View in EDS HTML Full Text PDF Full Text

The Quiet Learner of the UK Art Classroom

Saved in:
Bibliographic Details
Title: The Quiet Learner of the UK Art Classroom
Language: English
Authors: Mags Ryder
Source: International Journal of Art & Design Education. 2025 44(2):447-461.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 11
High Schools
Secondary Education
Descriptors: Foreign Countries, Art Education, Student Characteristics, Extraversion Introversion, Grade 11, High School Students, Student Attitudes, Self Concept, Creativity, Misconceptions, Speech Communication
Geographic Terms: United Kingdom
DOI: 10.1111/jade.12549
ISSN: 1476-8062
1476-8070
Abstract: This paper investigates the perceptions and implications of quietness among students in the UK classroom, challenging the prevalent notion that vocal participation equates to engagement and success. Despite concerns from educators and parents about quiet students' engagement, this research explores how silence and quietness function as integral components of classroom dynamics. Through interviews with Year 11 students, the paper examines students' views on their quietness and its role in learning. The literature review reveals diverse conceptualisations of quietness, ranging from an absence of speech to positive social disengagement, attentive listening and creativity. Theoretical frameworks such as Figured Worlds and Flow Theory are employed to understand how students' identities and learning experiences are shaped by their quietness. The findings conclude that the negative perceptions of quiet students arise from a misunderstanding of quietness, advocating for a progressive view that recognises the benefits of 'quiet ways' in teaching and learning. Further research with educators is proposed to explore their perceptions of student quietness and its impact on educational practices. This study contributes to a nuanced understanding of classroom participation, challenging traditional expectations of vocal engagement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474670
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH0QnCP2Y_QNzPEOsy3mWqcAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJwFpMRJRtL-O31puQIBEICBm1STt8fhAp54t6fXY_9RiPF7gewZaIs_N7ozSYUrTaEFXs-NYLh3lbLrHM36TzaI2PBGVYaTUt4TeJyJmgAufGmKPq8N3aN0Jyx-810oVaF0NiYfGr9b5dCrDRc-EKd40DiU5VsUkUmfWMwuLsgEmRE_ye0256F_u6s39Vk02n2omndjOa7qwUELuEBRd57DX_Jyzi6hJiufro-G
Text:
  Availability: 1
  Value: <anid>AN0186111002;q0t01may.25;2025Jun25.05:53;v2.2.500</anid> <title id="AN0186111002-1">The Quiet Learner of the UK Art Classroom </title> <p>This paper investigates the perceptions and implications of quietness among students in the UK classroom, challenging the prevalent notion that vocal participation equates to engagement and success. Despite concerns from educators and parents about quiet students' engagement, this research explores how silence and quietness function as integral components of classroom dynamics. Through interviews with Year 11 students, the paper examines students' views on their quietness and its role in learning. The literature review reveals diverse conceptualisations of quietness, ranging from an absence of speech to positive social disengagement, attentive listening and creativity. Theoretical frameworks such as Figured Worlds and Flow Theory are employed to understand how students' identities and learning experiences are shaped by their quietness. The findings conclude that the negative perceptions of quiet students arise from a misunderstanding of quietness, advocating for a progressive view that recognises the benefits of 'quiet ways' in teaching and learning. Further research with educators is proposed to explore their perceptions of student quietness and its impact on educational practices. This study contributes to a nuanced understanding of classroom participation, challenging traditional expectations of vocal engagement.</p> <p>Keywords: diversity; inclusion; learning; quietness; silence; student</p> <hd id="AN0186111002-2">Background context</hd> <p>Over the years, I have noticed a tension between what I observe in the art classroom and the broader conversations surrounding quiet students. Whenever teachers commented on reports or during parents' evenings that a particular student needed to engage more or speak up in class, it often caused parents to become anxious. They would worry about their child's perceived lack of engagement, while the students themselves were often confused, as they felt they were simply behaving well. Although much research addresses the reintegration of students who have been excluded for breaking rules and being removed from the classroom (Graham <emph>et al</emph>. [<reflink idref="bib18" id="ref1">18</reflink>]; Power & Taylor [<reflink idref="bib36" id="ref2">36</reflink>]), I believe there is a need for more research on students who are excluded or overlooked for being quiet. Based on the notion that quietness is a valid form of participation, I aim to explore the idea that quietness carries its own 'mass', where something significant is happening (Schultz [<reflink idref="bib40" id="ref3">40</reflink>]; Baurain [<reflink idref="bib6" id="ref4">6</reflink>]; Cain [<reflink idref="bib8" id="ref5">8</reflink>]; Akinbode [<reflink idref="bib2" id="ref6">2</reflink>]; Jonasson & Oskarsdottir [<reflink idref="bib25" id="ref7">25</reflink>]).