Abstract
Past research has shown that teaching practices can be linked to educational outcomes. This thesis aims to add to the larger understanding of the role of instructional practices in student outcomes by examining the following research question: what is the relationship between the social organization of learning and young students engagement in art practices. One teacher and 15 students participated in this micro-ethnography design study. Video and written observations of naturally occurring art practices were collected in a preschool classroom over a three-month period. Data analysis revealed that student engagement took two divergent forms. These two divergent forms of engagement were linked to two varying organizations of learning: Teacher Directed Learning Group (TDLG) and Student Collaborative Learning Group (SCLG). These two groups were found to utilize differing models of instruction that shaped art and language practices. TDLG employed a fidelity model of instruction that required students to follow teacher directives without variation. In TDLG student engagement took teacher-directed forms were the production of creative ideas by students was not found. SCLG was formed by peer collaboration and engagement in this group was found to incorporate student negotiation of participation. Significantly, engagement that was linked to the production of creative ideas by students was found only in SCLG and was linked to the language and art practices utilized in this group. While, this study could be limited by the small period of data collection, the findings did support past research in the field that suggested a link between instructional classroom practices and student engagement. This suggests the need for further research that could add to this emerging understanding of the impact classroom organization can have on student engagement.