contributions to nysata. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Author creates a historical report that documents events that have taken place within the New York State Art Teachers Association organization. Research covers a timeline from 1948 to 1998.

Barry, Sarah E. (2008). How does hypermedia support the fourth grade learner in art? State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bauer-Sargent, Ann. (1996). The role of multicultural art education in rural schools. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

A quasi-experimental study, using a control group and an experimental group, is applied to examine if the construct of multicultural art education creates an unbiased and accepted attitude of other cultures within a rural educational setting. The use of multicultural literature is used to conduct this study.

Baust, Heidi. (1996). Social reconstruction thru art criticism: A case study. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

A study conducted at a Hebrew day school. Middle school students use art criticism to develop insight on their independent views of socio-political conflict. Student products and Barrett's Model of Art Criticism are used to measure student critical thinking skills.

Benham, Michael S. (2008). The Critique of violence and the popular media's impact on student's art making and awareness. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Beninati, Kimberly. (2003). How does technology support constrictivist theories in art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Benz, James E. (2002). Multiculrital education in art and theperpetuation of stereotypes. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bigaj, Lori. (2004). An explorational concern throughmeaningful studio art experiencesfor pre-adolescent fifth grade students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Blair, Tammy J. (2004). Transforming teaching styles for successful educational experiences of students with multiple learning styles. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Blenker, Jeanne L. (2010). Exploring visual culture in high school art  education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bocek, Suzanne. (1999). Aesthetics through multicultural arts and values. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Navajo Indians are used as a multicultural area of study to reflect on and understand value systems that differ from traditional Western values. Aesthetic discussion takes place using Marcia Eaton's theory of how an individual identifies the aesthetic experience.

Bommer, Elizabeth. (2002). The defining of art, artist, and art educator in a contemporary society. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bommer, Elizabeth. (2002). The defining of art, artist, and art educator in a contemporary society. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

The basis for this project is to explore the perceptions of the lives, practices and the participation of visual artists and art educators in today's world of art and education. Author also conducts a teaching pedagogy comparative analysis of both occupations when delivering the same lesson. Test subjects include twenty practicing artists and twenty educators.

Bond, Paul S. (1998). The learning portfolio. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

The Arts PROPEL model is as a reference for designing a portfolio program in a fifth grade art class. The artwork selected for the portfolio program is used as a way for students to evaluate their own growth and learning. Pre-lesson and post-lesson reflections sheets were used to chart student learning as well.

Boorman, Nathan. (2006). Implementing an interactive website into the art room. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bosworth, Todd M. (2008). The use of writing to enhance verbal discussions of artwork by middle school students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bowman, Melissa M. (2008). Discovering art within a rural community. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Breier, Jennifer. (2009). A study of issues regarding the incorporation on female artists in art curricula and approaches to the pedagogy of gender matters in education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Brink, Holly L. (2004). Community art's correlation to art in nature. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Brodhead, Donald J. (2008). Sustaining middle school student's engagement through a choice-based art education curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Bryant-Pastore, Stacey. (2006). The effects of a multicultural festival on the cultural awareness of 4th and 5th grade students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Burk, Cheryl. (2009). Authentic artmaking: How curriculum and instructional methods influence students' learning. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Burns, Molly. (1999). Portfolio assessment: Understanding the advantages. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

A small sampling of students is used in this project with the goal of setting a foundation for their work by understanding the decisions they made throughout the process. Several different types of software are used to import and scan student images to create a digital portfolio. Students select artwork that best represent their talents. Student reflection and development are documented in journals and questionnaires.

Buscemi, Amanda. (2008). Creating meaning in the New York State mandated Studio in Art course: Engaging students through big ideas. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Buttino, Sarah E. (2007). Discerning a mentoring culture: Case studies of novice art teacher's experiences. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Calhoun, Caroline E. (2008). Integrating Adobe Photoshop into the secondary art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Cardinal, Melissa. (2007). Our treasures. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Carlson, David L. (2002). Digital scaffolding and interactive multimedia effectiveness in the classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Project seeks to measure extended learning through the use of multimedia software. 4th grade students are first introduced to Kidpix then advance to PowerPoint. Pre and post instructional surveys are used to measure extended learning.

Carpenter-Handy, Ann P. (2004). An investigation of perception and bias in multimedia art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Carr, Denise L. (2003). Unity in the community through art and nature. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Carter, Omar A. (2007). Curriculum and the African American student. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Cerny, Nancy S. (1996). Art education for older adults: Connecting life's messages. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Using aesthetics and art criticism as instructional tools, this study was conducted to determine if memory recollection, in older adults, is strengthened by the use of visual aids. Pre art lesson, post art lesson interviews, and content analysis were used to measure results.

Chamber, Amy J. (1999). Disciplined based art education in the elementary classroom: A performance based approach. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Playful activities are used to supplement the learning of a DBAE teaching philosophy. 2nd grade students use props and role playing to participate in art criticism of Ming Dynasty artwork.

