Teaching interactions and curricular choices : a look into a German gymnasium art program

Jessica Erin Sullivan, 0000-0002-7661-0177, Austin, The University Of Texas At, Austin, The University Of Texas At, Christina Bain
This mini-ethnographic study was conducted in a German gymnasium (high school) setting during a two-week period in July of 2018. The central research question was: In a German gymnasium (high school), how were three art teachers' teaching approaches reflected in their interactions with students and curricular choices? All three participants were selected through a convenience sampling strategy and taught art in the same gymnasium (high school) in Offenburg, Germany. Data collection included
more » ... rview notes, thick description field notes, photographs of student artwork, and photographs of the environment. Data was analyzed through inductive coding. Themes that emerged were open versus closed-ended lessons, student to teacher and teacher to teacher interactions, classroom flow & management, and student current projects versus art hung in the hallways. Results of this study indicate there is a connection between approaches to teaching, classroom culture, and the exploration of student product development
doi:10.26153/tsw/7504 fatcat:volvhtdklnbqjdaijjytxfoxqi