This is a quantitative non-random experimental study involving two ceramics classes in a California public high school. One class will be the control group of the study while the other will be the experimental group. The control group will be taught in a traditional unit of ceramics instruction (TUCI), while the experimental group will be taught in a critical pedagogy unit of ceramics instruction (CPUCI).
This experimental study rests on three hypotheses. Hypothesis 1, an experimental group of high school ceramics students exposed to a CPUCI whereby the students are active participants in the curriculum, are hypothesized to demonstrate a significant increase in their civic engagement between pretest and posttest, while in high school and in their intentions after graduating. Hypothesis 2, A control group of high school ceramics students exposed to a TUCI is predicted to demonstrate no significant shift in their civic engagement between pretest and posttest. Hypothesis 3, the experimental group of high school ceramics students taught with a CPUCI, are hypothesized to demonstrate a significant increase between pretest and posttest regarding their civic engagement in comparison to a control group of high school students taught with a TUCI.
|Commitee:||Gatlin, Laurie, Miles, Christopher|
|School:||California State University, Long Beach|
|Department:||Art, School of|
|School Location:||United States -- California|
|Source:||MAI 56/03M(E), Masters Abstracts International|
|Keywords:||Art activism, Ceramics, Critical pedagogy, Restoritive circle, Social justice, Student centered|
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