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dc.contributor.authorMock, Janelle
dc.date.accessioned2020-05-19T20:30:21Z
dc.date.available2020-05-19T20:30:21Z
dc.date.issued2020-05
dc.identifier.urihttp://hdl.handle.net/20.500.11803/890
dc.description.abstractAn issue focused study discussing the relevance of art education in public schools including the status of art education funding and legislation in the United States. The author introduced the integration of art education into the general education classroom through a makerspace. The study investigated the implementation of the makerspace as a form of Science Technology Engineering Art and Math (STEAM) education. Students in a general education classroom were given access to a classroom makerspace for 26 school days. An average of 50% of students participated in the makerspace each day. The author’s results support the use of a makerspace as one form of increasing access and opportunity for creative art exploration within the school day at a public elementary school without an art teacher.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectArten_US
dc.subjectSTEAMen_US
dc.subjectMakerspaceen_US
dc.subjectSTEMen_US
dc.subjectElementary educationen_US
dc.subjectArt educationen_US
dc.titleMakerspace implementation in the general education classroomen_US
dc.typeThesisen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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