Inclusive Artmaking in High School Visual Arts Classes

Abstract

In this article, I examine inclusion, disability, image making, and representation through case studies in a high school setting. K–12 school settings often focus on student deficits; however, the theories of disability studies provide a critical model for understanding language, disability, and enabling structures that move away from deficit models. Grounded in a disability studies framework, I focus this article on students’ capabilities to develop artmaking skills and the value of diverse image making. Although universal theories of artistic development exist, the literature review suggests that student artistic development varies. Through case studies, I examine inclusion for students with emotional disabilities using artwork, interviews, and observational data. I examine student artwork in terms of individual development of artmaking skills as measured quantitatively by a rubric. A qualitative analysis of student artwork and interviews reveals students’ inclusion as an opportunity to become members of a community and create work that expresses individual viewpoints.

Disclosure Statement

No potential conflict of interest was reported by the author.

Notes

¹ The research included in this article is part of a larger dissertation study completed at Northern Illinois University.

² Approval was obtained through the Northern Illinois University’s Institutional Review Board for research involving human subjects prior to collection of data. Permission to engage in the study was obtained from each school district. Parental consent, student assent, and teacher consent were obtained prior to the beginning of participation.