Chernega, Nicole M. (2005). Community-based service learning project: Bridging gaps through art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Ciminelli, Fred. (1997). Weaving collaboration and technology into an integrated studio art learning experience. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

High school students are partnered with class mates to collaborate on a computer oriented assignment. This qualitative study researches the effect collaboration has on students and is measured through pre-test questionnaire and post-test self-interview survey.

Collins, Ann Marie. (1997). Designing an art educational kit to be a motivational learning device. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives. Focusing on line, shape, color and texture, author creates an art educational kit to enhance visual literacy among students. Educational kits created by The National Museum of American Art, The Albright Knox Gallery, and the Burchfield-Penney Center are reviewed and expounded upon.

Colliver, Jeffrey A. (2002). Developing successful computer ethics lesson plans for a graphic arts curriculum. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Goal of project is to create an awareness of computer ethics when using imagery from the internet. Students are provided intellectual rights, copyright literature, and case scenarios to review and interpret. It is hoped that through this process student 's moral and ethic awareness evolves.

Cook, Christopher D. (2002). How the art standards may be taught and assessed within the new york state course: Design drawing for production. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Qualitative study is conducted to determine if students understand the connections between the NYS standards and knowledge gained in the classroom. Study is used on a DDP course that is normally taught by technology. Pre and post interview questions and pre and post drawing assessment tests were collected to assess student proficiency.

Corser, Darbe. (1999). Buffalo historical architecture: Students knowledge and appreciation. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Reviews knowledge student have with regards to local historical architecture and how it is applied in the art class. Results indicate that local architecture history is not covered in art classes that have incorporate units on architecture. Researcher conducts a lesson in architecture and measures student appreciation with post questionnaires.

Critoph, Beth D. (2004). Working towards an art curriculum to explore tolerance. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Csati, Stephan J. (1997). Creative decision making and the use of computers in the middle school. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Study used to compare and contrast the production of art using computer software verses creating art through traditional means, (i.e., pencil, oils etc.) Middle grade students used in this experience discussed if, how and to what degree using a computer paint program affected their creative decision making.

Culligan, Karen. (1997). Developing a multicultural art education guide. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Author uses a survey to explore how art educators address the issue of multiculturalism in the classroom. Research indicated that art educators do implement measures to integrate multicultural activities. The author has created a resource guide with various activities that can be used to accommodate the diverse cultures that comprise our societal fabric. Activities are pulled from the ArtsEdNet website.

Cureo, Carol. (2001). Integrating community based art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

It is the author's intention to measure how the integration of local architecture in lesson design can increase content learning. Three groups were formed for this project. Two groups were instructed by independent artists brought into the school. The third group received in-class instruction only. Study was limited to internal community involvement but results indicated that community based involvement increases student critical thinking skills, learning skills and motivation levels.

Curthoys, Ann M. (1998). Assessing the efficacy of position papers prepared by the new york state art teachers association regarding state laws governing art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Project undertaken to determine to what degree position papers prepared by members of the New York State Art Teachers Association have impacted laws created for art education. Researcher examines proposed laws governing art education to laws that were successfully passed.

Cyrek, Michelle. (2000). Creating a commencement major sequence portfolio assessment. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Projected was conducted to compare how students and teachers rate portfolios. Researcher has students score themselves using the same rubric that is completed by two instructors. Results indicate that teacher scores correlate significantly while students do not.

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.

Haberer, Nicole M. (2004). A study of website use in high school art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Hall, Lindsey. (2008). Promoting the development of strengths and affinities in children with Asberger's syndrome through art. State University COllege of New york at Buffalo; Art Education, Buffalo, NY.

Hand-Smith, April L. (2004). Creating interdisciplinary connections between social studies, writing, and art to facilitate student learning. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Hart, Jeffrey. (2004). The use of art in the fostering of a positive identity in adolescent students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Hartman, Amy L. (2000). Teaching new art: Criticism methods for contemporary art in curricula. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.Available Butler Library, archives.

Author compares art criticism theories to discuss contemporary postmodern art to 4th grade students. Study compares current conceptual criticism methods to Broudy's Aesthetic Scanning method.

Hartnett, Brian T. (2006). Symbols, visual literacy, and the need for understanding. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Hatfield, Jennifer L. (2007). Exploring how students use the visual arts as a vehicle for the development and expression of their beliefs and values. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Haueise, Carrie A. (2002). Addressing technology through the media arts teachers association. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.Available Butler Library, archives.

Qualitative study conducted to determine how training acquired from a professional development seminar conducted by MATA has successfully been utilized in the classroom. Data is collected from classroom observation, field notes, written reflections, and questionnaires.

Hawley, Kenneth. (2007). Expanding studio in art: Developing a course that is engaging, relevant, and meaningful for the non-art major. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Heidemann, Matthew L. (2008). Different brish strokes for different art folks: Differeinitated instruction in the fourth grade classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Hessinger, Jill A. (1999). Quilt making in the art classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Study used to examine how quilt making can be used for interdisciplinary learning, community connection and art education advocacy. A history unit on colonial life is used as the interdisciplinary theme for a unit on quilts.

