Critical Inquiry in Art Education Critical Inquiry in Art Education | Page 20

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CRITICAL INQUIRY
IN ART EDUCATION
CHANGES MADE TO THE ART CLASSROOM TO FOSTER CHOICE-BASED LEARNING
(BASED ON THE LITERATURE)
MODIFICATION TO THE STUDIO LAYOUT AND ACCESSIBILITY TO MATERIALS
1
2
Before --
1
After --
Findings
4
All boxes with materials and
equipment for free access were kept
open and inviting
All demonstrations started with the
teacher showing where to retrieve
the materials and end with how to
store them back after use
2
Lack of clear
designated use of
space invited mess to
accumulate
3
19
3
Finding references
from other
artists work
Finding references
for own work (own
photos/drawings)
4
Planning
(documenting,
sorting, preparing
ideas)
Clean up
Opaque boxes
obscured content and
limited users’ access
to materials and
equipment
11
Learning a
method
USE OF BOARDS TO DISPLAY STUDENTS’ MOST
RECENT WORKS TO ENCOURAGE SHARING OF
IDEAS AND DISCOVERIES
USE OF BOARDS AS A MUSEUM OF ARTISTS’
WORKS, TEACHERS’ WORKS, AND SENIORS’
WORKS TO FACILITATE THE INTRODUCTION OF
NEW METHODS
Looking at
others’ work
actions were
identified based
on self-reported
amount of time
spent
Preparing materials
e.g. cut plate,
gather materials
Working on a plate
referring to the
creation of the plate
Printing a plate
(including the inking)
Evaluating with
a teacher/peer
Evaluating as
an individual
LEGEND
Top 3 most performed actions before and during class
MODIFICATIONS TO CLASS TIME TO ESTABLISH STUDIO ROUTINES
Selected
demonstrations
were optional
Studio time was
given as much
time as possible
Clean up
time was
promptly
kept
Sharing and
reflection were
allocated fixed
slots
Next 3 most performed actions before class
Next 3 most performed actions during class
Overall, students’ self-reported data revealed that the top 3 most
performed actions before and during class were the same. The next 3 most
performed actions before class and during class overlapped slightly.