</p> <hd id="AN0186111002-3">Introduction</hd> <p>I conducted my research in an all‐boys independent secondary school in the North West of England, following 7 one‐on‐one interviews with Year 11 students. As far as I know, this is the first time students of this age have been given the opportunity to share their views on student quietness. The foundation of my research is based on Charlton's ([<reflink idref="bib9" id="ref8">9</reflink>]) statement: 'Nothing about us without us'.</p> <p>The research questions I used in the student interviews were:</p> <p>What are students' perceptions of their own and their peers' quietness in the classroom?</p> <p>When and why do students consider quietness a contribution to a positive and effective learning environment?</p> <p>When and why do students consider quietness a contribution to a negative and ineffective learning environment?</p> <p>In my experience, the term 'quiet' is commonly used by educators to describe students who are sometimes silent. I believe that 'quiet' exists on a continuum between silence and talkativeness, and this is supported by Li ([<reflink idref="bib26" id="ref9">26</reflink>]), who argues that voice and silence are both parts of a communication continuum. Recent research on communication and 'voice' also raises questions about what is left unsaid (Mazzei [<reflink idref="bib29" id="ref10">29</reflink>], [<reflink idref="bib30" id="ref11">30</reflink>]; Spyrou [<reflink idref="bib42" id="ref12">42</reflink>]; Hanna [<reflink idref="bib20" id="ref13">20</reflink>]). I agree with Baurain's ([<reflink idref="bib6" id="ref14">6</reflink>]) argument that silence is not merely a 'lack of voice' but an active part of classroom communication. However, more research is needed on students' quietness as an aspect of 'voice.'</p> <p>It is also essential to clarify what I do not mean by quietness in this research. Quietness is not always related to introversion, and therefore, I will not use the terms 'introvert' or 'extrovert' as labels, since it is unclear at this stage what drives students' quietness. Using binary labels such as these can be unhelpful (Collins & Ting [<reflink idref="bib11" id="ref15">11</reflink>]). Similarly, quietness is not always linked to shyness (Coplan & Rudasill [<reflink idref="bib12" id="ref16">12</reflink>]). Self‐help books often reinforce societal assumptions about quiet children by associating quietness with a fixed trait, such as being an 'introvert.' Through this research, I aim to explore quietness more broadly.</p> <p>When we examine quietness as part of personality, researchers often categorise it as either a state or a trait. Coplan & Rudasill ([<reflink idref="bib12" id="ref17">12</reflink>]) explain the difference: 'A state is how you are feeling at any given time or in any particular situation. States are context‐based, shorter term, and prone to change. In contrast, a trait refers to an enduring aspect of personality. Traits are quite stable, persisting over time and across situations' (Coplan & Rudasill [<reflink idref="bib12" id="ref18">12</reflink>], p. 2). Some researchers argue that quietness is a core aspect of personality, and therefore, a fixed trait (Cain [<reflink idref="bib8" id="ref19">8</reflink>]; Akinbode [<reflink idref="bib2" id="ref20">2</reflink>]). Others, however, believe that quietness is transient, used by everyone at some point as a state (McCroskey & Richmond [<reflink idref="bib31" id="ref21">31</reflink>]; Schultz [<reflink idref="bib40" id="ref22">40</reflink>]; Thompson & Bell [<reflink idref="bib44" id="ref23">44</reflink>]; Medaille & Usinger [<reflink idref="bib32" id="ref24">32</reflink>]). From my perspective, I believe quietness is more complex, and I am open to exploring other perspectives.</p> <p>If I accept that quietness could be seen as a part of an individual's personality, I think it is important to note that power is closely linked to how personalities are constructed. The conceptual work on subjectification—how individuals become 'subjects'—is relevant when studying quiet students (Foucault [<reflink idref="bib17" id="ref25">17</reflink>]; Butler [<reflink idref="bib7" id="ref26">7</reflink>]; Davies [<reflink idref="bib14" id="ref27">14</reflink>]).</p> <p>'We are used to thinking of power as what presses on the subject from outside... But if, following Foucault, we understand power as forming the subject as well, as providing the very condition of its existence and the trajectory of its desire, then power is not simply what we oppose but also, in a strong sense, what we depend on for our existence and what we harbor and preserve in the beings that we are' (Butler [<reflink idref="bib7" id="ref28">7</reflink>], p. 2).