| Learning skill in visual arts has been positively associated with problem-based-learning (PBL). Although researchers theorize that PBL engages students to increase learning, many visual arts instructors continue to use skill-based learning (SBL) in their classrooms. The purpose of this study was to address the differences in Clark's Drawing Abilities Test (CDAT) scores between 7th grade visual art students taught through the framework of PBL (N = 26) and those taught through SBL (N = 55). The study was guided by the conceptual framework of PBL. The method of inquiry was a quasi-experimental design with a nonequivalent external control group design and pretest-posttest. Clark reported reliability and validity measures from previous studies, and scoring validity was obtained by enlisting experts at CDAT Publishers to assess content.. Data analysis from a t test revealed that a decrease in posttest scores among the PBL group, possibly due to resentful demoralization, as students became discouraged from the emphasis on standardized testing during the study. Although the results were skewed, this study provides insights into the ways that teaching drawing promotes an understanding of visual art concepts of interest to students, parents, faculty, administration, institutions, and the visual art education profession. Positive social change includes promoting skill development in problem finding and problem solving, decision making, critical thinking, and using artistic expressive properties. This study also demonstrates the effect high stakes testing can have on students. |
