How might a curriculum based on Self-Determination Theory (SDT) influence student motivation and art making in a 9th grade art classroom? The researcher devised a negotiated curriculum called The Master Artist Program based on the SDT theory of intrinsic motivation. The implementation of this curriculum was designed to explore the question of how a curriculum based on SDT theory would influence student motivation and art making in a 9th grade art classroom. This curriculum was implemented in a ninth grade art class on an optional basis for the course of nine weeks. The results of data analysis, illustrated by relevant vignettes, revealed features indicative of intrinsic motivation as well as peer interaction and community.
College and Department
Fine Arts and Communications; Visual Arts
BYU ScholarsArchive Citation
Griner, Downi, "Student Autonomy: A Case Study of Intrinsic Motivation in the Art Classroom" (2012). Theses and Dissertations. 3362.
art education, intrinsic motivation, student autonomy, self-determination theory (SDT)