Keywords

Visual art assessments, naep, contemporary art, action research, teacher instruction

Abstract

This action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher’s Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art activities such as creating artwork outside of the school setting or attending an art museum. Students observed, described, and analyzed contemporary artwork, and they created and wrote about their own original works of art. The use of contemporary art exemplars led to some of the most interesting findings; namely, that students felt free to create their artwork in a contemporary style that was less about technical elements and more about the meaning they wished to convey. In general, the AP Art History students’ written contemporary art criticism scores were significantly higher than the scores of both of the studio drawing classes. Artwork scores of AP Art History, Drawing I, and Drawing II students showed no significant difference. Interestingly, all three groups indicated they were highly motivated to look at works of art, create art in school, and make artwork outside of the school setting. Also noteworthy was the relatively high number of students who indicated that the contemporary artwork they analyzed influenced the mother and child artwork they created. It could be surmised by this study that a NAEP-related iv assessment is a beneficial method for improving teacher instruction and student learning in visual arts education

Notes

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Graduation Date

2013

Semester

Fall

Advisor

Brewer, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Dean's Office, Education

Degree Program

Education

Format

application/pdf

Identifier

CFE0005032

URL

http://purl.fcla.edu/fcla/etd/CFE0005032

Language

English

Release Date

December 2013

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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