Abstract
Educational reform movements and legislative mandates increasingly demand greater accountability for student learning. In this study, high school art teachers seek “hard evidence” to support claims that a studio curriculum promotes global understanding and appreciation of artworks, including those from art history. A variation of the Solomon Four Group Design was used. Findings indicate that studio experiences alone do not enhance students' ability to understand or appreciate well-known historical artworks. Students experiencing the studio-only curriculum were as unable to understand unfamiliar artworks from history as English I. students who had never taken an art class at the secondary level. However, when critical and historical inquiry (in the form of discussion and writing activities) were incorporated into studio experiences, high school art students were able to transfer their art understandings to a historical artwork without difficulty.
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