Date of Award
12-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education and Organizational Leadership Development
Committee Chair/Advisor
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Noelle Pauffler
Committee Member
Dr. Hans Klar
Committee Member
Dr. Alison Leonard
Abstract
This study investigates the enabling conditions that support inquiry-based art education programs in Title I schools, addressing a literature gap regarding effective practices for high school art educators working with economically disadvantaged students. Inquiry-based art education empowers students by fostering creativity and problem-solving skills and encouraging self-expression. These attributes are essential for equipping students with the tools they need for success in college and their future careers. While existing research has underscored the benefits of the arts for marginalized students, the literature lacks guidance on how to support an inquiry-based art education program in a Title I school.
The study uses an improvement science framework to identify professional development and support strategies for teachers implementing inquiry-based learning. The findings highlight the critical importance of transparent budgeting and the material resources necessary to teach artmaking and skill development in support of student-centered inquiry. Moreover, qualitative analysis revealed eight key focus areas art teachers cultivate throughout the academic year within their unique school environments:
1. Artmaking and skill development
2. Art presentation and critique
3. Classroom environment and student support
4. Community building and peer interaction
5. Curriculum development and instructional strategies
6. Resource management and technology integration
7. Student accountability and classroom management
8. Student growth, careers, and real-world connections
Supporting inquiry-based art education practices is especially important for Title I students, who may not have access to student-driven curricula. An art education program’s unique needs require that art educators work cross-functionally with multiple groups (e.g., administrators, parents, students, bookkeepers, district support personnel, and feeder schools) to resource and build art programs that can attract, retain, and nurture students, ultimately unlocking their full potential.
Recommended Citation
Stone-Danahy, Rebecca, "Enhancing Access to Inquiry-Based Art Education in Title I Schools: Addressing Inequities and Promoting Student Driven Learning" (2024). All Dissertations. 3794.
https://open.clemson.edu/all_dissertations/3794
Author ORCID Identifier
0009-0007-1501-1270
