The purpose of this study was to examine the contributions of storytelling as a teaching strategy in a middle school visual arts classroom. This self-reflective inquiry was undertaken by the classroom teacher in order to understand the effect of storytelling on the students' motivation, written work, verbal response and artwork. Results indicated that students were more invested in their art lesson if particular meaning through storytelling was attached to it. Student interest toward the art lesson increased when a story about a historical event or person was a related part of the art instruction.
|Advisor:||Hartung, Elisabeth S.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 47/05M, Masters Abstracts International|
|Subjects:||Art education, Secondary education|
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