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Middle School: Building Persistence
Full text linkThis case study explores the skill of engaging and persisting that Nebraska rural freshmen students possess based on whether an art education class was offered every year of middle school. Data was gathered through multiple student observations, field notes, and student document and artifact analysis. This study emphasizes the critical need for art education at every level, especially in middle school, to ensure the strong development of engaging and persisting essential for high school learning experiences
Exploring Hindrances to Artistic Expression in the High School Art Classroom
Full text linkThis qualitative phenomenological research study focuses on the exploration and understanding of the experiences of students who may feel hindered in their creativity and artistic expression in the high school art classroom due to various constraints. The major objectives of this study include researching ways artistic expression and creativity are hindered, including institutional policies, time limitations, resource availability, and other potential external pressures, such as curricular mandates. Data will be gathered through classroom observations, the collection of ninth through twelfth-grade student artwork created under varying levels of constraint, and written student reflections. This study will provide potential insights that result in developing strategies that foster a more supportive and creative environment for high school students in the art classroom
Contending with Anxiety in the Elementary Art Classroom
Full text linkThe focus of this qualitative study is to explore how students are affected by anxiety in the art classroom. The major objective of this research is to explore methods and strategies to support students who suffer from anxiety to prevent it from negatively affecting their art education. The participants of this study will be elementary students within an art classroom who feel anxiety while engaging in artmaking. This case study research will provide insight into approaches that have been utilized to assist students with anxiety in art while observing the effectiveness of these methods with students in an elementary art classroom. The potential impact of this work will be an opportunity to compare techniques for supporting students who suffer from anxiety and provide insight into their effectiveness
The Art and Science of Observation: Visual Journaling in a Collaborative Classroom
Full text linkThis case study explores the impact of explicitly teaching observation and visual journaling skills on student retention and comprehension of scientific concepts upon a co-taught science classroom. It aims to measure the impact of collaboration between science and art teachers in ac o-taught science classroom on student outcomes and teaching practices. This research is a case study, which is a qualitative data collection method, of student science observations, analysis, and data in art/science journals. After receiving informed consent, the partnered teachers’ reflections regarding the collaborative process and outcomes will be included. This study is important as it will examine the potential for enhanced student achievement through visual journaling on science curriculum while aiming to strengthen collaborative practices amongst co-teacher
When Faculty Profit: The Ethics of Student Involvement
No full textThis study explores the ethical and educational implications of integrating classroom-based student assignments with faculty members\u27 externally compensated business ventures outside of the educational institution. It examines both student and faculty perspectives on the practice, focusing on the potential benefits and ethical challenges of involving students in faculty-led, for-profit activities. The study challenges the assumption that faculty engagement in personal business ventures should exclude student involvement due to ethical concerns. Findings suggest that faculty members often view this integration as an ethically sound practice, while students perceive participating in these opportunities as beneficial to their professional development. The research sheds light on the complex ethical landscape of faculty integrating classroom curriculum with externally compensated business activities and offers strategies for balancing student learning outcomes with the professional interests of faculty. An exploration of incentives that motivate students to participate is also analyzed and discussed
