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.
|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|
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