Date of Award

Spring 5-22-2026

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Education

First Advisor

Shana Cinquemani

Second Advisor

Caitlin Black

Abstract

This study explores how elementary art teachers in the United States and China perceive and use collaborative artmaking with their students. Driven by my personal journey as a Chinese student and art educator now studying in the U.S., this research asks: How do teachers in these two countries compare in their views of collaborative artmaking, including its social-emotional outcomes, benefits, and challenges. I conducted semi structured interviews with three elementary art teachers: two from China (one veteran, one early-career) and one from the U.S. with experience in both rural and urban schools. Findings show that teachers in both contexts value collaborative artmaking for fostering social-emotional growth, prioritize process over product, and see themselves as facilitators rather than dominators. However, they operate under different pressures. The U.S. teacher emphasized trauma, scarcity, and emotional regulation, while the Chinese teachers navigated large class sizes, product expectations, and cultural habits of seeking teacher approval. These differences are shaped by each country’s educational system and cultural values. This study does not aim to judge which approach is better, but to offer a nuanced, cross cultural understanding that can help art educators reflect on their own practices and adapt strategies across contexts.

Keywords/Key Concepts: Collaborative artmaking, Elementary art education, Teacher perceptions, Cross-cultural comparison.

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