Transforming University Non-Art Majors' Art Learning Perspectives by Integrating Informal Learning Strategie

In this multi-case study of transformative art learning, I discussed the way in which I led discussion sections in a university general education art course by integrating informal learning strategies, thus helping undergraduate students who were not art majors transform their perspectives on learning art. These strategies helped students create a transformative space in which to deconstruct, increase, and/or enhance interest in learning about art. In this research, I applied Derrida's thesis of Deconstruction as my philosophical lens to analyze students' perspective transformations since Deconstruction shares many parallel perspectives with transformative learning theory. Both theories consider revisiting existing perspectives in order to improve current understanding as well as to advocate that a change must happen internally. Only when a person is willing to change from the inside can he or she fully transform/deconstruct the existing perspectives.;The research findings indicate that integrating informal learning strategies into transformative art learning assisted students to 1) unconsciously engage in a transformative learning environment; 2) reflect on learning art naturally; 3) view art creations differently and thoughtfully; 4) deconstruct frames of reference invisibly; and 5) automatically integrate art learning with the lecture, other subjects, or/and learning aspects. In sum, the informal learning strategies utilized in this research effectively engaged students in learning and approaching art from various aspects and led them toward perspective transformation/Deconstruction. It is my hope that the findings will provide art educators a different perspective by which to think about student learning engagement.;Furthermore, I applied an arts-based research method to create art works that reflected my teaching and research processes. I learned from the reflective process ways to 1) reflect how a mixture of informal and formal learning benefited my teaching to engage students in art learning naturally; 2) be prepared for uncertainty when I teach; 3) learn to share authority with students; and 4) become a transformative intellectual through critical reflection on art. I also want to share this critical approach with other preservice teachers and practice educators. As one who has a great passion to educate critical citizens in society through art education, it is my belief that we art educators must be transformative intellectuals who teach students consistently about the purposes art serves and ask what our teaching accomplishes for whom.