Year of Award

2025

Document Type

Professional Paper

Degree Type

Master of Arts (MA)

Degree Name

Fine Arts (Integrated Arts and Education)

Department or School/College

Creative Pulse Program

Committee Chair

Dr. H. Rafael Chacón

Commitee Members

Faith Morrison, Jennifer Combe, Steven Krutek, Jim Baken, Mark Moak

Keywords

Artistic Behavior Modeling, Behavior Modeling, Modeling, Art Education, Creative Confidence, Teacher Retention

Abstract

Artistic behavior modeling is essential for the development of creative confidence in both the teacher and students. In this study, I adopted a mixed methods approach incorporating both qualitative and quantitative data to determine the impact of artistic behavior modeling on creativity and independence in high school visual arts. The impact of behavior modeling was studied in a student-led, studio-style approach in the classroom. Utilizing writing prompts, observational data, self-reflections, artwork development, and letter grades, I determined that when educators create and reflect on their personal art alongside their students, students become more creatively independent. Students took more creative risks, reflected on their work in a deeper way, and developed essential contemporary skills, including problem-solving. In turn, I felt more creative and mitigated a sense of burnout, rejuvenating my personal and professional practices as both an artist and educator. This study has the potential to influence the structure of high school art classrooms, creating opportunities for both student and facilitator growth, independence, and creativity, as well as mitigating educator burnout, allowing facilitators to continue working as art educators for a prolonged period. This study contributes to previous research in the fields of creativity, independence, behavior modeling, and the role of art educators. I recommend further research in this area to determine the impacts on elementary and middle school classrooms.

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© Copyright 2025 Jessica A. Novak