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Dissertation/Thesis Abstract

Fostering Intrinsic Motivation in a Learner-Centered Art Unit
by Nyman, Jamie Ann, M.A., California State University, Long Beach, 2020, 80; 27836141
Abstract (Summary)

This case study explores the motivation of art students at a diverse and highly academic secondary school in Southern California. A qualitative ethnographic case study analyzed the effect of a specified curriculum in order to understand the link between motivation and engagement in a visual arts classroom. This study assesses initial student motivation prior to sequential lessons transitioning from a structured learning environment to a student-centered approach.

Based on the survey data there was little or no evidence that a choice-based curriculum was more engaging. While survey data was inconclusive, visual and observational data collected by the researcher strongly suggests that a learner directed classroom is a much more fertile ground to cultivate authentic learning experiences, allowing students to actively acquire and be intrinsically engaged in the construction of their own knowledge.

Indexing (document details)
Advisor: Gatlin, Laurie
Commitee: Asawa, Paige, Pomonis, Mary A.
School: California State University, Long Beach
Department: Art, School of
School Location: United States -- California
Source: MAI 82/4(E), Masters Abstracts International
Subjects: Art education, Curriculum development, Pedagogy
Keywords: Full-choice, Intrinsic, Learner-Centered, Motivation
Publication Number: 27836141
ISBN: 9798684674990
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