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.
Date of Award
Master of Arts in Teaching (initial licensure)
Flow, art, secondary, activist art, lower anxiety, pandemic
Type (DCMI Terms)
Text; Image; StillImage
Art Education | Secondary Education
Preston, T. (2021). Teaching Secondary Art in the Time of the Covid-19 Pandemic: Art applications that create a reflective curriculum online and in-person (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/108
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