Hibbard, Kevin M. (2009). The attitudes of art educators towards educational research and the constructivist learning paradigm. State University College of New York at Buffalo; Art Educational, Buffalo, NY.

Hlavaty, Christopher. (2008). Discovering identity: A vidual culture in the elementary art room. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Hoelscher, Crystaline. (2004). Investigating the need for a multicultural art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Homme, Dena A. (1997). Art the essence of curriculum? Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Seventh grade students explore community identity by collaborating and interacting with community members. Students work with a local writer and artist to create a public art installation. Data is collected by reviewing journals, art products and surveys to analyze student learning.

Hoplight, Craig A. (2003). Can mentoring be effective?  State University College of New York at Buffalo; Art Education, Buffalo, NY.

Hughey, Elisa B. (1996). Metaphors as subject matter: A search toward meaningful art experiences. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

A two-part study incorporating the use of metaphors as a form of visual expression in an art program. The first part of the study focuses on the author's methodologies of documenting her process of using metaphors in her own artwork. In part two of the study, the author uses her process as an instructional tool to develop metaphorical creative thinking in the classroom.

Hulse, Elyse H. (1995). Empowering seriously emotionally disturbed students in art: Therapeutic goals or content learning? Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. .Available Butler Library, archives.

Emotionally disturbed students are used as a channel to explore how an art program relating to students' personal lives help to improve performance in the classroom. The author uses Discipline Based Art Education  to show how a student centered form of instruction can induce behaviors that increase self accountability, improve interpersonal relationships and self esteem.

Jager, Jessica A. (1997). Integrating old and new technologies into the art curriculum as a method of motivation: The interactions of the middle school art classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Project examines the motivational impact technology, old and new, has when creating art products. Technologies used and assessed were: videos, computer, lamination, tv, video games, and a copier.

Jocoy, Aaron L. (2000). Conscience awareness: A key to advocacy retaining education in art. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Author uses this project as an opportunity to make the public aware of the importance of  art education through literature distributed by the National Art education Association. Case study includes a sampling of education and non-education population. Subjects are given art education advocacy literature on a weekly basis and are required to complete a questionnaire to measure changes in their attitude regarding art education. Results indicate that an advocacy campaign positively changes the attitudes towards art education advocacy.

Johnson, Eric J. (2005). Deciphering visual culture: Raising critical self-awareness in the art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Johnson, Michael. (2003). A wall awakens: A case study of a mural's progression at 66th st. elementary school. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Jorgensen, George. (2008). A comparison of art criticism in a public high school studio art class and community college. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kaiser, Amanda. (2011). The integration of digital media in the middle school art classroom to motivate and engage students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kary, Christopher D. (2003). An after school art club for urban students. State Unoversity College of New York at Buffalo; Art Education, Buffalo, NY.

Kelley, Colleen E. (1999). Ophelia: Documenting an artist's revisionist play. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Author conducts a qualitative study by writing, through a revisionist perspective, a play modifying the character, "Ophelia" from Shakespeare's classic "Hamlet". She extracts the social and personal conditions of the historical character and re-interprets them through the eyes of a modern day woman.

Kennedy-Barun, Rachel E. (2006). Art education and art preparation: What does a student gain from an education on the arts? State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kessler, Michelle. (2006). Creative play: Bridging play and development. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Khalil, Sahar F. (1999). Training docents for museum education programs. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

This case study is used to review the history of the docent program at the Albright Knox Art Gallery. Cognitive, motor, and affective learning domains of the program are examined and compared to Theodore J. Kawalski's ideals of a training curriculum design.

King, Eileen M. (2002). Children and illness: A series of case studies. The medicinal aspect of art. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.Available Butler Library, archives.

Case study used to illustrate how art can be used as a therapeutic tool for children during chronic illness. Researcher completes a series of lessons with pediatric patients at Roswell. Data collected from pre and post questionnaires indicated that the children became less self-conscience about themselves and became more self-confident when involved in the process art making.

Kirdani, Lavinia H. (1997). Feminist  pedagogy: Using the theme of difference to bring new understandings to a studio in art class. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Personal and social issues, relevant to high school students, are explored through works of art created by feminist and socially conscious artists. Issues covered include: bigotry, genocide, oppression, gender and race. Students create an illustrated book addressing an issue of personal concern.

Klein, Christina A. (2006). Negotitated curriculum and its impact on eigth grade students' engagement in art: Through the lens of an action researcher. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kolb, Jessica. (2008). Infusing a middle school art curriculum with computer art, blogs, and iPods to create a learning environment that mirrors the world of the 21st century student. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Komenda, Christy A. (2003). Effective cross-curricular communication. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kopacz, Craig A. (2003). What do students find relevant and meaningful in art? State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kopsa, Janelle A. (1996). Enhancing school curriculum through art: Integrating the disciplines of art and home and careers. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

A quasi-research design using a control group and an experimental group to illustrate how the use of visual art aids can enhance content retention in seventh grade "Home and Careers" students. Research uncovers the difference between the effectiveness of text based delivery course aids verses art reproduction based course aids.

