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Dissertation Abstract
In this research, we explore different pedagogical strategies and learning approaches with the aim to boost student engagement in an art class. We also look at other factors that contribute to the smooth flow of a learning sequences. In the light of scholarly literature the existing art curricula practices were improvised to experiment with cross-curricular unit of study using the Reggio Emilia approach in the middle school class that integrates lessons from multiple disciplines, and art being one of them. Based on the results of the conducted unit of study and with the help of student surveys and teacher interviews, a self reflective strategy was adopted to organize the findings using narrative inquiry and analysis as an approach to qualitative research method. Finally an improvised framework was proposed stemming from the analogies of this study in order to develop an integrated cross-curricular unit that would hopefully foster students motivational and learning engagement within the institutional setting.