Presentation Title

Graduate Thesis conference

Location

Online - Session 6E

Start Date

4-21-2021 6:00 PM

Major Field of Study

Education

Second Major

Visual Studies

Student Type

Graduate

Faculty Mentor(s)

Matthew Davis, Phd

Presentation Format

Oral Presentation

Abstract/Description

This qualitative research examined how the arts extend to serve as a tool for equity in supporting students of all backgrounds, language skills, and learning levels toward access and development of acumen for learning in all subjects and disciplines. This research is situated in a theoretical framework encompassing theories of learning styles (Dunn & Dunn, 2000), art education and equity (Kalin, 2012), and pedagogical approaches to the use of technology (Strycker, 2020). Sixteen students participated in a peer focus group in which they developed, reflected upon, and then co-critiqued an art project that evolved through a six-phase process. Faculty from multiple subject areas also provided perspective through interviews on how the arts impact education across disciplines. The research found that equitable and autonomous learning increased when students were allowed to express their voices by demonstrating creative visual representation of their responses to project criteria. The findings in this research identify creating engaging opportunities for relationship building through peer interaction, and increasing motivation and growth through skill-building and course alignment which provide alternative methods and insight for communicating personal reflection and voice as a way to engage in real life.The work has significant implications for how students can collaborate, engage in their own learning style, and have agency over their learning outcomes. The arts give students the opportunity to explore their ideas and how art is used to communicate their ideas and reflections through discussion and synthesis of projects.

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Apr 21st, 6:00 PM

Graduate Thesis conference

Online - Session 6E

This qualitative research examined how the arts extend to serve as a tool for equity in supporting students of all backgrounds, language skills, and learning levels toward access and development of acumen for learning in all subjects and disciplines. This research is situated in a theoretical framework encompassing theories of learning styles (Dunn & Dunn, 2000), art education and equity (Kalin, 2012), and pedagogical approaches to the use of technology (Strycker, 2020). Sixteen students participated in a peer focus group in which they developed, reflected upon, and then co-critiqued an art project that evolved through a six-phase process. Faculty from multiple subject areas also provided perspective through interviews on how the arts impact education across disciplines. The research found that equitable and autonomous learning increased when students were allowed to express their voices by demonstrating creative visual representation of their responses to project criteria. The findings in this research identify creating engaging opportunities for relationship building through peer interaction, and increasing motivation and growth through skill-building and course alignment which provide alternative methods and insight for communicating personal reflection and voice as a way to engage in real life.The work has significant implications for how students can collaborate, engage in their own learning style, and have agency over their learning outcomes. The arts give students the opportunity to explore their ideas and how art is used to communicate their ideas and reflections through discussion and synthesis of projects.