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Critical thinking in the visual arts...

Solinger, Carol.

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Critical thinking in the visual arts classroom: A phenomenological participatory action research study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical thinking in the visual arts classroom: A phenomenological participatory action research study./
Author:	Solinger, Carol.
Description:	259 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3736212
ISBN:	9781339250687

Critical thinking in the visual arts classroom: A phenomenological participatory action research study.
Solinger, Carol.

Critical thinking in the visual arts classroom: A phenomenological participatory action research study. - 259 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2015.

The purpose of this phenomenological participatory action research study was to explore the effects of applying a critical thinking (CT) module to the daily instruction at a four-year college or university visual arts classroom over the course of 10 weeks. Although extensive research has examined critical, higher-order, and reflective thinking separately, few studies have explored these theoretical frameworks as explicit instruction methods or used a specifically phenomenological participatory action research methodology in the college arts classroom. Eleven photography students participated in a 10-minute collaborative discussion at the beginning of class. Students' grade levels, majors (art or non-art), and ethnicities varied and were not specified. It was anticipated that employing a technique of posing open-ended questions pertaining to art would encourage students to engage in CT development because the action researcher participated in the classroom. The practitioner facilitated collaboration with students, demonstrating and discussing CT skills to solve problems and develop an awareness of the appropriate metacognitive activity taking place. Students also kept a journal of their thinking processes and participated in a four-question closing interview. The data from the interviews were analyzed using NVivo-10 qualitative software and revealed four themes: 1. Critical thinking vehicles drive students through the process, 2. Reflective skepticism, 3. Reasoned thinking, 4. Making more connections. The study finds that with guidance and instruction, CT can be developed in a visual arts classroom using this model, and the model may prove useful in other middle and high school art classrooms as well as other university subjects.

ISBN: 9781339250687Subjects--Topical Terms:

547650
Art education.

Critical thinking in the visual arts classroom: A phenomenological participatory action research study.
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100 1 $a Solinger, Carol. $3 3193936
245 1 0 $a Critical thinking in the visual arts classroom: A phenomenological participatory action research study.
300 $a 259 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: John Peed.
502 $a Thesis (Ed.D.)--University of Phoenix, 2015.
520 $a The purpose of this phenomenological participatory action research study was to explore the effects of applying a critical thinking (CT) module to the daily instruction at a four-year college or university visual arts classroom over the course of 10 weeks. Although extensive research has examined critical, higher-order, and reflective thinking separately, few studies have explored these theoretical frameworks as explicit instruction methods or used a specifically phenomenological participatory action research methodology in the college arts classroom. Eleven photography students participated in a 10-minute collaborative discussion at the beginning of class. Students' grade levels, majors (art or non-art), and ethnicities varied and were not specified. It was anticipated that employing a technique of posing open-ended questions pertaining to art would encourage students to engage in CT development because the action researcher participated in the classroom. The practitioner facilitated collaboration with students, demonstrating and discussing CT skills to solve problems and develop an awareness of the appropriate metacognitive activity taking place. Students also kept a journal of their thinking processes and participated in a four-question closing interview. The data from the interviews were analyzed using NVivo-10 qualitative software and revealed four themes: 1. Critical thinking vehicles drive students through the process, 2. Reflective skepticism, 3. Reasoned thinking, 4. Making more connections. The study finds that with guidance and instruction, CT can be developed in a visual arts classroom using this model, and the model may prove useful in other middle and high school art classrooms as well as other university subjects.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3736212