How to foster creativity in a secondary art education classroom through teacher-action research

This study investigated how to teach and inspire creativity in a high school art classroom through transformative principles to help students take creative critical-thinking risks to evolve. Practical models of curriculum were studies within teacher-action research. Divergent and convergent thinking as well as teaching theories of constructivism and the creative process were introduced within two lesson plans that were fashioned with the focus on fostering creativity. Contained is my investigation of how art education theories, approaches and practices concerning creativity have changed with the needs of society. This historical narrative details the evolution and devolution theories from Dewey's progressive era pedagogy and the theory of the arts as experience, through the modern accountability movement. My research revealed a roller coaster of art education theoretical perspectives of fostering creativity