"So What." "Who Cares?" "Whatever.": Changing Adolescents' Attitudes in the Art Classroom

While teaching art in a small midwestern high school, I began an investigation to better understand my students' learning experiences. As my students engaged in a visual culture-oriented art curriculum, I investigated their responses to curricular activities, their interactions, and my teaching practice. Student journal entries, survey responses, teacher observations and reflections, transcriptions of classroom discourse, and student artwork were among data collected for analysis. Although the activities the students encountered during the curriculum were noteworthy, the relationships and interactions occurring in response to curricular activities were of most significance in influencing students' actions. This essay further describes my observations and findings from this study, and offers suggestions for the teaching of adolescents in the art classroom.