A new approach to illustration curriculum design: using Bloom's taxonomy as the framework for cognitive and psychomotor illustration studio objectives

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dc.contributor.advisorHefner, Larry
dc.contributor.authorWebb, Keith R.
dc.contributor.committeeMemberKearns, Gayle
dc.contributor.committeeMemberRavikumar, Rukmini
dc.date.accessioned2020-07-20T19:24:07Z
dc.date.available2020-07-20T19:24:07Z
dc.date.issued2007
dc.description.abstractThis study examines the results of beginning and advanced illustration students by using curriculum designed with Bloom's revised taxonomy. Literature on the relevance of cognitive learning environments was reviewed prior to a mixed qualitative-quantitative study. This study aims to provide evidence to support the application for this pedagogic method--Abstract, Leaf xii.
dc.identifier.oclc(OCoLC)ocn214285624
dc.identifier.other(AlmaMMSId)9971642585202196
dc.identifier.urihttps://hdl.handle.net/11244/325285
dc.rightsAll rights reserved by the author, who has granted UCO Chambers Library the non-exclusive right to share this material in its online repositories. Contact UCO Chambers Library's Digital Initiatives Working Group at diwg@uco.edu for the permission policy on the use, reproduction or distribution of this material.
dc.subject.lcshArt students
dc.subject.lcshArt
dc.thesis.degreeM.F.A., Design
dc.titleA new approach to illustration curriculum design: using Bloom's taxonomy as the framework for cognitive and psychomotor illustration studio objectives
dc.typeAcademic theses
thesis.degree.grantorJackson College of Graduate Studies & Research
uco.groupUCO - Graduate Works and Theses

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