Counting pebbles wasn't even a class in high school: seeing visual arts education through a process-forward lens
Date of Award
Master of Arts (MA)
Dr. Paul Sproll
This thesis explores process-forward visual arts education in the Greater Providence arts education community. The researcher conducted interviews with arts educators as well as administrators working within organizations guided by a “process-forward” philosophy. Interview transcripts are analyzed to identify any emergent themes of intended and actualized student learning outcomes as well as other commonalities which exist among the interviewed organizations. This investigation found that, within these organizations, multiple, significant forms of student learning outcomes were identified that extended well beyond any particular aesthetic merits of the artistic products created by students
The author calls, in this thesis, for a recalibration and expansion of existing methods of assessing visual arts learning in order to take greater account of process-forward learning outcomes, which will, the author argues, provide a much more comprehensive view of what students gain through engaging in the visual arts.
Wang, Em Xiangning, "Counting pebbles wasn't even a class in high school: seeing visual arts education through a process-forward lens" (2021). Masters Theses. 763.
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View exhibition online: Em Xiangning Wang, Counting Pebbles Wasn't Even a Class in High School: Seeing Arts Education Through a Process-Forward Lens