A STUDY OF THREE INSTRUCTIONAL PROCEDURES IN THE TEACHING OF ART SURVEY TO NON-ART MAJORS ON THE COLLEGE LEVE

The purpose of this study was to determine the effects of three methods of teaching art survey to non-art majors on the college level. Three college classes with a total of 119 students participated in the experiment. All three classes were one semester in length and surveyed art history from paleolithic art to conceptual art.;The class conducted at Fort Hays State University employed a "hands-on" situation in a studio in which following the art history lectures the students were assigned projects in which they experienced design and visual elements that corresponded to the exemplars used during the lectures. The content presented in this method was sequential in chronological order.;The class conducted at Kearney State College employed the traditional chronological lecture approach which was strictly narrative and visual with no studio classes.;The class conducted at Emporia State University was non-sequential in chronological order. It was strictly narrative and visual with no studio classes.;The following three instruments were employed in a pre and post design; an Art Knowledge Test developed by the writer consisting of fifty multiple choice items; The Graves Art Design Judgment Test; and the Beittel Art Test.;The following conclusions were statistically supported by the results of the study: (1) The three methods used in this study differed in their effects on college non-art majors. Students taught at Fort Hays State University indicated a statistically significant higher achievement in their knowledge of art history. (2) It may be concluded that a "hands-on" studio situation does promote the knowledge of art history by non-art majors on the college level. (3) It may be concluded that a "hands-on" studio situation does promote the knowledge of design by non-art majors on the college level.