Kozubal, Kamie. (2007). The impact of parodies on student engagement in a seventh grade art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Krueger, Jennifer. (2007). Enhancing social and emotional skills through community based art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kruk, Julie. (2002). Teaching multicultural issues in an art program for a non-diverse high school population. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Project was conducted to find a way to include relevant multicultural issues and themes in the current art program. Study concludes that educators must find their own path to address multiculturalism in the classroom if resources and texts do not currently include related topics regarding cultural diversity.

Krull, Karen. (2007). The effects on traditional art making in a digital classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Kwoka, Mark J. (1996). Effects of room location and environmental factors on student behavior. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

This qualitative study examines the behavior of 5th grade students in relation to their travel proximity and location to the art room. Author utilizes videotape to assess student behavior coming to and from the art room.

Kyser, Kevin M. (1999). Learning to draw by copying. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

To facilitate learning, a quasi-study is conducted to see if drawing skills increase if students are allowed to observe and copy other students work. Study indicated that 6th grade students do not draw better when allowed to observe and copy from their peers.

LaFever, Chad A. (2004). Identifying and teaching the characteristics of excellent visual narratives. State University College of New York at Buffalo; Art Education, Buffalo, NY.

LaFountain, Jeffrey J. (?). The progress of teacher preparation for teaching students with special needs and normalization in the integrated art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Langgood, Judith A. (2000). Implementing community based art education at the secondary level. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.Available Butler Library, archives. To measure how more enriching and meaningful learning is achieved, a study was conducted to compare and contrast out-of-class instruction with the community verses in-class community based instruction.

Lasut-Campbell, Nicole. (2007). Diminishing stereotypes in 6th grade students by making cultural connections through the concept of rites of passage. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Laurin, Amanda D. (2008). Using a kinsthetic approach to increase engagement among middle school art students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Lee, Brenda F. (2008). Integrating successful computer technology strategies into the high school art program. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Lee, Heather. (2009). Interdicsiplinary high school art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Lenz, Elizabeth. (2008). Creating an eco-art garden: Integrating art, science, and ecology to facilitate environmental awareness in fifth grade students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Lewinski, Sara J. (2007). How art can help promote awareness of diversity: An action research project to investigate prejudice in early childhood . State University College of New York at Buffalo; Art Education, Buffalo, NY.

Lewke, Suzzane. (2006). Art Interpretation models for the 21st century classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Ljiljanich, Monica L. (2006). Character education within an elementary art room: Observations and implications for integrating character and art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Long, David G. (1995). Effects of reading comprehension based on a collaborative effort between art education and english studies: Purpose, plan and results. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

This study seeks to determine if content comprehension is elevated when an interdisciplinary merging of art education and English studies occur. Historical content was extracted from a novel read in the fourth grade classes and was used as a reference for creating lesson plans. An experimental and control group was used in this investigation use to measure higher order thinking.

Lorenz, Wendy M. (2003). Paper as a primary medium in the early childhood art program. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Lucas, Cristine A. (1998). Community as our culture. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

Study is conducted to create a greater awareness of the contribution community artisans can make to a creative crafts curriculum. Researcher has students conduct interviews of local artists with the purposes of examining their contributions to society through an aesthetic, economic and multicultural eye.

Magner, Lisa. (1995). Youth violence: A survey of prevention programs in erie county. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

An investigation designed to evaluate what factors contribute to the success of youth programs in Western New York. The study was conducted on programs that service the needs of youths between the ages of 3-21. Factors measured in research were: number of participants, funding, activities offered by organization, and parental and community involvement. Of the 55 youth organizations contacted, 17 responded to the study.

Marsala, Nicole. (2004). Building self esteem through multicultural art education: Self expression and acceptance of others in sixth grade. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Marsden, Joan A. (1996). Teaching children to be more creative: Teaching thinking skills. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

An examination implemented to determine if using the Creative Problem Solving (CPS) creative thinking method can help to increase 5th grade students' creative thinking skills. Tools emphasized in study where: brainstorming, attribute listing, judging relevant data and making inferences and deductions.

Martin, Kelly. (2007). Implementing community based art education in urban city schools. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Martinez, Juan P. (1996). The western canon in art education: What children think is art and beautiful. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

A study examining what urban and suburban 6th grade students think about art. The study is further broken down using six ethnic categories of students. Students are asked to respond to a pre-determined selection of artwork from a selection of media and from a variety of cultures

Marucci, Michela. (2003). Technology: Teaching tools in art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

McCabe, Kristen. (2008). Approaches to encourage creative risk-taking within the 8th grade art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

McCarthy, Lisa F. (2003). Adapting higher order thinking skills and strategies into an elementary art room. State University College of New York at Buffalo; Art Education, Buffalo NY.

McCarthy, Maureen. (2010). Thesis defense December, 2010. State University College of New York at Buffalo; Art Education, Buffalo, NY.

