VALUING PRACTICE IN VISUAL ARTS EDUCATION

Abstract

This thesis explores the transformative potential of studio-based learning in middle school visual arts education, positioning the studio not only as a site of making but as a dynamic space for mutual learning between students and educators. Initially conceived as a study of student engagement, the research evolved into a reflexive and transdisciplinary inquiry, centering the artist/educator’s own practice as both the subject and method of investigation. Through immersive studio exploration, this research embraces the multifaceted identity of the artist/educator, encountering both educator and learner contained within the self. Prioritizing making and exploration as a means of inquiry revealed profound shifts in my pedagogy, personal philosophy, and approaches to assessment. Rather than focusing solely on the development of student outcomes, the research foregrounds the ways in which sustained creative practice reshapes the educator’s understanding of teaching and learning itself. By prioritizing process over product, and embracing the uncertainties inherent in creative practice, this research advocates for a pedagogical shift that recognizes the studio as both a research environment and a catalyst for rethinking the purpose and value of visual arts education. The findings aim to contribute to the discourse on student-centered learning and support the argument that arts- trained educators are uniquely positioned to cultivate meaningful practice-based experiences in the visual arts classroom. Central to this inquiry are the following questions: how can the implementation of a studio in a classroom inform an educator's practice and lesson planning, and how can a transdisciplinary approach serve as both a collaborative and individual endeavor, particularly when engaging with external experiences through personal perspectives. My practice, jotted notes, doodles, and explorations, evolved into the creation of zines; self-published works that serve as both repositories for information and tools for inquiry. This evolution reflects a shift from passive accumulation to active reflection, bridging personal experience with pedagogical practice. Through this process, I have come to recognize the value of integrating artistic practices into educational settings, not only as a means of personal expression but also as a catalyst for pedagogical innovation. The act of creating zines has facilitated a deeper understanding of how engaging with external experiences through a personal lens can inform and transform teaching practices.