Document Type

Thesis

Date of Degree

Spring 2015

Degree Name

MA (Master of Arts)

Degree In

Education

First Advisor

Clar M. Baldus

Abstract

The goal of this research was to learn more about the flow experiences of novice art learners in the art room context in an effort to inform lesson design and the creation of an effective learning environment. The research questions in this study sought to answer whether novice art learners were entering into flow and what conditions of flow related to classroom activities contributed or hindered this process. Results revealed that novice learners do enter into flow and are more likely to do so when they find projects interesting and enjoyable. Students who entered into flow were also more likely to feel challenged by the art activities than their counterparts who did not enter into flow.

Public Abstract

Designing meaningful instruction and creating a learning environment that engages students in course content are goals of every instructor. Understanding how the psychological state of flow, which is characterized by deep concentration and a loss in awareness of surroundings, can optimize the learning experience of students in the art classroom is key to encouraging intrinsic motivation.

The goal of this research was to determine if novice art learners at the college level were engaging in flow and what conditions impacted this experience. Students in the study completed surveys in response to 8 different art activities over the course of a semester. Results show that art activities that were likely to encourage flow experiences were those in which students found interesting and enjoyable. Students who entered into flow were also more likely to respond to feeling challenged by the art activity at a higher rate than their counterparts who did not enter into flow. Findings demonstrate a need for differentiated activities that can be tailored to satisfy students’ individual interests and skill levels.

Keywords

publicabstract

Pages

x, 80 pages

Bibliography

Includes bibliographical references (pages 66-67).

Copyright

Copyright 2015 Jill Elizabeth Lauer

Included in

Education Commons

Share

COinS