Abstract
This action research study focused on the theories of Lowenfeld and Vygotsky as applied to a contemporary Visual Culture Art Education (VCAE) curriculum for elementary students. Visual culture involves individuals and their environments, and includes all forms of sensory input; student's visual culture can guide meaningful experiences in art making and learning (Day & Hurwitz, 2007; Freedman, 2003;Freedman, Heijnen, Kallio-Tavin, Karpati, & Papp, 2013). In this action research study, Lowenfeld's and Vygotsky's theories were used to investigate how different approaches to teaching impact student creativity and art learning and help them expand and interpret their visual culture. By determining which approaches are most beneficial, including individual work and peer interaction, curriculum was adjusted to improve my art teaching. Students in two general education kindergarten classes were surveyed before and after both Lowenfeldian and Vygotskian centered art lessons. Data included personal reflections, field notes, student artwork, pre- and post- study questionnaires for students and questionnaires for the two participating classroom teachers. Results showed that instructional approaches such as discovery learning impacted art learning. Peer influences, classroom management, and inquiry teaching were also contributions to changes in the art room. Lastly, individual classroom and art teacher philosophies and their openness toward inquiry correlated with expectations for student learning and assessment.