Date of Award


Document Type

Thesis and Dissertation

Degree Name

Master of Science (MS)


School of Art

First Advisor

Judith A. Briggs


This research study used a pretest and posttest, classroom discussion, student artwork and artist statements, and interview responses to determine whether integrating postmodern theory and visual culture into the art curriculum encouraged students to think critically. Study participants included eight students at a public junior high school in southwest suburb of Chicago, IL. Overall, students' posttest responses were slightly more thorough and better written. In general, participants agreed that learning about contemporary artists inspired them and helped give them ideas. In an effort to help students think more critically, the study recommends that the art classroom incorporate postmodern theory and visual culture into its curriculum, thereby making contemporary artists the basis of classroom dialogue. The study also recommends incorporating more activities where students practice speaking and writing about artwork.


Imported from ProQuest Lomasney_ilstu_0092N_10791.pdf


Page Count


Included in

Art Education Commons