Increasing Art Understanding and Inspiration Through Scaffolded Inquiry

Mary Erickson, Laura Ramson Hales

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

We investigated the impact of inquiry instruction within a well-established, yearlong, studio-focused high school student program based at a contemporary art museum in the southwestern United States. The pretest and posttest focused students’ attention on the work of two different contemporary artists and used the same prompts to solicit student questions about the artists’ work and ideas for the students’ own artist-inspired work. Quantitative results showed that on the posttest, students asked more questions, formed better questions, and inquired more about higher-order topics than they had done on the pretest; additionally, inspiration for their own art expanded. Qualitative findings showed that students’ inspirations for their own art expanded after engaging in scaffolded inquiry instruction.

Original languageEnglish (US)
Pages (from-to)106-125
Number of pages20
JournalStudies in Art Education
Volume59
Issue number2
DOIs
StatePublished - Apr 3 2018

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art
artist
student
instruction
contemporary art
Art
Artist
museum
Posttests
school
High School Students
Art museums
Prompts

ASJC Scopus subject areas

  • Visual Arts and Performing Arts
  • Education

Cite this

Increasing Art Understanding and Inspiration Through Scaffolded Inquiry. / Erickson, Mary; Ramson Hales, Laura.

In: Studies in Art Education, Vol. 59, No. 2, 03.04.2018, p. 106-125.

Research output: Contribution to journalArticle

Erickson, Mary ; Ramson Hales, Laura. / Increasing Art Understanding and Inspiration Through Scaffolded Inquiry. In: Studies in Art Education. 2018 ; Vol. 59, No. 2. pp. 106-125.
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