All students should feel like confident and successful artists.

Participating in a middle school visual arts class should be a time of invigorating inspiration, creative exploration and powerful learning. Unfortunately, many students fear and stress over art class. At times, this fear and stress is caused by low confidence and having a fixed mindset. A fixed mindset is when someone does not believe they can grow and develop their abilities (i.e. you either got it or you dont), whereas a growth mindset is when someone believes they can grow and improve themselves and their abilities with practice. My research aim was to cultivate a growth mindset in art class as a way to raise confidence in my students. In my class of 28 eighth graders, I had multiple students with a fixed mindset. They felt that their artistic skills were set in stone, and that they were incapable of learning to make good art. This made them feel apprehensive and not confident with art. I began this research to change that. I wanted students to develop a growth mindset, and believe that they were capable artists. I wanted them to understand that, through practice and hard work, they could grow and evolve as artists. I visualized students being sure of themselves, feeling courageous and brave when trying new things and not doubting their capabilities. Developing a growth mindset was the first step towards helping students understand that they are all capable of learning and doing anything. This was important to me because I want my students to love the arts, and feel that they can make amazing art. I hoped that by cultivating a growth mindset in my class, students would be able to see that they could, with practice and effort, do anything they want to do in their lives.

Key Findings
Over the course of six months, I explored the shift in my eighth grade students mindsets as we all focused on cultivating a growth mindset in our art class. I collected data using surveys, having students fill out exit slips, having students take mindset quizzes (quizzes that helped students identify which mindset they were), observations, class discussions, interviews and reflections. My main method for collecting information was by working with three students who connected with the three different mindsets (growth, fixed and mixed mindsets). These students became my case studies, which allowed me to gather much information about how students with each mindset felt as they experienced art class. With a plethora of vital information from my case studies and my class, I looked for recurring themes and important concepts that could help me become a better teacher. I discovered the importance of creating a supporting culture in the beginning of the year, using growth mindset language, and how students perspectives of other peoples work can affect their own mindset. I found that tweaking unrealistic expectations and reducing judgment is necessary to increase students confidence. My students and I also found helpful ways to emphasize process over product, so that all students are able to grow. These findings are relevant not only to art teachers, but to any educator wishing to cultivate a growth mindset in students. Setting Culture in the Class: Differentiate Norms from Goals The first step towards cultivating a growth mindset in the studio is setting norms. Norms are statements and agreements that are created with the help of the entire class to ensure a safe and supportive culture for learning. These are the norms my class created together: STUDIO NORMS FOR THE SEMESTER Be Supportive Try Hard Be Open Respect I will support my fellow classmates to do their best. This means no teasing, joking or judging other peoples artwork. 1

I will push myself to do my best and to try hard, which will allow me to learn the most I can and help make me a better artist. I will be open minded to try new things, and hear new ideas. Respect myself, respect others and respect the studio. After setting these norms with my students, I found that two of the norms were difficult to fully uphold for some students, especially those with a fixed mindset: 1. I will push myself to do my best and to try hard, which will allow me to learn the most I can and help make me a better artist. 2. I will be open minded to try new things, and hear new ideas. Why was this all an issue? Well, how would you feel if the whole class set a norm that everyone was upholding and apparently following, but you? These two statements are not norms, but are goals. And, they are goals that only a growth mindset student would believe is possible. Norms should be statements and agreements that everyone in the class agrees to uphold and follow. They are expectations of behavior for teachers and students. These two norms are more like goals. Goals are things we aspire to achieve. Since students have different mindsets coming into class, they may need to set different goals in order to feel that they are achievable and attainable. Having confusing or conflicting goals makes students feel unsuccessful, frustrated and not part of the class. If you start the class with a fixed mindset way of thinking about art, how can you uphold these two norms? It wasnt fair or supportive for all students. I didnt recognize the importance of this difference at the time. If I had, I suspect more students would have felt they were making progress sooner in our class. By differentiating between norms and goals, both would have been applicable to all mindsets. In the future, I plan to generate both norms and goals with students, and be explicit about the difference and why it matters. For example, these should have been the norms: STUDIO NORMS FOR THE SEMESTER Be Supportive Respect I will support my fellow classmates to do their best. This means no teasing, joking or judging other peoples artwork. Respect myself, respect others and respect the studio. And, as a separate agreement we could have made class goals together, like this: STUDIO GOALS FOR THE SEMESTER I will push myself to do my best and to try hard, which will allow me to learn the most I can and help make me a better artist. I will be open-minded to trying new things, and hear new ideas. A good way to recognize the difference between norms and goals is to ask the students. If they feel that the statements they create are do-able for all and if the statements sound like expectations (a non-negotiable, must-do behavior), then they are probably norms. On the other hand, if they are statements that sound like something everyone should try to do, but it is ok for people to fall short of, then they are goals. By clarifying norms from goals, students can be aware that there are rules for everyone that the entire class agrees upon and there are goals for the 2

