2026 Theses Doctoral

Disrupt, Transform, Repeat: Introducing Difficult Works Within a Secondary Art Classroom in the United States

Biedenbach, Krista

A combination of personal interest in challenging works of art, the practice of disobedience in art, and experiences as a secondary art teacher led to an investigation of the lack of contemporary, difficult works in high school curricula. Although studies exist on secondary students engaging with difficult works, none have focused on work in the classroom environment in the United States over an extended period of time.

The theoretical framework of this study drew on the philosophical, developmental, and pedagogical work of Jacques Rancière, Judith Burton, and Dennis Atkinson. This dissertation addressed this gap by examining the research question: What are the potential benefits and challenges of discussing difficult works of art with secondary art students in a suburban public school in New York? Conducted at Hicksville High School in suburban New York over 10 months during the 2024-2025 school year, this qualitative study collected data from 20 students enrolled in a portfolio preparation course through questionnaires, interviews, group discussions, field notes, and artwork documentation.

Findings revealed substantial transformations in participants’ understanding and practice. Participants developed expanded conceptions of art and critical consciousness regarding art’s capacity for social critique. Participation evolved from limited early engagement to universal involvement by the study’s conclusion. Most participants reported a direct impact on their artistic practice through increased symbolism, material experimentation, and socially conscious subject matter. Sustained exposure to difficult works unexpectedly created safe spaces where some participants addressed personal experiences with trauma and addiction. Through analysis of these data, this study illuminated how incorporating difficult works through emancipatory pedagogy created conditions for intellectual growth and authentic artistic voice development.