</p> <p>It is possible that quietness in the classroom reduces students' power by leading teachers to label them. In this research, I intend to further discuss these power dynamics with the students themselves.</p> <hd id="AN0186111002-4">Literature review</hd> <p>To inform my research project, I sought specific educational descriptors of quietness and examined suggested reasons within the literature, following a thematic approach.</p> <hd id="AN0186111002-5">Quietness as an absence of speech</hd> <p>A prevalent definition of a 'quiet student' is one who lacks vocal performance, demonstrating an absence of speech. For many teachers, it is the quiet student not speaking up in class that creates tension, leading to concerns about teaching effectiveness and the student's learning. The literature often views this as a negative aspect associated with quietness (McCroskey & Richmond [<reflink idref="bib31" id="ref29">31</reflink>]; Collins [<reflink idref="bib10" id="ref30">10</reflink>]; Reda [<reflink idref="bib38" id="ref31">38</reflink>]; Schultz [<reflink idref="bib40" id="ref32">40</reflink>]; Thompson & Bell [<reflink idref="bib44" id="ref33">44</reflink>]; Medaille & Usinger [<reflink idref="bib32" id="ref34">32</reflink>]). There is a belief that classrooms involve performance and that students who do not verbally engage may be viewed with disapproval (Hopper [<reflink idref="bib23" id="ref35">23</reflink>]). I have noticed that the mismatch between teachers' perceptions of quiet students and the students' self‐perceptions is significant in literature. Questions arise about whether teachers lower the grades of quieter students due to a perceived lack of vocal engagement (Reda [<reflink idref="bib38" id="ref36">38</reflink>]). This leads me to question the limitations of a dialogue‐led education.</p> <hd id="AN0186111002-6">Quietness as disengagement</hd> <p>Students who are described in the literature as non‐disruptive, disengaged and sometimes invisible to the teacher are often labelled as quiet (Pye, [<reflink idref="bib37" id="ref37">37</reflink>]; Collins [<reflink idref="bib10" id="ref38">10</reflink>]; Nardi & Steward, [<reflink idref="bib34" id="ref39">34</reflink>]). However, I have found that a lack of verbal engagement does not necessarily indicate a lack of engagement with learning. In fact, it is suggested that non‐visible cognitive activity can be more beneficial to learning than active verbal participation (Jonasson & Oskarsdottir [<reflink idref="bib25" id="ref40">25</reflink>]).</p> <hd id="AN0186111002-7">Quietness as empowering</hd> <p>Barker ([<reflink idref="bib5" id="ref41">5</reflink>]) found that perceived quiet students often believed they were demonstrating focused commitment to their teacher and learning, but in contrast, their exemplary work and presentation skills surprised their teachers. Quietness, in this sense, was found to be a learning advantage. In second language acquisition, silence has also been a significant factor in successful learning (Bao [<reflink idref="bib4" id="ref42">4</reflink>]).</p> <hd id="AN0186111002-8">Quietness as thinking time and internalisation of thoughts</hd> <p>I see thinking time and the internalisation of knowledge as essential in learning (Vygotsky [<reflink idref="bib45" id="ref43">45</reflink>]; Hopper [<reflink idref="bib23" id="ref44">23</reflink>]; Cain [<reflink idref="bib8" id="ref45">8</reflink>]; Granneman [<reflink idref="bib19" id="ref46">19</reflink>]). Silent practices in teaching and learning exist in two paradigms: productivity and listening (Hanna [<reflink idref="bib20" id="ref47">20</reflink>]).</p> <hd id="AN0186111002-9">Quietness as attentive and authentic listening</hd> <p>'Talk‐intensive pedagogies' (Morek <emph>et al</emph>. [<reflink idref="bib33" id="ref48">33</reflink>]) can sometimes misposition students, overlooking how silent students actively listen and learn at the same rate as active talkers. The literature also explores the negative link between 'extraversion' and perceived listening, suggesting that socially active students may not be genuinely listening (Flynn <emph>et al</emph>. [<reflink idref="bib16" id="ref49">16</reflink>]). I have found discussions on how silence can be filled with listening skills, particularly in second language learning, as explored by Bao ([<reflink idref="bib4" id="ref50">4</reflink>]).</p> <hd id="AN0186111002-10">Quietness as paying careful attention</hd> <p>I believe that quiet students' ability to pay careful attention to detail can sometimes be a positive approach to learning, allowing for thorough work development (AQA [<reflink idref="bib3" id="ref51">3</reflink>]). Csikszentmihalyi ([<reflink idref="bib13" id="ref52">13</reflink>]) describes this as 'inner‐directed reflection,' where entering a state of 'flow' through task absorption characterises a focused learner. In my experience, quietness in part, is often a characteristic of such activity. Akinbode ([<reflink idref="bib2" id="ref53">2</reflink>]) identifies with Cain ([<reflink idref="bib8" id="ref54">8</reflink>]) on quiet strengths, such as noticing what others miss.