Choice and Motivation in the Art Classroom

Abstract

This research focuses on the effects of autonomy on motivation and year 7’s perspectives on choice-based art projects. It explores the implications and possible contradictions of autonomy in the context of a diverse, ‘requiring improvement’ school in East Anglia. Data from questionnaires, interviews and participant observation revealed that a choice-based project had a positive impact on students’ attitudes towards materials, outcomes, teacher exemplars, perceptions of competence, general interest and external recognition. Implications for future research and classroom practice are also discussed.