MA, Kent State University, 2020, College of the Arts / School of Art

This action research study examines restructuring my elementary visual art curriculum to allow for a higher level of student choice through a studio classroom. My curriculum transition to choice-based art education is influenced by the Teaching for Artistic Behavior philosophy and pedagogy. Using a case study as part of my action research, I study teachers who have already restructured their curriculums, classrooms, and teaching philosophies. Through dialogue and interviews with three visual art teachers I aim to better understand the components of Teaching for Artistic Behavior and how to implement it in practice. The literature review provides a historical context and contemporary thoughts on choice-based education, art education, and choice-based art education. The study's findings through data analysis aim to find balance within a choice-based approach and acknowledge the barriers, challenges, and positives of transitioning the art curriculum.

Committee: Robin Vande Zande Dr. (Advisor) Subjects: Art Education

Specialist in Education (Ed.S.), University of Dayton, 2023, School Psychology

Social skills are critical for a child to establish and maintain relationships and perform in society. Evidence-based social skills training (SST) programs delivered in school at tier 2 are an efficient way to provide interventions to students. Thoughtfully combining visual art with an SST program provides students the opportunity to engage with content in a more meaningful way. The present study evaluated the effectiveness of a small group social skills intervention that utilized visual art experiences and activities to support the development of social skills for students in elementary school. Students received SST in one of two groups; the only difference between groups was the inclusion of visual art components in the experimental group. Weekly direct behavior ratings (DBRs) and pre/post administration of the SSIS-RS were used to evaluate the effectiveness of the intervention. Findings suggest that embedding visual arts components in an SST program can be an effective strategy to teach social skills. Implications for effective delivery of an SST intervention delivered through the arts are discussed.

Committee: Elana Bernstein (Committee Chair); Michele Welkener (Committee Member); Darden Bradshaw (Committee Member) Subjects: Art Education; Education; Social Psychology