The influence of writing-integrated art curriculum on elementary students' meaning making about art and visual/material culture

Abstract

This research study presents a theoretical and practical basis for an art curriculum that incorporates writings into the elementary art class in order to enhance students’ meaning making through art. This research is comprised of two related studies. The first study is a case study documenting an elementary school art curriculum unit, which was implemented in an art class at the Austin Korean School (AKS). The second study is an action research project with an individual student from the AKS art class. The goals of these two related studies have been to help elementary students to interpret meanings of images and to construct meanings through both making and viewing images.