Abstract
Action research helps educators become more reflective practitioners and improve their teaching (Klein, 2014; Mason, 2005; Pine, 2009). By identifying a question or a problem, collecting data, implementing change and reflecting upon the results, the researcher/teacher is embarking on a journey of lifelong learning (Mason, 2005). The inquiry questions that guided this study were, Do the differences in the artwork of boys and girls relate to socialization of gender roles through visual culture?; Do perceived gender roles impact perceived confidence, perception of ability and engagement?; and finally, How can art educators promote gender equity in the art room? Data were collected over a 12-week period; data sets were obtained from student questionnaires, student artwork, student focus groups and my own reflective journal. Photographs of student artwork along with critique notes also became part of the study. Three themes emerged including Visual Culture Variance, Creativity for Tranquility and Self Confidence. Categories were art making and play, accessories and inspiration, stress, family involvement and access, building self-confidence through art, and perception of art ability, respectively. Conclusions were that influences of visual culture were seen in the artwork of both boys and girls; the work often exhibited gender stereotypes. Boys and girls reported that art was a stress relieving activity both at school, and for those who had access at home. Perception of artistic ability decreased in the fifth grade for both boys and girls, but more dramatically for boys. Increased engagement and self confidence were seen in both boys and girls as students were given more creative freedom to incorporate their everyday experiences into their artworks and work with a variety of materials.