Date of Conferral

10-28-2024

Degree

Ph.D.

School

Education

Advisor

Amy White

Abstract

Educators, parents, and researchers uphold that intentional social emotional learning (SEL) can positively benefit student well-being, especially when the learning is integrated into all educational content areas. The problem under study was that though research has highlighted the connection between SEL and visual art education, how teachers intentionally plan for and implement an SEL-integrated art curriculum was not well researched. The purpose of this basic qualitative study was to explore how elementary visual art educators in a midwestern state, with both visual art and SEL standards, intentionally plan for and implement an SEL-integrated art curriculum. This study was grounded in the Collaborative for Academic, Social, and Emotional Learning competency-based conceptual framework. Data were collected through semistructured interviews with 10 elementary visual art educators with SEL experience and analyzed through a deductive, thematic coding process. The six themes that emerged are that teachers (a) leverage student experiences and needs to design SEL-integrated art lessons; (b) purposefully created safe environments to facilitate SEL through art education; (c) have varying specific knowledge of SEL yet used SEL structures in their instruction; (d) use multiple resources in art classes to prompt SEL; (e) use multiple art education philosophies to approach SEL in their classrooms; and (f) identified individual experiences that affected how they approached SEL in art education. These findings may encourage positive social change by providing elementary art educators with actionable pedagogical considerations that can support student social and emotional growth that is applicable to their human development and contributes to improved school outcomes.

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