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The Art of Self-regulated Learning: Teaching the Visual Arts

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Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas

Abstract

Secondary visual arts students are faced with many challenges in learning how to be creative and innovative while being self-directed, self-reflective, and genuine. While there is extensive research on how self-regulation skills can promote independent learning in various academic content areas, there is little on how self-regulated learning can promote creativity in the visual arts. The current chapter presents two visual arts lessons (photography and a collaborative drawing exercise) and discusses the nature of creativity and how students engage in the three cyclical phases and the psychological dimensions of self-regulated learning. The analysis presented describes how Rhodes’s theory of creativity and Bandura’s social cognitive theory lay the foundation for art instruction using a self-regulated learning framework, and concludes with recommendations for future research.

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Authors and Affiliations

  1. Bishop McGuinness Catholic High School, 1725 NC Highway 66 S, Kernersville, NC, 27284, USA

    Maria K. DiBenedetto & Martha A. Garrett

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  1. Maria K. DiBenedetto
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  2. Martha A. Garrett
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Correspondence to Maria K. DiBenedetto .

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  1. Bishop McGuinness Catholic High School, Kernersville, North Carolina, USA

    Maria K. DiBenedetto

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DiBenedetto, M.K., Garrett, M.A. (2018). The Art of Self-regulated Learning: Teaching the Visual Arts. In: DiBenedetto, M. (eds) Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas. Springer, Cham. https://doi.org/10.1007/978-3-319-90928-8_10

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  • DOI: https://doi.org/10.1007/978-3-319-90928-8_10

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