Using Spatial Domains to Prompt Pedagogical Engagement Inside a Saturday Art School Classroom

• In Event: Roundtable Session 17
  In Roundtable Session: Examinations of Arts Creation, Performance, and Space

Abstract

This paper illuminates spatial domains and their pedagogical uses inside a pre-service Saturday art school classroom. Although the following discussion focuses on spaces, the results are part of a larger study surrounding how educational spaces become educational places, or combine to create educational sp/pl/aces that are individually relevant. A concurrent nested mixed methods design (QquanUAL), employed within a case study framework, served a mixed methods purpose of complementarity (Greene, 2007). Guiding qualitative methods facilitated understanding while quantitative components served to establish associations between spatial variables within the "taskscapes" (Ingold, 1993) observed. Findings illustrate how three distinct spatial domains overlap and combine to prompt pedagogical engagements in the form of student reaction, action, and interaction.

Author

• Donna Murray-Tiedge, University of Wisconsin - Oshkosh