Abstract

This action research project examines my experience teaching and learning how to teach more effectively to secondary school art students learning online and in-person during the Covid-19 pandemic. The following questions were asked and answered: What tools am I able to apply to support activist art in the classroom? How can I use drawing activities to lower student anxiety levels in-person and online and provide continuity across face-to-face and online class meetings? In what ways can I differentiate drawing activities to provide access for diverse learners? While using qualitative research for my methodology, and journaling, interviews, and comparisons as my data collection, I discovered the following themes while examining my data: subject matter, critical thinking, connection, grace, interaction, multiple-pathways, and meeting them where they are. More research should be conducted to find ways to differentiate art education to have more opportunities for flow in the classroom. Along with more research about how important art education is for assisting students in their learning of other subjects. And finally, more research should be conducted to discover how to create a more effective online learning environment.

Exit Requirement

Action Research

Date of Award

6-2021

Degree Name

Master of Arts in Teaching (initial licensure)

Department

Education

Committee Chair

Jacklyn Caires-Hurley

Committee Member

Trish Thomas-Henley

Keywords

Flow, art, secondary, activist art, lower anxiety, pandemic

Language

eng

Type (DCMI Terms)

Text; Image; StillImage

Subject Categories

Art Education | Secondary Education

Rights Statement URL

http://rightsstatements.org/vocab/InC/1.0/

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Rights Statement

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