McCartney, Gina. (2009). Visual culture art education: Is it elementary. State University College of New York at Buffalo; Art Education, Buffalo, NY.

McGowan, Deborah A. (2006). Nurturing gifted and talented students in the visual arts. State University College of New York at Buffalo; Art Education, Buffalo, NY.

McInerny, Laura J. (1997). Block scheduling: The effect on high school art programs. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available Butler Library, archives.

A survey based study that asks art instructors, nationwide, for their perceptions of block scheduling within their program. Issues emphasized in study included: staffing needs or changes and increase or decrease in student product quality and quantity as a result of  the implementation of block scheduling.

McQuire, Cheryl A. (1998). How can an art teacher be better prepared for a more diverse/multilingual classroom? Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

A study conducted which focuses on the learning styles of a predominantly Hispanic student population. Cooperative grouping is used as a tool of reinforcing instructions and comprehension. Study also suggests that art teachers select students to translate the assignments.

Meyers, Kelly L. (2006). The struggles of teaching art in a private, fundamentalist institution. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Mills, Wendy Jo. (1998). The artist-teacher as a process model. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Project is based on the students learning from an artist-in-residence perspective. Third grade students are exposed to the teacher as the artist and reflect and learn about art through her experiences. Students retain a sketchbook and develop a theme for an art product from reflections and ideas documented.

Morrison, Julie A. (2003). Art Education and the use of an interdisciplinary curriculum. State Unoversity College of New York at Buffalo; Art Education, Buffalo, NY.

Muehlbauer, Kathleen E. (1999). Measures of art history and production: The place of studio in discipline based art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

This study attempts to measure which types of students will be successful and more satisfied in an art program if the curriculum is challenging. Results indicate that if an art program includes 50% studio and 50% art history, student interest, motivation and project outcomes correlate high to student success.

Murphy, Katherine E. (2010). Studying stereotypes, gender issues, and visual culture using feminist art education with high school girls. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Murphy, Thomas K. (2010). Interactive whiteboard technology: An education tool in the elementary art room. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Nachreiner, Wendy A. (1997). The theory of multiple intelligences in the art room. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Howard Gardner's Multiple Intelligences theory is introduced to 5th grade students. Journals are used to record thought and reflections of student learning before and after the  introduction of the MI theory. Researched showed that students developed a new sense of self and a respect for others after understanding how the principles of the theory apply to themselves.

Nagel, Tara K. (2006). Interdisciplinary instruction for at-risk youth. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Naylon, Katherine A. (1995). Introducing interdisciplinary education and educational technologies to the classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Using Egyptian culture as an interdisciplinary theme, an examination of student content retention, motivation and the transfer of art knowledge, as it applies to the culture used in this study, is explored.  The study is conducted on sixth grade students integrating computer technology as an instructional method.

Necci, Joseph A. (2006). Postmodernism in today's visual arts classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Neiswonger, Mary L. (2011). Persons inside of a cat: Using art criticism to help students with intellectual disabilities improve their critical thinknig skills. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Neumann, Jennifer. (2007). A participatory action research project: Art and environmantal design through the yes of rural middle school students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Nice, Robert J. (2005). Visual and performing arts advocacy: Studying the redent history of funding sources of a suburban school district. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Noble, Lalaysha. (2003). How senior citizens can decrease negativity through making art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Northrup, Nicole L. (2009). Factors that contribute to visual culture not becoming an integrated element of art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Notto, Lawrence R. Jr. (2000). Computer art and student self-concept: The promotion self esteem in children with special needs. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Objective of project is to determine if increasing motor skills through the use of computers may lead to increased self-esteem in students with physical disabilities. Study was conducted on a sample population of students who had Cerebral Palsy and Spine-abifida.

Occhino, Carrie. (2008). How identity and art connect in a kindergarten  through fourth grade after-school program: A case study. State University College of New York at Buffalo; Art Education, Buffalo, NY.

O'Connor-Monti, Heather. (2005). Poverty, education, and the urban school. State University College of New York at Buffalo; Art Education, Buffalo, NY.

O'Keefe, Lee A. (2004). Modernist educators and postmodernist pupils: Constructing a bridge between conflicting paradigms. State Universiry College of New York at Buffalo; Art Education, Buffalo, NY.

Orr, Marci J. (1999). Computer technology in the art classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

The impact that technology has in the classroom is explored in this qualitative study. Student motivation and student learning are measured using technology in the classroom. Another goal of this study was to have 5th grade students make meaningful connections between art production and math using computer technology.

Ortolano, Frank J. Jr. (2000). Aesthetic development in children. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Purpose of study is to determine the number of students who reach any given level on Michael Parson's theory of aesthetic development. Quasi experimental data was collected from students on a one-to-one basis with the instructor. Results indicate that students operate on 4 of 5 stages in Parson's theory. By determining level of aesthetic development, author is better able to develop lesson plans.

