CHOICE-BASED ART EDUCATION: PRODUCING ART MINDED ARTISTS

Abstract

As the landscape of art education continues to evolve in the modern art classroom, pedagogical approaches are shifting toward more student-centered models. One such approach, Choice-Based Art Education (CBAE), which is grounded in the Teaching for Artistic Behavior (TAB) philosophy, emphasizes student autonomy. Unlike traditional, teacher-directed pedagogy such as traditional Discipline-Based Art Education (DBAE) educational framework, which prioritizes controlled instruction across four core disciplines: art production, art history, art criticism, and aesthetics. While CBAE fosters personalized learning experiences that allow students to make independent decisions about their artistic processes and the outcomes of their artwork independently. This thesis explores the crossroads of CBAE and classroom management, examining whether the student autonomy inherently in CBAE leads to increased disciplinary problems/issues compared to the more controlled environment of the traditional DBAE’s educational framework rigorous structure. While CBAE promotes creativity, engagement, and ownership, its less structured nature can cause issues with classroom management. On the other hand, traditional DBAE’s educational frameworks clear guidelines may support discipline but potentially restrict student expression and creativity. Drawing on a combination of literature review, case studies, and original research, this study examines effective strategies for maintaining order, good classroom management, and productivity in choice-based art classrooms. It seeks to answer the central question: Do CBAE classrooms experience more disciplinary issues due to their open-ended structure, or can thoughtful management practices mitigate these challenges while preserving student autonomy? The research aimed to provide teachers with insights into balancing artistic freedom and structure in the modern art education classroom. This thesis explores how pedagogical models CBAE, rooted in TAB and traditional DBAE’s educational framework shape students and parent insights in early elementary art education. The Student Confidence and Student Agreement Surveys revealed that while both groups reported high confidence and engagement, TAB students demonstrated greater emotional investment in their work, suggesting that student agency fosters more meaningful learning. Parent Surveys also confirmed these findings, with TAB families showing stronger support for process-oriented learning and student autonomy, all through both models were viewed favorably. When viewed together, the data highlights a shift toward student choice in the classroom and for more personal expression in their artwork, highlighting the importance of aligning instructional strategies with developmentally appropriate learning styles for younger students and fostering a supportive, student-centered classroom for a diverse number of students.