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dc.contributor.authorMitchell, Gregory Condyen_US
dc.date.accessioned2014-03-14T20:37:58Z
dc.date.available2014-03-14T20:37:58Z
dc.date.issued2012-05-01en_US
dc.identifier.otheretd-05212012-110947en_US
dc.identifier.urihttp://hdl.handle.net/10919/33085
dc.description.abstractIn current higher education paradigms, art and science are often siloed fields rather than subjects that inform each other. This dichotomy or hyper-specialization of art and science in higher education is a result of the industrial revolution with production as the telos. The product of this educational paradigm divorces art and science from each other. But how should we educate students for jobs that don't exist today? What learning environments are most conducive to creativity and innovation? What are the potential benefits of teaching art and science as one? What disciplines would work best together? Are their patterns in ones perception of the relationship between art and science? Are trans-disciplinary learning environments a possibility or an ideal? This thesis investigates the hypothesis that the walls between art and science exist only in our minds. This research consists of 27 one-on-one interviews conducted with students, professors and other higher education affiliates, who visualize the relationship between art and science.) The interviews use everyday objects as prompts to build a baseline to the investigation. The instrument consisted of seven questions that investigated if the use of quotidian, everyday, objects as prompts expose the false dichotomy between art and science. Additionally, the research tries to uncover the possible patterns that exist in how disciplines visualize/diagram the relationship between art and science. Each participant was asked to draw how they view the relationship between art and science. The researcher used these drawings as data points to lead the analysis. The researcher developed a series of field notes (thinking sketches) as interpretations of the themes of the participant's drawings. These thinking sketches were then translated into four thinking prototypes (three-dimensional models) which later inform the development of four simple yet profound findings called quotidian proverbs.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartMitchell_GC_T_2012_Fairuse.pdfen_US
dc.relation.haspartMitchell_GC_T_2012.zipen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjecteducationen_US
dc.subjecthigher education reformen_US
dc.subjectscienceen_US
dc.subjectarten_US
dc.titleThe Reconciliation of Art + Scien_US
dc.typeThesisen_US
dc.contributor.departmentArchitectureen_US
dc.description.degreeMaster of Scienceen_US
thesis.degree.nameMaster of Scienceen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineArchitectureen_US
dc.contributor.committeechairVernon, Mitzi R.en_US
dc.contributor.committeememberCennamo, Katherineen_US
dc.contributor.committeememberWebster, Daneen_US
dc.contributor.committeememberBaum, Lieslen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05212012-110947/en_US
dc.date.sdate2012-05-21en_US
dc.date.rdate2012-08-22
dc.date.adate2012-08-22en_US


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