The present master thesis seeks to examine what types of art lesson instruction positively impact growth mindset regarding art in second grade. This study expands on the work of Carol S. Dweck (2000) who defines the difference between a growth and fixed mindset while correlating their implications for learning and education. This meta-analysis research study answers two major focus questions: What is the relationship between the way art is taught and a student’s growth mindset? What types of art lesson instruction positively impact growth mindset regarding art in second grade? The outlined study administers two differing art lessons with each art lesson differing in teaching styles. Through the analysis of qualitative and quantitative data, the study outlines the comparison of the projected student mindset in relation to the lesson style. The results were then hypothesized based upon a meta-analysis of theory and corresponding research studies. Current literature suggested that students who participated in performance-oriented art instruction would show evidence of a fixed-mindset while students who participated in a master-oriented art instruction would present evidence of a growth mindset. The results of this study have the potential to prompt a change in perspective on art for teachers who shy away from incorporating it into their already busy school schedules. This research study will add to the fight for the continuation of arts in schools by providing evidence of how the arts are essential building blocks in educating youth.
|Advisor:||Casquejo Johnston, Luz, Maguire, Jenny|
|School:||Saint Mary's College of California|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 81/12(E), Masters Abstracts International|
|Subjects:||Education, Art education, Education philosophy|
|Keywords:||Art education, Art Integration, Common core, Growth mindset, Holistic teaching, Mindset|
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