A Content Analysis of a MOOC of Artworks and Thinking Routines

• In Event: Embodiment and Action: Centering Identity in Arts Education and Research

Abstract

A research-practice partnership between a major international art museum and university research team led to foundational work in conducting a multimodal analysis of the content and processes associated with a massive open online course (MOOC) offered by the museum hinged to thinking routines and master artworks in their collection. The team examined the MOOC using social semiotic dimensions comprised of visual, gestural, linguistic, audio, and spatial elements. Results point to ways and means that elements of the MOOC have, and might be, used for pedagogical practices, and the needs for close examination of representations of various identities. We discuss useful ways in charting new, consequential directions for arts integration in the curriculum and pedagogies of schools and other learning environments.

Authors

• Jonathan Eakle, The George Washington University
  Presenting Author

• Jessica Estelle Monte, Marymount University
  Presenting Author

• Xiaoyue Zhang, The George Washington University
  Presenting Author

• William Zhou, The George Washington University
  Presenting Author