All Of Them is a presentation by Lynne Horoschak of Moore College of Art & Design given at the 2010 National Art Education Association Convention. It’s an overview of the six theses her first MA Graduates wrote.

1. MA
THESES
IN ART
EDUCATION
WITH AN EMPHASIS IN
SPECIAL POPULATIONS

2. • INTEGRATING THE ARTS IN THE MATH CURRICULUM
• THE EFFECT OF TEACHING LITERACY THROUGH THE ARTS WITH
SPECIAL NEEDS CHILDREN
• THE RELATIONSHIP BETWEEN THE ART ROOM ENVIRONMENT AND
THE BEHAVIOR OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL
DISTURBANCE IN AN INNER-CITY HIGH SCHOOL
• THE EFFECT OF INTEGRATING POP CULTURE IN TEACHNG
PRACTICES IN INCLUSION ART CLASSES
• WHAT COLLABORATIVE STRATEGIES CAN BE USED TO ENGAGE
URBAN STUDETNS WITH SPECIAL NEEDS
• DETERMINING IF INCLUSIVE ART EDUCATION PRACTICES IMPROVE
THE ACADEMIC PERFORMANCE OF STUDENTS WITH AUTISM IN A
DIVERSE HIGH SCHOOL

26. My Students

44. Research Data Collection Unit of Analysis
Questions Methods
How does integrating • Qualitative • IEP Students
aspects of pop culture and questionnaires • Typical Students
graphic arts improve the • Observations
academic performance of • Formative &
students with special needs? Summative
Assessments
What aspects of a graphic • Qualitative • IEP Students
arts curriculum appeal to questionnaires • Typical Students
students with special needs
attending an urban
elementary school?

45. The Philosophy of Andy Warhol From A to B
and Back Again
“What’s great about this country is that America started the tradition
where the richest consumers buy essentially the same thing as the
poorest. You could be watching TV, and see Coca-Cola, and you
know that the President drinks Coca-Cola, Liz Taylor drinks Coca-
Cola, and just think, you could drink Coca-Cola too. A coke is a coke
and no amount of money can get you a better coke than the one the
bum on the corner is drinking.”
- Andy Warhol

50. • The quality of work was fairly consistent between the students with
IEPs and typical students.
• Many of the students chose pop culture images with which they
were familiar.
• There was consensus among the students that the project was fun
because they could chose their own pop culture image, however,
there was critism that the project was tedious.
• The grid style animation became laborous because each square in
the grid had to be colored in.

53. • Once the students became comfortable with using the My Four Walls
program, the processors of the computers began to freeze due to
inadequate processing speeds and overheating.
• An alternative to the problem was drawing a regular floor plan by hand,
using interior design templates, rulers, and protractors.
• The only student that held interest in the floor plan project was Student 4.
This project was an excellent way to demonstrate fine motor skills.
Eventhough she has trouble gripping the pencil, she endured and diligently
worked until her project was completed. Some of the details in her drawing
included computers in multiple rooms, play-based spaces including pop
culture icons such as Playstation 3, and appreciation for color.
• Student 5, who is known for completing assignments on time, began his
drawing with enthusiasm and fine-detail. Consequently, the manualization
of the project caused Student 5 to completely lose interest in finishing the
assignment.

55. Student 4 (C)

56. • The students were put off by the cartoonish look of the Mark
Kistler video lesson website.
• Using the stop and go capabilities of the video, the students
worked at their own pace and ability.
• Students became so comfortable with their drawing
capabilites, that they began to implement the drawing
strategies for pop culture images found through GOOGLE
image search.
• The drawing had direct similarities with the pictures that were
demonstrated on the video.
• The lesson was so inspiring and easy to learn that it got the
student to seek out other forms of pop culture images to
draw by hand.

57. Student 7 (K)
Student 1(J)

67. Research Questions Data Collection Unit of Analysis
Methods
How does the art room Observation Students
environment improve the Open Ended Questions
behavior of students with Document Analysis
EBD?
What specific therapeutic Observation Students
factors does a student Open Ended Questions
respond to in the art room? Document Analysis
What behaviors are the Observation Teachers
same students exhibiting in Informal Interview
other classrooms?
What factors might be Data Analysis Data
implemented in other
classroom settings?

68. *Data from Teacher Survey responses

69. *Data from Teacher Survey responses

70. * Data from Teacher Survey responses

71. *Data from Teacher Survey responses