ERIC Number: EJ1040853
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 63
From Theory to Practice: Concept-Based Inquiry in a High School Art Classroom
Walker, Margaret A.
Studies in Art Education: A Journal of Issues and Research in Art Education, v55 n4 p287-299 Sum 2014
This study examines what an emerging educational theory looks like when put into practice in an art classroom. It explores the teaching methodology of a high school art teacher who has utilized concept-based inquiry in the classroom to engage his students in artmaking and analyzes the influence this methodology has had on his adolescent students. Its implementation combined an investigation into the nature of the experience with a mixed-methodology case study. The findings are discussed in relation to the work of researchers in art education and critical thinking. Analysis of the data found that a high school art course designed to involve the prolonged in-depth concept-based, or Big Idea, inquiry influenced the adolescents in terms of their critical thinking, artistic growth, sense of self, and reflective understanding of themselves as artists and of the world.
Descriptors: Theory Practice Relationship, High Schools, Art Education, Educational Theories, Teaching Methods, Art Teachers, Secondary School Teachers, Mixed Methods Research, Case Studies, High School Students, Inquiry, Active Learning, Critical Thinking, Self Concept, Reflection, Creative Development, Educational Research
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org/research/studies
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A