</p> <hd id="AN0186111002-11">Quietness as watching and waiting before action</hd> <p>In the existing literature, linked to quieter people is the skill of watching and waiting before acting, carefully considering their options (Cain [<reflink idref="bib8" id="ref55">8</reflink>]; Akinbode [<reflink idref="bib2" id="ref56">2</reflink>]; Thom [<reflink idref="bib43" id="ref57">43</reflink>]). Hanna ([<reflink idref="bib21" id="ref58">21</reflink>]) suggests this can protect one's dignity.</p> <hd id="AN0186111002-12">Quietness as a sign of oppression/dominance</hd> <p>I have found that research links quiet students to teacher‐enforced silence, highlighting how hierarchical power can silence students (Spyrou, [<reflink idref="bib42" id="ref59">42</reflink>]; Losey, [<reflink idref="bib27" id="ref60">27</reflink>]). Such practices can strengthen the division between teaching and learning, with students feeling unfairly treated (Hanna [<reflink idref="bib20" id="ref61">20</reflink>]). This division manifests as 'teaching' and 'learning' being seen as separate entities (Jaworski & Sachdev, [<reflink idref="bib24" id="ref62">24</reflink>]). Silence is often used for dramatic effect, focus control, discipline and thinking time in teaching (Ollin, [<reflink idref="bib35" id="ref63">35</reflink>]). I plan to explore power dynamics and their effect on voice further in this research project (Spyrou, [<reflink idref="bib41" id="ref64">41</reflink>]).</p> <hd id="AN0186111002-13">Quietness linked to creativity and innovation</hd> <p>I find the connection between quietness, creativity and innovation to be strong. Some argue that the ability to be quiet and still is central to creativity (Cain [<reflink idref="bib8" id="ref65">8</reflink>]; Ahsan [<reflink idref="bib1" id="ref66">1</reflink>]; Ryder [<reflink idref="bib39" id="ref67">39</reflink>]; Thom [<reflink idref="bib43" id="ref68">43</reflink>]). It has even been suggested that innovation and creativity can be stifled by a more extroverted approach (Ferrara [<reflink idref="bib15" id="ref69">15</reflink>]).</p> <hd id="AN0186111002-14">Theoretical considerations</hd> <p>Exploring interpersonal aspects surrounding quietness will help me understand the relationships between the quiet student and others, while focusing on the intrapersonal will aid in understanding the perceived quiet student's ways of thinking and working.</p> <p>My own art plays a role in this discussion, as creating these pieces has enhanced my evolving understanding, inspired by a represent, reveal and inspire approach (Ryder [<reflink idref="bib39" id="ref70">39</reflink>]). These pieces are more than illustrations; I visualise and produce related works that then aid my developing thoughts on theoretical frameworks and their connections to the perceived quiet learner.</p> <hd id="AN0186111002-15">The interpersonal</hd> <p>I believe that there is an element of performance in every lesson by both the student and the teacher (Hopper [<reflink idref="bib23" id="ref71">23</reflink>]). If I consider the classroom as a stage, 'Students of any style have their repertoires of performance and signifiers' (Lyng [<reflink idref="bib28" id="ref72">28</reflink>], p. 482). Holland <emph>et al</emph>. ([<reflink idref="bib22" id="ref73">22</reflink>]) discuss the concept of 'Figured Worlds', where people, or in this case students and teachers, are socially and culturally assigned to certain acts and performances. 'Figured Worlds' help me understand how these worlds 'are socially and culturally constructed realm(s) of interpretation in which particular characters and actors are recognised, significance is assigned to certain acts, and particular outcomes are valued over others' (Holland <emph>et al</emph>. [<reflink idref="bib22" id="ref74">22</reflink>], p. 52; Figure 1).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/Q0T/01may25/jade12549-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="jade12549-fig-0001.jpg" title="1 The Development of Figured Worlds. 365.7 sketchbook. Mags Ryder Mixed Media." /> </p> <p></p> <p>The consideration relevant to my research on the quiet student is how Figured Worlds draw people in, 'affect' them, aid their development and shape them. I currently believe that quietness can be integrated into this figuring, and quietness is one of the outcomes of this process.</p> <hd id="AN0186111002-17">The intrapersonal</hd> <p>Turning to the intrapersonal, I consider theory that helps me understand the quiet art student and their perceived ways of working.</p> <p>Csikszentmihalyi's theory suggests that who we 'connect' with affects our everyday life. He has influenced my thinking on how our everyday experiences are defined not only by who we are with but also by what we do and how we approach activities. Csikszentmihalyi ([<reflink idref="bib13" id="ref75">13</reflink>]) defines 'flow' as a harmonious act involving the person and the activity, where someone is fully immersed in a favourite task, possessing the skills required to meet the challenge of the task. Time passes quickly, and these moments are described as joyous times when something is accomplished (Figure 2).