The purpose of this study was to determine if the art classroom fit the conditions necessary to be considered a complex system, and if so, explore the possible benefits art teachers might have if they view their art classroom through the lens of Complexity theory. This new perspective will be guided by using a qualitative ethnographic approach to describe and analyze the art classroom based on characteristics found in complex systems. This approach was the basic premise that led this ethnographical inquiry to explore and examine the art classroom, exposing patterns and other emergent qualities. In conclusion, it is postulated that this new paradigm and approach to education can help the art educator understand the complexities and challenges that emerge in the 2st century art classroom.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/01M, Masters Abstracts International|
|Subjects:||Art education, Fine arts|
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