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.

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