Date of Award
5-10-2014
Degree Type
Thesis
Degree Name
Master of Arts in Education (MAEd)
Department
Art and Design
First Advisor
Dr. Kevin Hsieh
Second Advisor
Dr. Melody Milbrandt
Third Advisor
Dr. Melanie Davenport
Abstract
This thesis is an auto-ethnographic study of teaching methods proposed to be effective in developing thinking skills that advance meaning making in my middle school art classes. The study explored the use of Visible Thinking Routines Ritchart et all, 2001) and Art Investigations (Herz, 2010) in middle school art classes.Reflections and other field texts reveal the extent to which I found these methods effective in guiding students to develop higher order thinking skills that support more meaningful outcomes in art and could be beneficial in other areas of their lives.
DOI
https://doi.org/10.57709/5567967
Recommended Citation
Major, Brenda, "An Auto-ethnographic Study of Teaching Methods that Support Meaning Making in Middle School Art." Thesis, Georgia State University, 2014.
doi: https://doi.org/10.57709/5567967