Art Dissertation Topics for PhD researcher scholars

Art Dissertation Topics

Info: Art Dissertation Topics
Published: 21th May 2025 in Art Dissertation Topics

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Dissertation Topic 1: Closing Gaps in Visual Art Education: Improving the Teaching Method, Learning Environment, and Lifelong Learning

Background context

Most of the research on visual art education has been centered on teaching methods or learning theories rather than on how these learning contexts engage with one another and may be explored potentially in an integrated form (Eisner, 2002; Rolling, 2006). In terms of lifelong learning, inclusive learning spaces (or studios) and blended learning approaches have been largely overlooked in visual art education literature, particularly at the secondary and tertiary levels. These literature gaps present enormous potential for the ways in which an expansive, contextualized model of art education pedagogy may be actualized (UNESCO, 2015).

Research Questions

1. What ways could an equilibrium balance between teacher-centred and student-centred learning strategies help enhance students’ learning in visual art education?
2. What significant traits of social, physical, and psychological learning spaces can promote students’ creativity and engagement?
3. How could the core principles of lifelong learning be incorporated into visual art subject matter in tertiary learning?

Potential Implications

Improved pedagogical models for teaching art in blended and heterogeneous classroom environments.

More integrated curricula for visual art education supporting lifelong learning, student engagement and creativity on leaving formal visual art study.

Strategic policy suggestions for the development of inclusive and flexible teaching methods across institutions for teaching visual

Dissertation Topic 2: Unifying Art Theory and Practice: Bridging the Gap in Visual Art Education

Background Context

In much of visual art education, there is a wide gap between theoretical teaching and studio practice that can prevent students from critically showing creative practice, as well as creatively showing critical theory (Barrett & Bolt, 2010; Sullivan, 2010). In order to become successfully critically aware visual art practitioners, we must create improved synthesis (Biggs & Karlsson, 2011).

Research Questions

What are the obstacles to theorising practice and practice in visual art pedagogy?

How do students observe intersections between theory and their studio practice?

What are the types of pedagogies that connect critical thinking with making?

Potential Implications

Prospects for cross-disciplinary curricula design in visual arts education.

Increased student interest and activity through situated learning experiences.

Increased balance between conceptualisation and technical skill-building

Dissertation Topic 3: Art Education and Technology: Pedagogical Challenges in the Digital Age

Background Context

Digital learning environments have precipitated a shift in visual arts pedagogy and learning. There are some institutions that have an effective strategy to better incorporate digital tools as well as digital platforms in studio subjects, while this is not equally so for most institutions (Peppler, 2010; McWilliam & Haukka, 2008).

Research Questions

1. In what ways is digital technology being integrated into visual arts education in the tertiary sector?
2. What are the limitations for teachers implementing studio-based learning and teaching in a virtual environment?
3. What are HyFlex or hybrid models, as they enable students to participate in hands-on learning in art?

Potential Implications

Enhanced integration of digital tools into studio art class.

Guidelines for successfully defining how to effectively integrate physical instruction and virtual models.

Greater inclusion in art education for students who are learning in remote or marginalised areas.

Dissertation Topic 4: Culturally Responsive Pedagogy in Visual Art Classrooms

Background Context

Visual arts education keeps relying on Eurocentric content and practices that at best exhibit insensitivity towards students with diverse cultural backgrounds or at worst, straight-up alienate, marginalise or deny people (Gay, 2018; Sleeter, 2012).

Research Questions

How well do existing visual arts curriculums engage a variety of cultural views?

What are the implications for practice of effective culturally responsive teaching in the disciplines of art education?

What types of professional preparation should be accessible to educators for addressing cultural plurality in practice?

Potential Impact

Utilisation of more inclusive visual art education programmes.

Greater cultural competency by students and educators.

More substantial student engagement and identity through relevant contexts.

Dissertation Topic 5: Critical Thinking through Visual Art: Developing Analytical Skills in Secondary Education

Background Context

Visual art is usually approached creatively, but there is tremendous scope to work on critical thinking. Art programs at the secondary level are much concerned with (technical) abilities employed for creating art and do not focus on the interpretive and analytical abilities.

Research Questions

1. How do secondary visual art curricula highlight critical thinking?
2. What are the pedagogies that lecture-based practice can adopt so that it addresses the analytical competencies required by artful learning?
3. How do the students utilise critical engagement in their artmaking?

Potential Impacts

A more expansive, academic justification for applying art in general education.

Students’ route to transdisciplinary thinking.

The creation of new assessable paradigms that honour interpretation and critique.

Dissertation Topic 6: Visual Arts Education and Emotional Intelligence: Exploring the Connection

Background Context

Although emotional intelligence (EI) is seldom an explicit aim of visual art courses, artmaking is an emotional process. If EI is worth cultivating and worth valuing, both personal agency and artistic practice will gain.

Research Questions

1. What impacts does participation in visual arts education have on students’ emotional regulation and emotional cognition?
2. How can visual arts be illustrated as a means of teaching empathy and social-emotional learning?
3. How can art educators integrate the cultivation of emotional intelligence within their studio as an instructional tool?

Potential Contributions

New learning processes for social-emotional learning through the arts

Students’ emotional engagement and well-being through expressive activity

Enhanced social skills as an integral element of arts-based education in schools

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