An Auto-ethnographic Study of Teaching Methods that Support Meaning Making in Middle School Art
Year: 2022
Type: dissertation
Abstract: This thesis is an auto-ethnographic study of teaching methods proposed to be effective in developing thinking skills that advance meaning making in my middle school art classes. The study explored the use of Visible Thinking Routines Ritchart et all, 2001) and Art Investigations (Herz, 2010) in middle school art classes.Reflections and other field texts reveal the extent to which I found these methods effective in guiding students to develop higher order thinking skills that support more meaningful outcomes in art and could be beneficial in other areas of their lives.
Source: Digital Archive @ GSU
DOI: 10.57709/5567967
Author: Major, Brenda
Institution: Georgia State University
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6622455