Arts Classroom Research Articles

The Art Course "Secret Garden" is an Inquiry into How High School Students can De-stress

After junior high school students enter high school, the learning burden of students increases, the difficulty of the course increases, and the pressure of high school students increases, and the pressure sources are many aspects such as study, examinations, competition among classmates, and family. How to help high school students de-stress is a topic worth exploring. With the advancement of educational reform, art classroom teaching is more diversified, art and psychology are related in many fields, in psychotherapy, one of the art treatment methods is coloring and decompression, so through the opening of the art course "Secret Garden" coloring decompression club, high school students accompanied by relaxed music, through the way of happy painting to release pressure. The effective combination of art and psychology can comprehensively improve students' core literacy, educate and entertain, release pressure while learning art knowledge, and guide students to face high school study and life positively and optimistically.

Using Aesthetic Experiences to Teach Social–Emotional Learning in an Art Classroom

Using Aesthetic Experiences to Teach Social–Emotional Learning in an Art Classroom

How to Introduce Creative Thinking into Primary School Art Class

Today's primary school art class, its primary task is not painting works, the key is to cultivate students' innovative ability and creative thinking. People often say that the same is not beautiful, beauty is unique, it needs to be constantly created. So how to introduce creative thinking into primary school art class is an important link in the development of contemporary primary school aesthetic education. If we want to cultivate talents with creative thinking, we should start from art class. This paper first expounds what is creative thinking, then puts forward the problems existing in the art classroom in primary school, and finally gives the methods of cultivating students' creative thinking.

Opening the Modern Art Classroom

Opening the Modern Art Classroom

Columns: Black Youth Futures: A Call for Collective Dreaming

Toliver shares her experiences as a student and teacher to discuss why centering Black youth futures is important in English language arts classrooms.

The Moral Ethic of Cariño for Justice and Equity: Amplifying the Voices of Immigrant-Origin Youth through Critical Literacy

Supportive, respectful teacher-student interactions are essential to a positive learning environment for linguistically and culturally diverse students. In this article, I focus on one case from a larger study that examined the teaching practices and perspectives of four secondary teachers of immigrant-origin students of generation 1.0, 1.5, and 2.0. In this article, I explore the teaching practices that shape the case of Mr. Sparks, a Social Science teacher at Dreamers High. I describe the practices and perspectives that inform Mr. Sparks’ pedagogical approach to teaching critical literacy and the ways in which it facilitated students’ ability to articulate their connections to critical sociopolitical issues. Using case study and reconstructive discourse analysis, this study's findings highlight how one teacher's perspectives of students shaped immigrant-origin students’ critical literacy practices; the importance of including student voices in curriculum design; and how one teacher crafted critical literacy units centered on advancing equity and justice beyond the English Language Arts (ELA) classroom. My data analysis revealed that a moral ethic of cariño emerges at the intersection of the teacher’s practices and perspectives, demonstrating the critical role that teachers play in honoring students’ lived experiences.

Teacher Use of Diverse Literature in Secondary English Language Arts Classrooms

This study examines teacher use of diverse literature in secondary classrooms across three districts in a metropolitan city in Texas. The survey data provides insight to teacher barriers to integrating diverse literature such as district mandates and ways teachers have been working to combat these issues.

Dialogic literary argumentation and close reading: effects on high school students' literature-related argumentative writing and motivational beliefs.

Given evidence that adolescent students' motivation to read and write about literature declines with age, we proffer an approach called dialogic literary argumentation (DLA) that asks students to explore literature through argumentation in pursuit of understanding the meanings and possibilities of being human. This quasi-experimental study compared the effectiveness of DLA with close reading (CR), a common approach to teaching literature in high school English language arts classrooms, in improving students' motivational beliefs about writing and literature-related argumentative writing. The study also examined how the links between motivational beliefs and argumentative writing performance varied by instructional contexts. Participants were 278 high school students in 14 classrooms across 8 public high schools. Classrooms of students received either DLA or CR throughout the academic year. While both the DLA and CR groups improved in literature-related argumentative writing, the DLA group demonstrated more growth than the CR group. Neither group exhibited changes in motivational beliefs. However, at the end of the year, both DLA and CR students' transactional writer beliefs were predictive of writing self-efficacy. Transmissional writer beliefs negatively correlated with argumentative writing in the CR group and had a null relationship in the DLA group. Overall, motivational beliefs and argumentative writing were more positively correlated in the DLA group than the CR group after the intervention. We posit that the argumentative elements unique to DLA may act to protect students from the negative impacts of transmissional beliefs. Our findings provide theoretical explanations and pedagogical recommendations on how DLA and CR can be jointly employed to heighten students' motivation and strengthen their argumentative writing competence.

Super Smash Sisters: Critical Literacy, Gender, and Video Games in the Elementary Classroom

ABSTRACT This study investigates how young elementary children engage with conceptions of gender in connection to video gameplay in the language arts classroom. During a three-week unit on video game literacies in a multiage lab school, children learned about, played, discussed, and wrote about video games. Student writing, game reviews, and literature discussion transcripts illuminated critical thinking around gender in connection to video games when explored as texts in school. While teachers commonly value literacy experiences centred around books, this research demonstrates how video games can serve as texts for critical analysis by sharing the valuable critical literacy experiences of two focal students from the study. Recommendations for teachers who want to explore incorporating video games in the English Language Arts classrooms are provided.

