An Auto-ethnographic Study of Teaching Methods that Support Meaning Making in Middle School Art

• Main Author: Major, Brenda
• Format: Others
• Published: ScholarWorks @ Georgia State University 2014
• Subjects: Guggenheim Museum; Harvard Project Zero; Knowledge mining; Meaning making; Middle school art; Thinking; Thinking Routines
• Online Access: http://scholarworks.gsu.edu/art_design_theses/161; http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1169&context=art_design_theses

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.