Leisa Boling

Abstract

The purpose of this project is to determine if the use of the K-W-L teaching model will foster Deaf art students' cognitive knowledge and ability to express in an art form what they have learned regarding a specific subject. The following observation was made over a three year period working with Deaf art students. Deaf students need guidelines and a method of developing their ability to determine: · prior subject knowledge; · if additional information is needed; · results of research and; · how to use the information to express their creative ideas about a topic. K-W-L provides a visual structure to record prior knowledge and document additional information a student may want to learn about a subject. It provides students with a method of recording what they learned, comparing prior and new knowledge, in addition to providing a structure for interactive classroom discourse. K-W-L has been proven to be effective with second language learners and would be an appropriate strategy to explore as a curriculum project for Deaf art students. These curriculum activities will be conducted at Rochester School for the Deaf and will explore the use of K-W-L strategy in a "Studio in Art" classroom to determine if the students can effectively utilize this strategy to express knowledge on a particular subject in an art form.

Publication Date

9-21-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Christie, Karen

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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