New understandings regarding the nature of intelligence, and recent research demonstrating the importance of the emotional and aesthetic context of learning, suggest that teachers reflect seriously upon the types of learning environments which will optimize the learning potential for their students (Caine & Caine; 1994, 1997; Csikszentmihalyi, 1997; Eisner, 1985/1998a; Gardner, 1993, 1999a, 1999b). My practical experience has led me to believe that the arts can provide an important vehicle through which students can explore their learning. The purpose of this investigation was to gain an understanding of the processes of meaning making in adolescent students as they learned language and literature through artistic activities. Furthermore, it identified changes in participant perceptions of their learning. The voices of the students were central to the findings of the investigation. The inquiry was qualitative in nature and underpinned by a constructivist perspective. The research findings drew on data from students in the teacher/researcher's grade eight language class. Four case studies, two girls and two boys, were also conducted. Information was gathered through interviews, audio and video taping, student journals and field notes. Data analysis utilized both within and cross-case analysis. Findings from this investigation support recent research which suggests that teachers should carefully consider the implications of MI theory, emotional intelligence, and aesthetics when designing classroom experiences for their students (Caine & Caine, 1994, 1997; Eisner, 1993; Gardner, 1999a, 1999b; Goleman, 1995; Langer, 1997; Perkins, 1992; Sylvester, 1994). Using the arts as a vehicle to give students control over the nature and direction of their learning provides a context in which more students will find success more of the time.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/6285 |
| Date | January 2002 |
| Creators | Gamwell, Peter M. |
| Contributors | MacDonald, Colla J., |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Detected Language | English |
| Type | Thesis |
| Format | 270 p. |
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