whole class to work on together. Splitting these up allows the whole class to support one another and grow together. Ron Berger shares why building an inclusive culture in a classroom is crucial: Students may have different potentials, but, in general, the attitudes and achievements of students are shaped by the culture around them: Students adjust their attitudes and efforts in order to fit into the culture. (2003, p.34) By having norms and goals created by the whole class, a culture begins to form in the classroom. Like Berger, I discovered that it was important to make our norms visible throughout the room (we literally had them on a poster) and to continually revisit them so they could guide our work together. Having a supportive and close culture allows for students to share comfortably, feel they have a place in the class, and to feel safe sharing and learning. Language Matters After setting norms, the next important conclusion of my research was that my students and I had to be aware of the type of language we used in our class. The statements we say, the comments we make and the way we praise one another could either support growth mindset thinking, or secure a fixed mindset way of thinking. As a class, we identified what a growth and fixed mindset was by reading an article by Carol Dweck (2001). We then took a quiz to see which mindset each one of us identified more with (Appendix F). To help my students further understand the difference between mindsets, and what each meant, I had students create statements that reflected both types of mindsets (fixed and growth). We also talked about how to praise one another in ways that would cultivate a growth mindset in the class. Together, we discovered that the type of language we use in our class about our own work and to each other can make or break a growth mindset. Spotting fixed mindset statements & switching them into growth mindset statements Through our mindset work, my students learned how to spot fixed mindset statements and comments. By being able to identify statements and comments such as I cant do this, I am not an artist or I cant learn this we could identify fixed mindset moments. Identifying the fixed mindset language was essential because we could then change those comments into growth-mindset-supportive language. For example, when a student said I cant do this, another student would respond to their fellow classmate by acknowledging the other students frustration and helping them to say a more growth mindset -like comment, such as I understand youre frustrated, but why dont you look at it this way: I cant do this right now, but if I practice more I know I can! We challenged each other to hear fixed mindset statements not only in our class, but also around school, and, in doing so, turned this into a game. By catching each others fixed mindset statements, and switching them to a growth mindset statement, we were supporting the idea of growth and development in our class. This also helped to create a positive culture in my classroom. The students saw this as a way to remind each other (especially during times of frustration or stress when working on a project) that they could learn anything and do anything. Delivering growth mindset praise For teachers and students to support a growth mindset in the classroom, they need to be aware of the type of praise they give to students. The way we give praise to one another can either set fixed mindset thinking or help nurture a growth mindset. Dweck found that: Every word and action sends a message. It tells children- or students, or athletes- how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and Im judging them. Or it can be a growth-mindset message that says: You are a developing person and I am interested in your development. (2006, p.167)

With the goal of cultivating a growth mindset in our class, both my students and I needed to learn how to give growth mindset praise. Instead of giving praise that accentuated someones capabilities (You are so talented!) or the end result (That is beautiful art!), we praised one another by emphasizing the hard work, the amount of effort and time and patience it took to make art. As a whole class, we talked about what type of praise we could offer that celebrated the process instead of just the final product. We talked about ways to point out each others hard work, our growth and developments, and the amount of energy and time it took to do the things we did. By giving growth mindset-like praises we were showing each other that all of us could learn, grow and change. Altering perspectives as a way to cultivate growth mindsets In the beginning of the semester, I realized that perspective (how students view other peoples work and the people around them) was closely related to mindset (how students view their own work and themselves as artists). I believed that altering perspectives would be a more plausible way to cultivate a growth mindset in the classroom. I created the Three Stages of Preparing Perspective: 1. Setting Realistic Expectations and Lifting Judgment 2. In Art There is Process: You Learn and Make Mistakes 3. Process Over Product: Celebrations These steps were my way to encourage a more positive and realistic perspective when it came to art. Here is an example of a scenario where perspective affects mindset: Jane looks over at Leon. She sees his ease and lack of effort. She compares his ease and lack of effort to her tremendous effort and hard work. Jane also sees that Leons art is very advanced looking, while hers is not. Janes perspective is that Leon must have artistic talent, and she does not. In every class, there are Janes and there are Leons. If Janes perspective sees talent, and she feels she does not possess this talent, she may feel she is incapable of developing skills and growing as an artist. The very idea that innate talent exists supports a fixed mindset way of thinking. In addition, our perspectives are usually skewed or based on incomplete information. Jane may not know that Leon practices art at home for hours every day or that he takes weekend classes at a community college. She perceives his lack of effort as talent. She perceives her hard work and effort as evidence of a lack of talent and, therefore, that her practice is useless. Through my technique, the Three States of Preparing Perspective, I attempted to alter and correct student perspectives in the classroom. I wanted to avoid skewed perspectives like Janes. I did this by having students set attainable expectations of themselves and their work, and by helping them to recognize the harsh judgments they made of themselves and their work. By emphasizing learning and improvements through practice, having students keep a portfolio of their drafts, and celebrating process over product, most of my students were able to see art as something they all could learn to produce, and produce well.

