Critical Inquiry in Art Education Critical Inquiry in Art Education | Page 22

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CRITICAL INQUIRY
IN ART EDUCATION
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What I learned
about how students utilized their time in a self-directed learning
environment
Finding references
from other
artists work
Finding references
for own work (own
photos/drawings)
Planning
(documenting,
sorting, preparing
ideas)
Clean up
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Learning a
method
Looking at
others’ work
Students perceived their
participation in certain activities to
be significant and to be noted.
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
2 least performed actions before and during class
Students’ self-reported data also showed that least performed
actions before and after class were the same.
Students spent more time on
their artwork as the deadline
loomed; “Get down to working”
actions took precedence over
“Planning” actions.
Time management would still
be key for students in project-
based assignments and choice-
based projects.
Class time was spent on some
actions that contributed to
production of artwork, but less
on other actions that showed
awareness of learning. Teachers
might consider deliberately
promoting student awareness of
certain actions more, such as that
of learning from their environment
and from each other.