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Dissertation/Thesis Abstract

Err; Failure in the Art Classroom
by Mellan, Gabriel, M.A.T., Corcoran College of Art + Design, 2014, 180; 1556549
Abstract (Summary)

Recent education reform efforts utilize standardized tests and current assessments measure binary results: pass or fail. However, innovation, discovery, critical thinking and design all have experimentation, testing, and failure as essential components of their process. The purpose of this investigation was to explore how visual art teachers define, address, and use failure in their classrooms. Structured interviews with six K-12 art teachers were analyzed for common themes that addressed (1) the ways in which students and teachers assess failure in the art classroom; (2) how extrinsic and intrinsic motivation affect success and failure; and (3) how effort and ability affect student success and failure. Art teachers reported a number of factors - both intrinsic and extrinsic - that affected student motivation, effort, confidence and their opinion on the outcome of a project. Future research should consider alternative assessment methods that enable art teachers to document student failure and success as processes as opposed to endpoints.

Indexing (document details)
Advisor: Lawton, Pamela
Commitee: D'Angelo, Adrienne, Honig, Selila
School: Corcoran College of Art + Design
Department: Art Education
School Location: United States -- District of Columbia
Source: MAI 53/01M(E), Masters Abstracts International
Subjects: Art education, Education, Education history
Keywords: Discovery, Experiment, Fail in art class, Failure, Risk, Success
Publication Number: 1556549
ISBN: 978-1-303-92020-2
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