Setting Expectations & Lifting Judgment

At the start of projects I found that, as an art teacher, I should checkin individually with my students about the expectations they had set for themselves, and their work. When students set unrealistic and unattainable expectations - expecting their artwork to look like a professionals when they are just learning something new or expecting their work to be perfect - they can set themselves up for failure. When students do not meet or exceed their expectations, their confidence decreases. If a student has enough of these (in their eyes) failures, they eventually conclude that they cannot do that particular activity. At the start of projects, then, it was crucial for me to talk with my students and have them share their expectations for themselves and their work. When hearing unrealistic/unattainable expectations I would help students re-set them to ensure that they could be accomplished. This helped students feel more successful and increased their confidence. It also allowed them to see that they could learn and grow as an artist, because they could accomplish their expectations and goals. Dweck expressed that growth mindset and fixed mindset people take mistakes and failure differently. With this research I found a number of ways that growth mindset students handled their goals and expectations. Dweck states: Even in the growth mindset, failure can be a painful experience. But it doesnt define you. Its a problem to be faced, dealt with, and learned from (2006, p.33). Fixed mindset students, on the other hand, may see failure as a sign that they are incapable of improving and label themselves as unable or untalented. I did not want students to set unrealistic, unattainable goals or expectations out of fear that fixed mindset students may label themselves this way. By checking in with my students, I felt I could help them create supportive and attainable goals that, when accomplished, would help boost their confidence. Art is Process. Mistakes are part of the process. When students are working on their art projects, or on any project, students should believe that the process of completing the project is where they will learn, grow and develop. In order to help teach this, students can be guided to fill out exit slips, reflections and have discussions where they take the time to discuss the process. Topics for these activities may include their challenges and how they overcame them, sharing their mistakes and what they have learned from them, and looking at their drafts to see the improvements they have made thorough hard work and effort. For my students, the most efficient way to illustrate their development and growth during the semester was to keep drafts of all their work. We would look at each others drafts with partners and share what we learned, what steps we made to improve our work and share the successes we felt upon seeing the journey we made through our drafts. By keeping all the drafts, scratch papers they used and notes they made, students had visual evidence of their hard work and growth. Taking the time to understand the process and to see that they are learning shows students that they are all capable. Seeing process as a time for growth and improvement helps students begin to develop growth mindset beliefs. Celebrating Process over Product: Reflections and Exhibitions 5

Like many teachers, I believed that I clearly taught that process is more important than product. But, I found that, in practice, my approaches to exhibiting student work and administering final reflections were actually accomplishing the opposite in a number of students: they believed that I valued a strong product over a healthy process. The way we do reflections and exhibitions of student work is crucial to supporting the idea that process is more important then product. This is important to realize, because if students believe that they can learn and grow (growth mindset thinking) then they will feel more confident when learning art. If they see the results of their hard work, practice and effort celebrated, it helps boost their confidence. Through this research, I learned that the way I did reflections in my class and the way I exhibited student work to the broader community, needed to be tweaked. Reflection is usually seen as a way for students to think back on their learning, which means that it usually happen when the learning is done. Before this research, reflection activities happened towards the end of the projects in my class. I felt that reflections worked great when the student could look back on the whole project - my students, however, let me know otherwise. They told me that they thought reflections throughout the project would be more helpful, because it would help them remember and make sense of moments while they were still fresh. It would have emphasized process. Reflections didnt always need to be written or oral, either. For example, students could each document all their projects, take photos, write reflections and explain their mistakes and what they learned from them. Then, at exhibition, instead of just showing the final piece, they could make books about their process and exhibit those too. In this way, the art process and their reflections on personal growth becomes a tangible art product; one that students can keep forever as a memento of their learning. Ultimately, I learned that reflection needed to take forms that were special and meaningful for my students. It needs to happen throughout the project and to matter just as much as the final art piece. Before this research, I had exhibitions that heavily focused heavily on celebrating the final beautiful product. As an artist, I was trained to create displays and exhibitions of art where the art could (and should) stand-alone. Yet, by doing this I failed to show my students that process mattered just as much as the final product, perhaps even more. In the End All students should believe they can grow and develop ability in anything - if they work hard and put in effort. Whether our students choose to play football, work on math or write a story, it is essential for them to understand that they have what it takes. To progress from a mindset where mistakes are a sign of failure, to a mindset where mistakes are a sign of learning is a powerful change. To have a growth mindset is a way to remove judgment of one self, to embrace learning. Dweck shares: When people- couples, coaches and athletes, managers and workers, parents and children, teachers and students change to a growth mindset, they change from a judge-and-be-judged framework to a learn-andhelp-learn framework. Their commitment is to growth, and growth takes plenty of time, effort and mutual support. (2006, p.238) To believe that one is capable of changing, stretching and growing their abilities and self is a truly beneficial way of thinking. It is a way of thinking that increases confidence and decreases anxiety and stress. This year, I pushed for my students to understand that they can grow as artists, and as people, and that they can develop their abilities. In the end, I saw meaningful changes in my students and I hope that they can continue to push themselves to become lifelong learners.