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Metacognition and Art Production as Problem Solving: A Study of Third Grade Students
Patricia D. Goldberg
Visual Arts Research
Vol. 31, No. 2 (2005), pp. 67-75
Published by: University of Illinois Press
Stable URL: http://www.jstor.org/stable/20715385
Page Count: 9
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This study examined the impact of metacognitive instruction on the development of metacognitive skills and art production of third-grade students. In this study, the performance of specific art tasks of students in two third grade classes in a rural school in the Southeastern U.S. was analyzed and compared. One class included yearlong instruction in metacognitive thinking strategies, the other did not. Findings revealed that students in the metacognitive class used more metacognitive thinking throughout the entire art making process, and were more likely to understand the thematic nature of the art problem, generate more strategies, and develop a solution clearly related to the theme. This study suggests that through collaboration between classroom teachers and art teachers to encourage metacognitive thinking, student learning can be impacted in both the regular classroom and the art class.
Visual Arts Research © 2005 University of Illinois Press