This thesis is an attempt to draw conclusions about consistencies and discrepancies in my studio work of the past two years. I analyze my process and ideas relative to artistic and theoretical discourse with an emphasis on the transgression of standards and values taught in the university setting. The work develops from overt ideological critique into corporeally engaging pieces designed to elicit conceptual narratives that challenge formalist ideals of perception and expression. Quotes from artists, authors, philosophers and popular music formative in my thought process serve as context for the writing and the work.

This paper seeks to further explore stages an artist moves through that can be applied to teaching art, and helping students understand how to access their creativity. This project involves observation and an auto-ethnographic approach in order to best determine stages artists naturally move through when creating art. In order to most effectively suggest a teachable creative process for secondary art students, this paper will further explore cognitive and disciplinary categories in art education by applying principles and stages to a curricular guide (or lesson plans) for secondary art educators. Topics and studies of design thinking, creative inquiry, studio habits, creative processes, the National Assessment for Educational Progress (NAEP, 2008), and National Core Art Standards will be reviewed and expanded upon in this paper. Using these inputs, a series of 4 recursive, creative stages were observed and applied to teaching art at the secondary (6th-12th grade) levels.