Fear and Protection in Art Education: 

The thesis project is developed from questions raised by one or more of the following: observations, fieldwork, reading, studio practice, personal interest, and related art education coursework. The research is grounded in practice and allows students a critical examination of their pedagogy and teaching practice through an investigation guided by information retrieval strategies and the APA Publication Manual. While the project may include substantial amounts of visual or nonverbal materials, if appropriate, a paper with documentation is required. The first course will include school observations, group work, and individual conferences.

Throughout this iterative journey, I engaged in continuous self-reflection, both within the context of teaching and as a non-native English speaker (NNES). By analyzing video recordings of my teaching, teaching artifacts and student work, I gained valuable insights into areas for improving my curriculum design and teaching, especially teaching English Language Learners (ELLs). Recognizing the significance of students' linguistic backgrounds in shaping my teaching approach moving forward, this reflective process acknowledges the multifaceted influence of language on curriculum development.