Examining the Role of Active Student Engagement in High School Arts Courses

Examining the Role of Active Student Engagement in High School Arts Courses by Athena I. Revelas-Nichols MS, SUNY Brockport, 1997 BS, SUNY Brockport, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Self-Designed Specialization Art Education Walden University January 2015 Abstract A primary challenge to educators is the design and implementation of effective student engagement processes. High school students cannot be successful if they are frequently absent from school, as active engagement opportunities reinforce knowledge and help to keep students enthused in their learning. To address the challenges of frequent school absences, this study examined a gap in the literature—namely, the relationship between active engagement and arts courses as a motivator for students to remain in high school. For this study, active engagementA primary challenge to educators is the design and implementation of effective student engagement processes. High school students cannot be successful if they are frequently absent from school, as active engagement opportunities reinforce knowledge and help to keep students enthused in their learning. To address the challenges of frequent school absences, this study examined a gap in the literature—namely, the relationship between active engagement and arts courses as a motivator for students to remain in high school. For this study, active engagement was defined as a process in which the student’s interests, efforts, and knowledge culminated in an application of the learning content. Using Csikszentmihalyi’s (1990) flow theory, a mixedmethods study was conducted to examine students’ experiences with active engagement in arts courses. Data were collected from a survey (50 = x) and phenomenological interviews (8 = x). Quantitative analyses of these data included a paired-sample t test to determine whether there was a significant difference between the average values of students’ perceived learning capabilities and expectations for learning in relation to arts courses versus non-arts courses. Content analyses created categories and identified themes that found students felt more engaged, self-confident, and motivated about their learning during arts educational experiences. Contributions to positive social change included increased awareness about how students make meaning of active engagement in arts courses. Such information can help school districts understand more about the importance of providing students with artistic and creative educational experiences. Examining the Role of Active Student Engagement in High School Arts Courses by Athena I. Revelas-Nichols MS, SUNY Brockport, 1997 BS, SUNY Brockport, 1993 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Self-Designed Specialization Art Education Walden University January 2015 Dedication This doctoral study is dedicated to my husband and best friend, David who brings joy, laughter, technology, and vision to me every day; Chloe, who has grown into an incredible young woman of whom I am proud to call my daughter and my motivation; and to my supportive, encouraging, and loving parents, Barbara and Gus. Each of you has believed in my abilities and has inspired me to become the very best person and professional that I can be. This doctoral study is dedicated to my faithful and loyal companion, Greta, an amazing and sweet Yorkshire terrier, who stayed by my side through countless late nights of study, research, and writing. This doctoral study is also dedicated to the students I have had the privilege of teaching throughout my career. You have continually motivated me to improve my teaching abilities. Acknowledgments I would like to acknowledge and thank Dr. Victoria Yancey, who served as my doctoral committee chair. Dr. Yancey’s encouragement, patience, and insight have been a source of strength throughout this journey. Her commitment and knowledge contributed greatly to my studies and made my time at Walden University a positive and fulfilling learning experience. I would like to thank Dr. Janice Garfield, my doctoral committee member, for her leadership and support throughout this research endeavor. Dr. Garfield’s support and expertise provided a continual beacon of light in the darkness for the many times I thought I would struggle on this journey. Her dedication is an inspiration. Dr. Garfield is a role model for all who desire to reach their highest potential. Finally, I would like to extend a special thank you to my family: to my husband, David for being so considerate and understanding of the time I needed to dedicate in completing this milestone. You were optimistic and encouraging every step of the way, and I appreciate you and all the things you do for me; to my daughter, Chloe for cheering me on and giving me words of encouragement, you are wise beyond your years and are destined for greatness; to my parents, Barbara and Gus for your continued understanding, care, and support; and to Greta, Cooper, Zorro, and Heidi who have comforted me, made me smile, and reminded me countless times of the need to get some sleep throughout my doctoral journey! Table of