An Urban Education Action Research Project on Design Thinking & Studio Habits of Mind

Download or read book An Urban Education Action Research Project on Design Thinking & Studio Habits of Mind written by Ivonne Cruz and published by . This book was released on 2018 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to understand and describe the efficacy of how students using the concepts and methods of design thinking develop critical thinking, creativity, and problem-solving. I explored the concept of design thinking in my art classroom, through a parallel framework of studio thinking. As a result of my teaching experiences in an urban public education system for the last 15 years, I have witnessed a lack of art education in both elementary and secondary education. I agree with the ideas of Lois Hetland and Ellen Winner, presented in Studio Thinking: The Real Benefits of Visual Arts Education, and believe art education develops creative habits and certain dispositions unique to art-making. Therefore, my research questions are as follows: what are the outcomes when students in an advanced honors art class explore the use of design thinking linked with eight studio habits of mind? How does this unique combination contribute to the development of critical thinking, problem solving, and creativity? In what ways does this investigation inform my own thinking about designing and facilitating lessons that involve the concerns of both art and design? My primary research method was action research at a small charter high school where I taught for the last 11 years. My project took place over the course of two months. It focused specifically on one class period, Art II: Honors class, with an enrollment that consisted of fifteen senior students. Throughout this action research, the students created two projects with the framework of studio thinking and utilizing the design process to develop their projects through a step-by-step methodology. I collected data throughout this action research project in the following ways: pre- and post-assessment, student self-reflections, and two art projects. There was a collection of data at each step of the design process for both projects. I also collected data through journaling as a means to record self-reflections and observations in the classroom. As a result of this action research project, I recommend using the design process as a parallel pedagogical approach in art education classes. I discovered how it significantly contributes to the development of problem solving and critical thinking skills and also fosters creativity, skills desperately needed. I also discovered that if students are made aware and deliberately use the design process, they are more likely to use the process in the future.