Browsing by Subject "Art education"

Now showing 1 - 4 of 4
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    How does creativity take shape in an arts classroom? A Post-intentional and Arts-based study on the creation of artwork
    (2019-05) Gamble, Shelagh
    How does creativity take shape in an arts classroom? This study explores art creation through the lens of students participating in an active painting, drawing and clay studio class. As an artist, a teacher and a researcher I am influenced by the constructs that surround me, and I myself am an influencer on my students as they create artwork. In recognizing these constructs, this exploration of an active arts room documents the embodiment of creativity in a selection of students. Utilizing Post-intentional phenomenological methods (Vagle, 2018) to photograph, interview and explore the students’ process provides access into their world of creation. Using Arts-based research (Leavy, 2015) to respond and reflect on their creative processes allows me to produce artworks that embody my own responses to the phenomenon at play. Using ques from Deleuze and Guattari ’s (1987) lines of flight, each student artist is represented in the form of a vignette, weaving together all forms of data from their experience, matched with my artistic creations. While the phenomenon of how creativity takes shape in an arts classroom may never be fully captured, this rhizomatic rendering of a fleeting manifestation can provide preservice educators a glimpse into the world of student art creation.
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    Portraits of High School Students and Their Perceptions of their learning in visual arts: examining gaps and congruency in art education advocacy literature.
    (2012-05) Brennan, Colleen Kelly
    This dissertation examines high school students' perceptions about what they have learned in school-based visual arts education programs as compared to views most prominently articulated in field advocacy literature about what students are believed to be learning. The purposes of this study were to identify congruencies or gaps in advocacy theory, and to offer any students' perceptions of their learning in visual arts that were found to lie outside current advocacy literature rhetoric as means for expanding conversations about the benefits and purposes of school-based art education. Through the use of arts-based educational research and reporting methods that encompass the artistic, creative process the primary research question examined was: What do students perceive they have learned from studying visual arts in school? In interviews conducted with high school students from the class of 2009 at the Perpich Center for Arts Education, Arts High School (AHS) in Golden Valley, Minnesota students discussed their experiences in school as pursuants of visual arts education. Analyzing this data along with student-submitted artist statements, and student-submitted self-portrait artwork has illuminated that students' perceptions of their learning in school-based art education programs are varied. Through creating individual artistic and narrative portraits of the students and their perceptions, I was able to analyze and synthesize students' responses to the research question into thematic strains. Then, by comparing these themes with those found most frequently used in field advocacy literature, it was discovered that some of what students perceive they have learned, such as how to create relationships and make connections between seemingly disparate ideas, how to use a variety of materials to satisfy inspiration and imagination in order to tell an original story using visual representation, and how to express very personal ideas and individuality, easily aligns with field literature. However, it was also discovered that some of the students' perceived learning, such as how to make and use images as a means for reflection to compile a record of experiences, and how to use the creative process as a method of discovery, lie outside theories most commonly addressed in field advocacy literature. After conducting this inquiry, I concluded that although the majority of art education advocacy literature accurately describes students' learning, the new ideas students posed in this study about what they perceive they have learned could provoke and influence expanded discussions in field advocacy literature and initiatives about the purposes, benefits and value of school-based art education. Furthermore, to share the results of this study with a broad audience beyond higher education and to expand and perpetuate advocacy discussions to include a greater constituency who may not normally be exposed to such conversations, the artistic portraits I created as a means of analysis and data reporting along with the student-submitted self-portraits and artist statements were formally exhibited in the gallery at the Perpich Arts High School in Golden Valley, Minnesota from January 5, 2012 through March 15, 2012. This event was a unique means for sharing the results of this study, and proved to be both an effective means for bringing attention to this issue and for eliciting participation in this conversation from a broad audience.
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    Rendering, Writing, and Living Curriculum: Experiences of the Master Builder at Work
    (2018-12) Wiley, Katherine
    In this study, a practicing elementary art teacher enacts the multiple imaginations rooted in a/r/tography while examining the complex experiences of the teacher engaged in new curricular work. A/r/tography is framed as a type of phenomenology of practice—a living and in-process inquiry—which accepts the artist/researcher/teacher as points of investigation which move toward understandings of teacher work that are critical, aesthetic, and personal. Using the arts-based practice of narrative and visual art practices of drawing, photography, and video, the artist/researcher/teacher, grounded in personal and public history, wonders about the possibility of creating curricular work with a new theory of curricular development—one in which the teacher and students develop curriculum made from the bricks at hand—much like the Lego master builder who builds from the world they inhabit, fashioning what is needed in the moment. Nine videos created in research are included as supplementary materials.
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    The Role Of Leadership In Developing A Successful Arts Integration School: A Multi-Site Case Study
    (2015-04) Galeazzi, Carlo
    The research design for this investigation is a qualitative exploratory case study (Handcock & Algozzine, 2011) focusing on the unique challenges faced by arts integration school leaders. This case study research attempts to add to the literature on the role of leadership in developing quality arts integration schools by examining three existing arts integration school programs in the Minneapolis and surrounding regions. School and program leaders in each of these three schools were interviewed in the effort to gain a clear understanding of what types of challenges they encountered when developing and operating arts integrated K-12 schools, and specifically, how those challenges were confronted and addressed. Document analysis was also conducted including a review of historical documents surrounding the initial school or program development process, board minutes, strategic plans, school report cards, course and program descriptions, enrollment and other statistical data that was available for review. The study sought to understand specifically how these leaders address challenges and how they promote the school programs successfully. Addressing these questions is important because of growing evidence and consensus among leaders in not only education, but in business, architecture and among the general public, for the need of schools to expand beyond the focus on basic areas, such as writing, math and reading. Expanding the focus to address 21st century skills will help to ensure that students will thrive in the new age by acquiring new sets of thinking and communication skills, fostering curiosity and imagination, and knowing how to access and analyze information (Houle & Cobb, 2011; Trilling & Fadel, 2009). A second and more practical use of the information gained through this case study research will also be to inform decisions regarding the future development of arts-integration schools within the rural regions of central Minnesota.