{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1687"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1687","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Inquiry into Place-Based Education in Art","abstract":"A place-based pedagogy is a call for educators to utilize local environs in content curricula to build upon and enrich instruction for students. This study examines the potential for K-12 schools in West Virginia to reasonably adhere to place-based art education methods in visual arts curricula. Data collection consisted of interviews conducted with three West Virginia public school art educators and three community specialists who work in the fields of art, ecology, and art education. Using qualitative analysis, the open-ended responses from both the teachers and the community specialists were analyzed. The conclusion section reviews limitations to placebased education expressed by the educators, and examines how community specialists may create a \"bridge\" with schools that would facilitate such lessons.","abstract_html":"A place-based pedagogy is a call for educators to utilize local environs in content curricula to build upon and enrich instruction for students. This study examines the potential for K-12 schools in West Virginia to reasonably adhere to place-based art education methods in visual arts curricula. Data collection consisted of interviews conducted with three West Virginia public school art educators and three community specialists who work in the fields of art, ecology, and art education. Using qualitative analysis, the open-ended responses from both the teachers and the community specialists were analyzed. The conclusion section reviews limitations to placebased education expressed by the educators, and examines how community specialists may create a "bridge" with schools that would facilitate such lessons.","abstract_has_math":false,"creators":["Drexler, Marie L."],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Victoria Fergus.","Ronald Aman","Alison Helm","Erika Osborne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-01T07:00:00Z","date_published":"2012-05-01T07:00:00Z","updated_at":"2026-07-24T06:14:46Z","subjects":["Art education","Teacher education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/684"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/684","href":"https://researchrepository.wvu.edu/etd/684","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.684","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Victoria Fergus.","Ronald Aman","Alison Helm","Erika Osborne"]},{"key":"dc:creator","label":"Author","values":["Drexler, Marie L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Art education","Teacher education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.684","https://researchrepository.wvu.edu/etd/684"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A place-based pedagogy is a call for educators to utilize local environs in content curricula to build upon and enrich instruction for students. This study examines the potential for K-12 schools in West Virginia to reasonably adhere to place-based art education methods in visual arts curricula. Data collection consisted of interviews conducted with three West Virginia public school art educators and three community specialists who work in the fields of art, ecology, and art education. Using qualitative analysis, the open-ended responses from both the teachers and the community specialists were analyzed. 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