Overturf, Todd. (2003). Observations in a private catholic high school art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Pagano, Joseph. (2004). The art student and assessment. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Panek, Kieth. (2005). A comparative study of Japanese and American art education pedagogies within the sixth grade classroom. State University College of New York at Buffalo; Art Edication, Buffalo, NY.

Paolucci, Amanda. (2009). An alternative to common formative assessments: Common data collection forms in art education. State University College of New York at BUffalo; Art Education, Buffalo, NY.

Parker, Amanda. (2000). The visual arts and mathematics. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Project draws the parallels between mathematics and art. Author identifies Leonardo D Vinci, Louise Nevelson, Frank Lloyd Wright, Piet Mondrian, M. C. Escher, and Pablo Picasso as artists that use mathematic concepts in their work.

Parr, Lynda A. (1997). Making connections: Art history to studio art. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Author incorporates art history in conjunction with art production to motivate student interest in the history of art to promote higher leveling thinking skills when creating their product. After a lesson focusing on the history of Egyptian art, a survey was used to provide insight of engaged learning and how exposure to historical content changed the approach students used when creating their art products.

Paskiewicz, Amy. (2007). Using the visual arts as a vehicle to teach problem-solving and critical thinking strategies. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Pava, Orrin B. (2006). Alternative art curriculums: A case study - Incorporation of Waldorf and Montessori philosiphies into a middle school art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Pentoney, Michelle M. (2010). The digital art portfolio: Combining art, technology, and assessment in the high school art room. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Pessecow, Elaine. (2006). Moral decisions and art education: Can art aid. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Peters, Cynthia. (2003). Computer use and its relationship to drawing skills. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Petrella, George S. (1997). Observation and analysis of a computer graphics project by eighth grade students. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Researcher documents student learning and tolerance of a technology based assignment requiring them to create a self-portrait. The purpose of the research to examine frustration levels which occur with students performing at different competence rates. It is the hope of the researcher that these findings can be used to establish a technology based curriculum that can be used to improve the success rate of all students no matter what level they operate at.

Platt, Rachel E. (2010). Multicultural art education: Art as a catalyst for change in middle schools. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Popovich, Nicole S. (1999). An interdisciplinary approach to art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Study conducted to determine if student learning and attitude improve using an interdisciplinary approach in the art classroom. An art lesson is interdisciplined with  history and Spanish. Results with pre and post test showed that this interdisciplinary lesson improved learning did not change student's attitude about the value of art education.

Postolese, Maria. (2009). Measuring the effectiveness of authentic assessment procedures in the elementary classroom for student understanding of concepts. State University College of New York at BUffalo; Art Education, Buffalo, NY.  

Raderman, Eileen M. (2005). How children handle stress through art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Reyes, Hannah P. (2008). The possible effects of public perceptions on art teacher's professional identity and practice. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Rivera, Jose. (2005). Increasing parental involvement in the junior high art class. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Roehling-Flynn, Bethann. (1999). Feminism in art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Project is designed to examine how feminist principles are applied through teaching and to measure what effect they have on student learning. Author uses the artwork of African American artist Betye Saar as an exemplar for students to reference when creating their own art product illustrating a social problem.

Rogala, Martha D. (1995). Literature-based art education: A child centered approach to curriculum integration between elementary level language arts and visual arts. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Curriculum integration incorporating language arts and visual arts to enhance learning and knowledge retention. 1st grade students used in study. Collaborative efforts included choosing a picture book that contained relevant content for both the language art and art teachers. A common theme was established which allowed the art instructor to use the illustrations as a resource for the artist selection and element of design emphasized in unit of instruction. Journal entries reinforced connection between sentence content and art products.

Rogalski, David S. (2003). Global collaboration via the internet: Its effects in the art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Rogers, Cory M. Integrating social transformation in art education. State University College of New York at Buffalo; Art Education, Buffalo, NY. 

Roman, Jennifer. (2003). Implementing an individualized Art Education program. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Root, Patrick C. (2004). One size doesnt really fit all : Differentiated instruction and art education iat the sisth grade level. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Root, Scott D. (2006). Fostering student confidence and creativity through experimentation in the art room. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Rosenthal, Noreen A. (1998). Changing the role of art education for the 21st century. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Study conducted to examine how an arts-based curriculum, (music, dance, visual art), can be used as an alternative way to teach. The reseacher uses the Aurora Waldorf Elementary School, located in West Falls, NY, as the sample.

Roy, Molly F. (2008). Developing empathy in middle school students through a specially designed art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Ruffino, Michael F. (1998). Art history: Building a time machine for the classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Researcher uses the concept of a "Time Machine" as an instructional tool to enhance student learning of art history. Students select a period in time or a historical event that interests them and use that timeline to research American Art using the computer as a research tool.

Runca, John L. Jr. (1996). Career development through art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

A case study which presents how career development strategies used within one high school facility are integrated in their art program. Study shows how guidance counselors, occupational classes, field trips and professional visitations help to enhance art related career paths.

