"Mistakes Can Be Beautiful": Creative Engagement in Arts Integration for Early Adolescent Learners

Autor/inn/en	Anderson, Ross C.; Haney, Michele; Pitts, Christine; Porter, Lorna; Bousselot, Tracy
Titel	"Mistakes Can Be Beautiful": Creative Engagement in Arts Integration for Early Adolescent Learners
Quelle	In: Journal of Creative Behavior, 54 (2020) 3, S.662-675 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Ross C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.401
Schlagwörter	Art Activities; Middle School Students; Grade 6; Rural Schools; Urban Schools; Interdisciplinary Approach; Student Attitudes; Early Adolescents; Creative Activities; Risk; Student Motivation; Competence; Personal Autonomy + Suchen Sie Ihr Suchwort? Künstlerische Tätigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Risiko; Schulische Motivation; Kompetenz; Individuelle Autonomie
Abstract	In this study we explored students' perspectives and experiences engaging in an arts integration learning model during middle school through a pluralistic lens of creative engagement in learning. The sample included N=86 students in Grades 6-7 attending schools in fringe rural and urban locales from small and mid-sized cities in the Pacific Northwest. We used a grounded theory approach to explore how creative engagement takes shape for the early adolescent learner. Our conceptual framework integrated intrapsychological (inward) processes with interpsychological (outward) exchange in the social environment of an arts integrated classroom. Schools involved in the study were part of a larger mixed-methods research investigation and received intensive support for school-wide arts integration development. We found that students valued opportunities in arts integration for (a) choice, (b) the expression of their unique interpretations, (c) taking risks and making mistakes, (d) recognizing and applying their Studio Habits of Mind, and (e) enhancement of motivation and engagement in learning. The need for competency, belonging, and autonomy were important conditions of the learning environment and the need for meaning-making was paramount in the process of creative engagement. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01