PROJECT ABSTRACT:

The purpose of this action research project was to understand the perspective that my 5th-grade dual-language students have about their experience in an art room in transition. Together, we transitioned our art classroom from one that was driven only by the teacher to one where I gave students limited choices, and, finally, into a TAB art studio where students chose their media, subject matters, and the time they needed to complete their work. I worked with three groups of participants: (1) In the fall, participants were 60 typical dual-language students; (2) in the winter, I chose a focus group of eight students who were leaders in running the art studio; (3) and in spring, I chose two artists who had agreed to be interviewed for case studies, and a second focus group of eight students who were committed to choice-based learning in the art studio. My qualitative approach used data from interviews, student work, students’ reflections in sketchbooks, and notes from my observations. As the year progressed, I revisited literature for relevance to my experience, found new literature, and analyzed my data to identify preliminary findings. I hope to connect the dots among three characteristics of my teaching: being a culturally responsive teacher; using the design of a TAB art studio where “the art room is the child’s studio”; and supporting my students in developing artistic habits as described by the Studio Habits of Mind, especially focusing on Develop Craft: Studio Practice and Understand Art Worlds: Communities.