Destandardizing English: Seeking Linguistic Justice in the English Language Arts Classroom

Destandardizing English: Seeking Linguistic Justice in the English Language Arts Classroom

Evaluation of the Visual Comfort and Daylight Performance of the Visual Art Classrooms

The daylight in classrooms is a crucial aspect that affects the quality of the learning environment and the overall performance of the students. Visual arts, such as painting, sculpture, carving, textile design and photography, require specific lighting conditions, which are different from the regular classroom standards. Due to the limited number of studies in this area, it is necessary to examine the specificities of different types of visual arts and to provide specific design guidelines for lighting enhancement. This study focuses on the evaluation of the daylight performance of the classrooms of the “Jordan Misja” art school located in Tirana, Albania. The research methodology begins with the site survey and observations. Ten art studios are selected, including painting, sculpture, scenography, photography, textiles, carving, drawing, and mixed arts. Further, computational simulations including the illuminance, daylight factor and the glare are conducted in order to evaluate the daylight performance. The daylight satisfaction survey is focused on the visual comfort, glare, usage of artificial light and light control strategies. Based on that, the generalized standards for the arts and crafts studios are revised and specific design strategies and daylight control guidelines are suggested for different types of arts.

Identifying factors that promote or inhibit disability-related discussion in secondary English language arts classrooms

ABSTRACT Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence 13 secondary (6–12) ELA teachers’ decisions to lead (or refrain from leading) DRD in classrooms in the United States. Findings reveal that primary factors that helped or hindered DRD included the role of subject/curriculum, school and classroom culture, and personal factors. Participants also expressed a desire for professional development related to DRD, as well as increased curricular representation within ELA. This study represents a critical first step in solidifying disability as a component of social justice by identifying factors that secondary ELA teachers encounter when attempting to discuss disability in their classrooms.

Benefits, outcomes and challenges of teaching contemporary art in Wisconsin K-12 art classrooms

This study looks at the lived experiences of Wisconsin K-12 art teachers who teach contemporary art. While research suggests that student learning is enhanced by meaningful instruction in contemporary art, more knowledge is needed to inform art education theory and practice. The study methodology was grounded in descriptive phenomenology and data included surveys, one-on-one interviews and focus group interviews, which were analysed using thematic analysis. Reported benefits of teaching contemporary art included enhanced relevance and increased student excitement and engagement. Other outcomes included the development of novel pedagogies by teachers and the increased visibility of art programmes in school and community. Challenges for teachers included the need to supplement material- and product-based lessons, the complexity of addressing controversial issues and the increased preparation time required to create original contemporary art units. Potential limitations of the study and suggestions for future research are provided.

A Chance at the Arts: Assessment of NYC Department of Education’s ArtsCount as a Violation of Title VI Implementing Regulation

A Chance at the Arts: Assessment of NYC Department of Education’s ArtsCount as a Violation of Title VI Implementing Regulation

The Significance of the Arts in the Canadian Education System

Arts education acts as a reinforcing link between politics and economics. The state of development of education is related to the various aspects of the operation of the state and society. The concept and role of the arts were reintroduced and then added to the educational system. In preschool, fundamental education, secondary and higher education, and art education provides guidance and shape the way of thinking and acting of students. Therefore, art education has become an integral part of the education system in many countries. Arts learning is a life experience that provides creative value for the subsequent development of personal and social life, including emotional value, economic transformation value, research development value, etc. This points to the education of arts education and technological development. The article describes the concept and meaning of arts education; the investment in arts education in Canada, including funding, curriculum approaches, teaching teams, extracurricular school resources, legal policies, and other aspects of investment and outcomes. The article is provided to help inform the Canadian art education system, to fill in the discussion of information and assessment of the phenomenon in Canadian arts classrooms, and to provide statistics and results on specific legal settings and funding streams.

The Power of Play: Game Pedagogy and Engaged Learning

It is challenging to balance content delivery while also inspiring student engagement. This article discusses how instructors in secondary and higher education settings can equip students with content knowledge, improve critical reading and communications skills, and help them engage with one another by using story cubes and role-playing games. It also addresses the academic benefits of game pedagogies in liberal arts classrooms.

Care-Full Curricular Conversations: Conversation Pathways to Stronger indigenous representation in english Language Arts Classrooms

Using a question-and-answer format, a group of Native American teachers and scholars collaborated to share tools and resources for integrating Native voices into English language arts curricula.

Accessibility in video gaming: An overview and implications for English language arts education

AbstractScholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game design to promote accessibility for differently abled gamers have implications for literacy education that can promote inclusivity and equity in English language arts classrooms. While recognizing the social construction of the concept of (dis)abilities, we explore existing literature on the video games, literacy, accessibility, and universal design for learning. We then demonstrate specific ways that video game designers promote visual, auditory, motor, and cognitive accessibility for gamers and share how literacy educators can draw upon these strategies to promote accessibility in their curriculum and instruction to help all students engage, learn, and thrive.

“Every day do something that won't compute”: Student perceptions of daily poetry practice

AbstractThis article considers high school students' relationship to poetry through a small‐scale qualitative study guided by the question: what happens to student perceptions of poetry when class begins each day with a poem? As a former teacher and current teacher educator, I conducted a series of interviews with a small group of my former students regarding their experiences with poetry throughout their K‐12 education and with hearing a poem each day in their high school English Language Arts classroom. I sought to explore the dimensions and possibilities of non‐analytical literacy practices in addition to student perceptions of poetry as they relate to schooling contexts more broadly.

“There Was Something Missing”: Using the Critical Response Protocol as Antiracist Practice in Arts Education

This article addresses antiracist arts education by examining key aspects of the critical response protocol (CRP) to disrupt notions of neutrality when responding to works of art. Building on a large urban district’s professional development work to support arts educators’ awareness of their racial identity, we examine how the CRP perpetuates whiteness in K–12 arts classrooms, ultimately maintaining racial inequality. Our research addresses the following question: How do markers of identity, like race, intersect with CRP in K–12 arts classrooms? Our findings contribute to literature on antiracist arts education.