Date of Award
Spring 5-8-2026
Document Type
Research Paper
Degree Name
Master of Arts in Education (MAED) in Art Education
Department
Art & Design
Instructor
Dr. Christopher M. Strickland
Program Advisor
Dr. Christopher M. Strickland
Keywords
Visual Literacy, Critical Thinking, Communication, High School, Visual Arts
Abstract/Description
Visual literacy is an essential competency for secondary students as they navigate a world saturated with images and visual media. Intentional instruction of visual literacy enables students to analyze, interpret, and evaluate artworks while developing critical thinking and communication skills that transfer across disciplines. This Mixed Methods research study explored how the implementation of varied visual literacy strategies affects students’ ability to interpret, discuss, and create artworks in a high school level art classroom. Over a period of four weeks qualitative and arts-based techniques will be used to evaluate the outcome of the research through field notes from the researcher, scored rubrics from student-created artworks, and self-reflections from students in order to provide critical information on the effectiveness of specific methodologies in teaching visual literacy skills in high school visual arts students.
Recommended Citation
Stallbaumer A. (2026). Exploring Visual Literacy Strategies to Improve Interpretation, Critique, and Artmaking in a High School Art Classroom. [Master’s thesis, University of Nebraska, Kearney]. OpenSPACES@UNK.