Unlocking the Growth Mindset:
A Journey Towards Confidence in the Visual Arts Classroom
Abstract for Action Research Study (conducted through High Tech High Graduate School of Education)
When students believe that art is not a learnable ability, they approach art class with low confidence and anxiety. The idea that one cannot improve their abilities, skills or themselves is called a fixed mindset. Having a growth mindset, on the other hand, allows students to enter art class with higher confidence and an attitude that helps them thrive. This research collects evidence from 28 8th grade students at High Tech Middle in San Diego, California in order to find solutions for increasing student confidence in a visual arts class. This research also uses three case studies of students within this class. These profiles help illustrate the perspectives and experiences of students with different mindsets in an art class. Gathering student comments from interviews, project reflections, survey results, exit card remarks, observations and classroom discussions, the research illuminated ways to cultivate growth mindset thinking in students. This growth mindset thinking seemed to increase student confidence in their art skills and in themselves as artists. Techniques explored during the year include creating a safe and supportive culture in the classroom using norms, focusing on language choice, a suite of techniques dubbed “The Three Stages of Preparing Perspectives” and tweaking final exhibitions of student work.
These findings support the idea that working with students perspectives of others and of other people’s artwork can be a method for supporting a growth mindset.
SECTIONS
Introduction
Settings
Understandings
Findings: Part I
Findings: Part II
Conclusions
Final Reflection
Methods
When students believe that art is not a learnable ability, they approach art class with low confidence and anxiety. The idea that one cannot improve their abilities, skills or themselves is called a fixed mindset. Having a growth mindset, on the other hand, allows students to enter art class with higher confidence and an attitude that helps them thrive. This research collects evidence from 28 8th grade students at High Tech Middle in San Diego, California in order to find solutions for increasing student confidence in a visual arts class. This research also uses three case studies of students within this class. These profiles help illustrate the perspectives and experiences of students with different mindsets in an art class. Gathering student comments from interviews, project reflections, survey results, exit card remarks, observations and classroom discussions, the research illuminated ways to cultivate growth mindset thinking in students. This growth mindset thinking seemed to increase student confidence in their art skills and in themselves as artists. Techniques explored during the year include creating a safe and supportive culture in the classroom using norms, focusing on language choice, a suite of techniques dubbed “The Three Stages of Preparing Perspectives” and tweaking final exhibitions of student work.
These findings support the idea that working with students perspectives of others and of other people’s artwork can be a method for supporting a growth mindset.
SECTIONS
Introduction
Settings
Understandings
Findings: Part I
Findings: Part II
Conclusions
Final Reflection
Methods