The Guided Exploration Orientation: A Case Study of a Visual Art Teacher's Experience With Preschoolers

• In Event: 58.064 - STEAM Learning and Teaching in Early Childhood

Abstract

The purpose of this qualitative case study is to understand the complexity of implementing the guided-exploration orientation (Bresler, 1993) in a preschool visual arts program. The question that guided our research was: How does a visual artist-in-residence implement a visual arts curriculum using the guided-exploration orientation? Data were generated through five participant observations and two in-depth interviews, and data sources included field notes, interviews, lesson plans, photos of students’ and artwork. Through in-depth analysis of a ‘telling case’ (Mitchell, 1984) featuring the visual art teacher and a preschool student, we discussed different aspects of implementing guided-exploration approach: scaffolding observing and listening skills, facilitating communication in and through the arts, attending to the aesthetic qualities, and fostering “I’m an artist” identity.

Authors

• Keely Ann O'Connell, University at Buffalo - SUNY

• X. Christine Wang, University at Buffalo - SUNY