Surveying the Art History Mystery: Teaching Methods, Value, and Creative Inequality

• In Event: Voice, Equity, and Critical Consciousness: Antiracist Arts Education and Culturally Sustaining Pedagogy

Abstract

Despite art history being a subject that offers a lot in terms of cognitive skills and overall value, university departments are diminishing in popularity and funding. Additionally, the field is realizing that its curriculum excludes non-white, European narratives, resulting in a lack of population diversity. This paper presents the results of a survey involving 148 art history student participants. Results suggest that there is a disparity between the current teaching methods and what students would prefer, but students value the learning outcomes that they achieved in the class. Lastly, there was a statistically significant difference in student creative growth between white and non-white student population, suggesting that the current curriculum costs students of color creative confidence.

Authors

• Alysha Meloche, Drexel University

• Toni A. May (Sondergeld), Drexel University