Date of Award

2026

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Ted Kalmus

Second Advisor

Ana Margarita Rivero Arias

Abstract

This action research project explored how embedding metacognitive reflection and elective levels of challenge into classroom routines influenced students’ willingness to take creative risks in a secondary visual arts classroom. Conducted in two high school graphic arts classes totaling 38 students, the study introduced daily reflection prompts, structured choice through a “Creative Risk Ladder” (Safe, Stretch, Bold), critique activities and opportunities for student voice and autonomy within open-ended creative projects. Data was collected through student surveys, daily reflections, observational field notes and student artifacts. Findings suggest that students were more willing to engage in creative risk-taking when projects felt personally meaningful, when they were offered structured autonomy and when the classroom environment emphasized process over perfection. Students repeatedly connected creative risk-taking to “leaving their comfort zone,” “trying something new,” and accepting uncertainty or possible failure. The data also revealed that emotional factors such as exhaustion, fear of judgment, confidence levels and personal investment influenced how students approached challenges. This study highlights the importance of psychological safety, metacognition, student ownership and collaborative studio culture in cultivating creative courage.

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