Author ORCID Identifier
https://orcid.org/0009-0007-0420-6507
Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Art Education
First Advisor
Dr. Yiwen Wei
Second Advisor
Dr. Lillian Lewis
Third Advisor
Dr. Jennifer LoCasale-Crouch
Fourth Advisor
Dr. Kevin Tavin
Abstract
This qualitative multi-case study examines how choice-based (art) education is philosophically grounded, theoretically framed, and practically enacted across three student-centered educational approaches: Montessori education, Reggio Emilia education, and Teaching for Artistic Behavior (TAB). Drawing on classroom observations, interviews, and pedagogical artifacts from three experienced educators, the study investigates how student choice operates within different educational ecosystems and explores the holistic value of choice-based education from a comparative perspective.
Guided by two research questions, the study first analyzes how choice-based (art) education manifests similarly and differently across the three approaches in their philosophical, theoretical, and practical dimensions. The findings present contextual descriptions of each case and illustrate the mechanisms of choice through selected empirical examples. Comparative analysis reveals a fundamental distinction between approaches grounded primarily in individual choice (Montessori and TAB), reflecting subjectivity, and those grounded in communal choice (Reggio Emilia), reflecting intersubjectivity. At the same time, the approaches share notable similarities, including educators’ facilitative roles, carefully prepared environments that support freedom of movement, the coexistence of independent and collaborative learning, attentiveness to students’ readiness and “comfort zones,” and the enactment of choice as an ethical responsibility.
To address the second research question, the study adopts a holistic interpretive lens informed by holistic education theory and Taoism. Through this lens, the three approaches are interpreted as distinct yet convergent efforts to align educational practice with natural processes of human development, learning, and creating. This alignment manifests through environment design, student-centered curricula, and pedagogies grounded in trust in students’ inherent capacities.
Rights
© Ke Xiao
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-12-2025
Included in
Art Education Commons, Curriculum and Instruction Commons, Elementary Education Commons, Holistic Education Commons