April 24, 2007

Carver-VCU After-School Arts Program 'draws' on critical-thinking skills

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By Mike Porter

VCU student Amber Efford guides Carver-VCU After-School Arts student Ke’Jsean Roberts in printmaking. Both participated in a pilot program in the fall of 2006. Photo by: Nancy Lampert, Ed. D., assistant professor, department of art education.
VCU student Amber Efford guides Carver-VCU After-School Arts student Ke’Jsean Roberts in printmaking. Both participated in a pilot program in the fall of 2006. Photo by: Nancy Lampert, Ed. D., assistant professor, department of art education.
A peak inside as students create and discuss art while developing their critical thinking skills during the Carver-VCU After-School Arts Program fall 2006 session at the Carver Community Center, 1103 W. Marshall St., Richmond. Photo by: Nancy Lampert, Ed. D., assistant professor, department of art education.
A peak inside as students create and discuss art while developing their critical thinking skills during the Carver-VCU After-School Arts Program fall 2006 session at the Carver Community Center, 1103 W. Marshall St., Richmond. Photo by: Nancy Lampert, Ed. D., assistant professor, department of art education.
Photo of Carver-VCU After-School Arts Program student Evelyn Bell in a Stephen Vitiello sound and photo installation titled “Carver-VCU After-School Arts Program,” at the VCU Fine Arts Gallery in October 2006. Photo by: Grace Johnston, department of arts education.
Photo of Carver-VCU After-School Arts Program student Evelyn Bell in a Stephen Vitiello sound and photo installation titled “Carver-VCU After-School Arts Program,” at the VCU Fine Arts Gallery in October 2006. Photo by: Grace Johnston, department of arts education.

Nancy Lampert, Ed.D., firmly believes inquiry-based art education programs help children develop critical thinking skills. Last fall, the assistant professor in VCU’s department of art education put together a pilot after-school arts program to prove it.

Lampert and eight undergraduate students designed and implemented an inquiry-based art curriculum for 10 students at Carver Elementary School in Richmond. The fall 2006 program included two, 90-minute, after-school art classes each week in addition to the 30 minutes of weekly art instruction the students already received at school.

The curriculum allowed students to create their own artwork and reflect on open-ended creative questions about art. For example, one activity called for each child to create a sculpture of what they imagined to be an ideal school building.

“The children were encouraged to create their own unique sculptures, rather than imitate work done by other artists,” Lampert said. “After they were finished, the children discussed and explained to each other what they saw in the school sculptures and what the visual imagery expressed and represented.

“At the beginning of the 12-week program, I administered to the children the ‘Test of Critical Thinking,’ which is a critical-thinking skills test designed for use with students in grades three to five. At the end of the 12 weeks, I administered the test again. The outcome showed a statistically significant increase in the critical-thinking skills of the children.”

Lampert presented her findings in a presentation titled “Evaluating the Impact of Arts and Cultural Education” in January 2007 at the Pompidou Centre European and International Research Symposium in Paris. She said the results support the theory that an inquiry-based art curriculum positively impacts the ability of elementary aged children to use critical-thinking skills. She plans to expand the study to a larger number of children and include a control group.

Lampert is conducting a similar after-school arts program this spring. She’s convinced the lessons students learn about art also will help them develop critical thinking skills to creatively solve complex problems.