Russel, Catherine A. (2004). Cooperative learning in a middle school art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Ryan, Mary Ellen. (2009). Art and technology integration: Combining pencils with pixels. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Salvo, AnnMarie C. (2006). Learning in the round: A model of explatory inductice genisis to knowledge. State University College of New York at Buffalo; Art Education, Buffalo, NY.

SanGeorge, Heidi. (2006). Seeking ways to increase middle school students' respect for the visual arts using action research. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Sansone, Traci A. (1998). Collaboration and student motivation in the art classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Project implemented to determine if self-appointed partnership with peers and assignment selection improve motivation levels in students. Results showed that student interest levels rose when they were directly involved in the decision making process. However, student product results were sub-standard.

Schauer-Webster, Lynn. (1995). Participation of at-risk students in the arts. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

A qualitative study used to examine the factors that influence at-risk student enrollment in an art program. 29 at-risk students, determined by the Committee on Special Education and/or those students referred by Guidance Counselors for significant discipline problems or poor academic performance are used in this study. Student questionnaires, Guidance Counselors and Art Instructor interviews are used to determine project findings.

Schunk, Rhonda L. (1997). A world wide web site for art teachers and students. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Author creates an inventory of websites that pertain to art education for a study group consisting of students and teachers to review. Results to questionnaire and survey questions are tabulated by frequency of responses. Responses are based on website usefulness and learning.

Schutter, Linda F. (2003). The ambiguity of Aesthetics: Clarifying goals, strategies, and assessment of aesthetics instruction. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Scott, Bradley. (2003). Finding glaze substitutes forgerstley borate in low-fire glazes. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Scott, Kelly. (2003). Computers and elementary art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Sealander, Renee S. (2005). Building bridges between school & community: portraits of our community. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Secord, Heather L. (2003). Exploring cultural influence in children from ethnically diverse families through art curriculum. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Shean, Heather. (2009). Motivating and engaging advanced level high school art students to make quality and meaningful art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Shuman, Lori. (1997). Museum studies used as a tool; in collaboration with art education: A case study. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

An investigation that explores how museum programs can be used within the art curriculum to enrich learning. Research indicated that students developed proper questioning strategies and used critical thinking skills due to museum exposure and discussions which occurred between them and the museum docent.

Siclari, Carla E. (2001). Making a distinction between fine art and folk art: what it means to modernism, postmodernism, and beyond. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Qualitative study examines if the population outside the art community recognize a distinction between folk art and fine art. Sample used a population with an age range from under 10 and over 65 years of age. Research indicates that prior to a lesson explaining the difference of folk art and fine art, individuals outside the art environment did not find a distinction between the two.

Singleton, Elizabeth A. (2007). A case study on the impact of teacher voice on middle school art students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Smazcz-Ladori, Kelly Ann. (2007). Cultivating concentration, relaxation, and independent thinking into art education. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Stampone, Heather M. (2011). Understanding autistic disorder: Adapting and improving art education for students in self-contained classrooms. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Strathearn, Linda M. (2003). Integrating community-based art education into the visual art curriculum: A case study. State University College of New York at Buffalo; Art Education, Buffalo NY.

Straub, Matthew A. (2005). Byte Me: Digital artistry in postmodern art education classrooms. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Swanson, Darryl. (1996). Improving representative drawings among middle school children. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Study comparing the effectiveness of two drawing techniques. The techniques of Betty Edwards and Kimon Nicolaides are examined to determine which method proves more effective in enhancing realistic drawing skills in sixth grade students.

Szcerbacki, Juliet L. (1998). Paradigms in kindergarten art curriculum. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Six kindergarten teachers were asked to complete surveys expressing their perceptions of kindergarten art curriculum. They were also asked to observe a lesson conducted by the art teacher. Data obtained from pre lesson and post lesson questionnaires are compared and analyzed to measure any shifts in perspectives.

Tamfer, Nicole M. (2009). Contemporary text-based art: Developing and implementing a sixth grade unit. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Tangeleder, Keri M. (2008). Increasing adolescent awareness of body image manipulation as portrayed by the media through art ctiricism. State Univeristy College of New York at Buffalo; Art Education, Buffalo, NY.

Taylor, Victoria L. (1997). The use of rubrics for assessment by western new york high school art teachers. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Study used to investigate how art educators use rubrics as an assessment tool. Researcher further focuses on this assessment tool by exploring the design of two rubrics by local art educators.

Tomasulo, Meri J. (2000). Cooperative learning in the elementary art classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Purpose of project is to measure the effectiveness of cooperative learning in a 4th grade environment. Students were randomly grouped to participate and complete a lesson on puppetry. Results were tabulated from pre and post lesson questionnaires and indicated that students showed an increase in self-esteem, elevated levels of creativity and improved interpersonal skills.

Tonsoline, Deborah A. (2004). Wherefore art thou? Promoting arts advocacy through elementary art programs. State University College of New York at Buffalo; Art Education, Buffalo NY.

