Whole-Brain Art Education: Exploring Strategies to Increase Executive Function Skills and Promote Self-Regulatory Behaviors in Elementary Art Students

Autor/in	Sakowski, Kathryn
Titel	Whole-Brain Art Education: Exploring Strategies to Increase Executive Function Skills and Promote Self-Regulatory Behaviors in Elementary Art Students
Quelle	(2019), (359 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Thesis, Moore College of Art & Design
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Executive Function; Art Education; Elementary School Students; Student Behavior; Grade 5; Self Management; Metacognition; Active Learning; Student Projects; Goal Orientation; Student Motivation; Ownership; Planning; Scaffolding (Teaching Technique); Cognitive Structures; New Jersey + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Student behaviour; Schülerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aktives Lernen; Schulprojekt; Zielorientierung; Zielvorstellung; Schulische Motivation; Eigentum; Ablaufplanung; Planungsprozess; Cognitive structure; Kognitive Struktur
Abstract	Executive function (EF) skills are cognitive processes that include goal setting, organizing, prioritizing, flexibly shifting attention, accessing working memory, and self-monitoring behavior and progress (Meltzer, 2018). These skills are integral in promoting students' ability to self-regulate their learning, solve problems, and work independently. This study includes data collected from six students in a 5th-grade art class setting. An emphasis on building EF skills in early adolescent learners was applied in order to address diminished engagement, limited problem-solving skills, and lack of ownership. This study emphasizes the process of artistic creation and asks students to set a personal intention for each class to highlight the practice of planning and goal setting in art-making. Data for this study was collected through audio-recorded and transcribed individual and group interviews, written self-report rating scales, goal setting worksheets, and photographs of student work. Students were also asked to participate in metacognitive reflections at several stages of their design process to record changes in student disposition toward their ability and toward the importance of EF strategies to their work habits. These strategies were implemented and examined to determine how the introduction, utilization, and scaffolding of EF strategies could influence motivation, shape a growth mindset mentality, and help students begin self-regulating their learning in an elementary art class. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01