Abstract

This research study explored the role of the elementary art educator in facilitating individualized learning experiences for students in contrast to a standardized culture of education. The methodology of a/r/tography was used to investigate the role of the teacher, as well as artist and researcher, within an inquiry-based art curriculum for a fifth grade class. Inspired by contemporary art practices, students used inquiry to investigate, research and experiment with their ideas around an integrated topic of compare and contrast as found within the fifth grade science and language arts standards. Students created a work of art as a means to inquire or in reaction to an inquiry. This study hopes to persuade educators, specifically elementary art educators, to guide students toward personal and meaningful learning.

Degree

MA

College and Department

Fine Arts and Communications; Art

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2015-12-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd8223

Keywords

a/r/tography, elementary art education, inquiry, inquiry-based learning, integration, contemporary art

Included in

Art Practice Commons

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