Townsend, Debra R. (1998). An overview of art criticism approaches with a focus on a cross-cultural model. Unpublished masters project, State University College of New York at Buffalo; Art Education,Buffalo, NY. Available in the Butler Library archives.

Tom Anderson's theoretical model of art criticism is used to broaden understanding of  works of art created outside the Western tradition. "Reaction", "perceptual analysis", and "personal interpretation" are used as the format for critical discussion.

Tripp, Gregory S. (1995). Portfolio assessment in elementary art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Portfolio assessment of third grade students after a five week unit of study. Student self-evaluations, mini lessons, final art products and numerical grading are the forms of data used in the assessment process.

Turcan, Michelle L. (2007). The effects of having a choice: How primary school age students understand and develop theories of themselves and their world in art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Uhteg, Melanie A. (2008). Engaging a visually impaired student in elementary art. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Veltri, Amy L. (1995). Teaching at the speed of change: Assessing educational reform efforts through student feedback. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

An examination used to assess whether exposure and experiences students gain in a visual arts program are used and applied to other aspects of their lives. The measurement was determined through high school students input before and after the instructional unit used for this study.

Vitiello, Anthony. (2009). A handbook for teaching the graphic novel: Is it beneficial to the secondary art curriculum? State university College of New York at Buffalo; Art Education, Buffalo, NY.

Wade, Janel. (2004). The effects of a cultural art festival on the global awareness of 3rd grade students. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Wahl, Charles H. (2003). Authentic and performance-based assessment in the 8th grade art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Walleshauser, David H. (1997). An interdisciplinary approach in art education making connections with reading and writing. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Research is based on Tim Rollins, Kids of Survival program. 7th and 8th grade students select and read a piece of literature of their choosing. Students then create a mural that visually captures the essence of the literature.

Waz, Jill. (2008). Adapting a choice-based art education curriculum to adress problems in disengagement in middle school learners. State University College of New York at Buffalo; Art Education, Buffalo, NY.

West, Susan. (1995). Pluristic christ. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

An analysis is conducted to determine if studying Christian art history changes the way parochial students perceive the image of Christ as known by scripture. The author uses art criticism to discuss cultural perspectives and the diversity of elements that contribute to the imagery of Christ throughout history. Research showed that students' perception of their image of Christ did not change after the introduction of lessons which focused on a variety of multicultural interpretations of his image. Project results were measured using questionnaires, interviews and journals of  7th and 8th grade students.

White, Michelle. (1999). The facilitation of contextual multicultural studies. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY.Available in the Butler Library archives.

Project explores the conditions in which multicultural art education is integrated in the classroom. Researcher investigates how and if variables such as: DBAE, personal values, or NYS Standards influence an instructor's decision to include multicultural education in an art program.

Wick, Jennifer L. (1997) Critical and aesthetic games in the art classroom. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Researcher seeks to evaluate the relationship between student and teacher through critical and aesthetic games used in the classroom. Various games were used to increase critical and aesthetic discussion by answering a who, what, where, why, and when line of questioning , accompanied by case scenarios.

Wick, Stephanie A. (1999). Building an alliance: The partnership of community and art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Project aims to have students build a relationship with community members to help them understand the importance of art outside of school. After establishing a relationship with an "art sponsor", students are required to create artwork based on their relationship and connection to that sponsor.

Wiedner, Gretchen A. (2010). ELL effective art education: Assisting in language development for all. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Wieler-Gunn, Aimee J. (2003). Effective behavior management for urban public school children at-risk: A functional behavior. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Williams, Callitia. (2007). Visual culture and its effects on the human form. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Woy, Katherine. (2007). Changing current teaching practices to affect independent artistic and creative behaviors in fifth grade students in an art classroom. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Wright, Melinda J. (1997). How educators use modern art as an instructional strategy and its effect on art education. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

A study used to evaluate the benefits of museum programs. For this study researcher focuses on using modern art as a tool to further enhance academic and art education studies. Findings conclude that exposure to modern art positively impacted student learning.

Wurzer, Michelle. (2009). The new era of social reconstrictivism: Interests, politics, and values of a 21st century multicultural education: Fourth graders respond to personal and social issues on an after school art program. State University College of New York at Buffalo; Art Education, Buffalo, NY.

Wynne, Cynthia J. (1999). Playful learning: Using games to teach art to high school students. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Qualitative study used to determine if the inclusion of games help student improve critiques of artwork. Games used in study: Sculprit, Win, Lose or Draw, Arts Not So Trivial, Art Bits-Sculpture, Art Rummy, and Articulate.

Zavitz, Brandi C. (1997). Using metaphors in the art classroom to inspire individuality. Unpublished masters project, State University College of New York at Buffalo; Art Education, Buffalo, NY. Available in the Butler Library archives.

Students create an art product that reflects a personal experience through their interpretation of metaphors. Student use of metaphors is discussed and analyzed through audio recordings.

Zimmerman, Kelly. (2008). Art based character education through mural making and its effects on student performance in the middle school art classroom. State University College of New York at Buffalo. Buffalo, NY.