Examining Critical and Creative Thinking of High School Students Making Art in a Learner-Directed Art Class The purpose of this study was to provide a close up examination of high school students' critical and creative thinking during the process of making art in a learner directed class where students were encouraged and supported to make decisions about content, technique, and media. The study is grounded in phenomenology and draws from ethnography and arts-based research methods. Data were gathered ethnographically about the class and situational context of the art making process. A photo-elicitation interview technique drew information from participants about the decisions they made during the course of their art-making experience. Data were analyzed for phenomenological themes in relation to participants' critical and creative thinking while making art. Results of the study are provided as detailed portraits of the artistic process of ten high school art students. The narrative portraits drawn in this study results rely on both verbal and visual data. Students engaged in critical and creative thinking within the context of making choices about content, media, and processes; judging their progress based on criteria; setting goals for their work; generating ideas for possible solutions; solving artistic problems to meet goals; and through talking with peers and their teacher. Themes of critical and creative thinking in participants' experiences further extant research in relation to the works of Ennis (2004), Hetland, Winner, Veenema, and Sheridan (2013), Jaquith and Hathaway (2012), Marshall (2010), Paul and Elder (2007), and Walker (2004) filling a gap that was revealed in a paucity of research done in this area from students perspectives. Themes emerging from engagement with the data included transitioning between multiple ongoing artistic processes and reasons for doing so. Future research should examine secondary students' long-term development of a thematic body of artwork with special attention to the emergent theme of multiprocessing. The findings were used to develop suggestions for fostering reflection and critical and creative thinking in learner-directed curricula. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2014. / April 14, 2014. / Art, Art Education, Creativity, Critical Thinking, Learner-directed, Photo-elicitation / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Mark Messersmith, University Representative; David Gussak, Committee Member; Jeffrey Broome, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185299 |
| Contributors | Pereira, Adriane (authoraut), Anderson, Tom (professor directing dissertation), Messersmith, Mark (university representative), Gussak, David (committee member), Broome, Jeffrey (committee member), Department of Art Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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