Document Type
Article
Publication Date
Spring 2025
Abstract
In the contemporary educational landscape, students face challenges due to a lack of essential skills needed to navigate the complexities of the 21st century, traditional educational practices have chosen to prioritize memorization and standardized testing over experiential learning. This research aims to investigate the potential of Inquiry Based Learning (IBL) strategies to increase creativity, critical thinking, and curiosity among secondary art students. Additionally, the study will look at how the implementation of IBL can enhance student engagement and motivation. By centering the study within a secondary school art classroom, the research focuses on the implementation of a structured inquiry-based project, developing a Surreal Self Portrait, within the Principles of Design and Studio Art classes. Utilizing a mixed-methods approach, the study will compose of three phases: project development, extensive data collection through qualitative and quantitative measures, and a program evaluation assessing engagement, motivation, and academic achievement. Through reflective questionnaires, student interviews, field notes, and analysis of student artwork, the research seeks to identify challenges and limitations associated with the implementation of IBL within traditional settings. Ultimately, this study seeks to answer questions regarding the effectiveness of IBL in enhancing critical skills necessary for success in an increasingly complex and competitive world, while developing strategies for art educators to implement transformational instructional methods.