Play Based Learning in the Art Classroom
Loading...
Publication Date
5-2024
Degree Name
Art Education (K-12), M.S.Ed.
Department
Art and Design Department
School
School of Arts and Sciences
Description
This study focused on whether play-based learning (PBL) in the art classroom increases engagement and participation and decreases behavior issues among students with emotional and behavioral disorders (E/BD). Moreover, I was interested in investigating how to support these students acquire the skills they need to manage their emotions and develop strategies to make the time they spend in art a more engaging and enriching experience.
By using a qualitative arts based research methodology, my intention was to discover how art educators could expand and consider new teaching methods in order to reach and teach children with E/BD. The phenomenon I investigated was the incorporation of puppetry into the art room curriculum and the impact it had holistically to student relationships and how students viewed themselves. It was my hope that my findings not only positively impacted students with E/BD but the entire classroom climate as well. Insights from the student’s point of view were gleaned by implementing an ethnographic approach which derives from the disciplines of cultural anthropology and qualitative sociology. Furthermore, due to the limitations of time and resources for this study, a compressed ethnography was used.
The results found that introducing PBL in the art classroom had positive effects across several key areas, most notably regarding student engagement. Having the ability to move around freely in the classroom environment contributed a feeling of heightened enthusiasm and energy to the space. Participants entered the classroom motivated and ready to learn and share their individual talents during this study. Consequently, disruptive behavior was not minimized during this study however at no time did I observe behaviors that were aggressive, hostile or defiant in nature. The disruptions were most commonly due to increased volume and tension within groups.
Slide of Study
Play Based Learning in the Art Classroom
This study focused on whether play-based learning (PBL) in the art classroom increases engagement and participation and decreases behavior issues among students with emotional and behavioral disorders (E/BD). Moreover, I was interested in investigating how to support these students acquire the skills they need to manage their emotions and develop strategies to make the time they spend in art a more engaging and enriching experience.
By using a qualitative arts based research methodology, my intention was to discover how art educators could expand and consider new teaching methods in order to reach and teach children with E/BD. The phenomenon I investigated was the incorporation of puppetry into the art room curriculum and the impact it had holistically to student relationships and how students viewed themselves. It was my hope that my findings not only positively impacted students with E/BD but the entire classroom climate as well. Insights from the student’s point of view were gleaned by implementing an ethnographic approach which derives from the disciplines of cultural anthropology and qualitative sociology. Furthermore, due to the limitations of time and resources for this study, a compressed ethnography was used.
The results found that introducing PBL in the art classroom had positive effects across several key areas, most notably regarding student engagement. Having the ability to move around freely in the classroom environment contributed a feeling of heightened enthusiasm and energy to the space. Participants entered the classroom motivated and ready to learn and share their individual talents during this study. Consequently, disruptive behavior was not minimized during this study however at no time did I observe behaviors that were aggressive, hostile or defiant in nature. The disruptions were most commonly due to increased volume and tension within groups.
Comments
Advisor: Dr. Alexandra Allen