Date of Award


Document Type

Thesis - Open Access

First Advisor

Jerusha Beckerman

Second Advisor

Emily Cullen-Dunn


This thesis argues that art should not be siloed, but instead, fully integrated into classroom curricula through practices of art-thinking and art-making across subject matter. By thinking like an artist in the classroom, students organize and acquire knowledge in ways that allow them to more easily identify connections between disciplines. Beyond art as a means of self-expression, students develop inquiry-based learning skills, practice creative experimentation, self-reflection and idea generation by engaging in processes of art-thinking and art-making. If educators and schools can more fully support the artistic development of their students, I believe there is a very solid case for art to be taken more seriously as a meta-discipline within our general education classrooms.

Included in

Art Education Commons