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/Q0T/01may25/jade12549-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="jade12549-fig-0002.jpg" title="2 The Art Student Demonstrating Flow Theory. 365.6 sketchbook. Mags Ryder Pen Work." /> </p> <p></p> <p>Csikszentmihalyi ([<reflink idref="bib13" id="ref76">13</reflink>]) also believes that studying creative people is beneficial, as they possess both socially active participation through connecting with like‐minded creatives and inner‐directed notions of activity for creating. Flow is more than just concentration. Therefore, I explored how the power dynamics within the Figured World of the Art Classroom affect the entering and maintaining of flow (Figures 3 and 4).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/Q0T/01may25/jade12549-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="jade12549-fig-0003.jpg" title="3 Busy Inner Mind before Entering Flow. 365.7 Sketchbook. Mags Ryder Card Work." /> </p> <p></p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/Q0T/01may25/jade12549-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="jade12549-fig-0004.jpg" title="4 Full Flow; Full Concentration; Fully Immersed in Flow; Focused. 365.7 Sketchbook. Mags Ryder Card Work." /> </p> <p></p> <hd id="AN0186111002-21">The research project</hd> <p>All interviews conducted were one‐on‐one allowing for a focused and individual approach, which I considered particularly important for the subject of student quietness. The interviews were designed to question some suggestions from the literature, test the theoretical frameworks believed to inform an understanding of student quietness, and most importantly, allow Year 11 students to offer their thoughts on their own and others' quietness while considering what makes for a successful learning environment. I asked student participants to create or collate pieces of art that help them explain quietness within the classroom context.</p> <p>The Year 11 students invited to interview were chosen as members of Art classes, not specifically as quiet students, to test my belief that all students have opinions on student quietness and are involved with and affected by the ethical dilemmas raised by my research. Focusing on student quietness might make them feel uncomfortable or stigmatised so I will mitigate this risk by referring to quietness in the classroom without labelling students as quiet. I aim to foster a relationship of trust and a sense of worthwhile participation through my role as a practitioner‐enquirer, as I am known to the school community and trusted, having taught there for many years. The ethical risks specifically associated with my roles as teacher, observer and researcher in the school are that these roles may merge. I addressed this by constantly considering and sometimes separating these roles, from the introduction of my project, to speaking with participants in a different area of the school from my classroom. I will clarify to the students that our relationship as teacher and student is not affected by their involvement or choice not to be involved, and no grades will be affected. Consent from parents will be sought, including ongoing student assent, with participants given the option to remain anonymous. As a researcher in practitioner enquiry, I have an understanding of the context, the perceived issue, and the perceived powers of the 'quiet' student, and it is essential that I question my beliefs within the same context. This is important ethically as I have identified an issue requiring further exploration and am acting upon it. I considered speaking to each Year 11 student once for a maximum of 1 h to avoid encroaching too much on their busy schedules. Before inviting students for interviews, I ensured that gatekeeper consent, parental consent and student assent were in place. I also considered my own workload and wellbeing. Teaching remains a full‐time job for me, and its pressures cannot be undervalued. However, it also means that I am deeply involved in what I am researching. All ethical procedures were followed, and permissions were obtained.</p> <p>I will apply thematic and discourse analysis to the one‐on‐one interview data, considering the participants' art and interview transcriptions.</p> <hd id="AN0186111002-22">The student interviews</hd> <p>The student interviews provided rich insights into the classroom as viewed through the students' perspectives. All students recognised the presence of quiet students in their classes. I observed a discrepancy between who I believed to be always quiet and who the students named as always quiet. All students acknowledged moments of quietness and/or being quiet, and that quietness was part of their personality: 'In most classes there are people who don't talk as much as others. I don't talk as much. I think it just comes down to personality' (Student G). In contrast, the similarities among all students were discussed: 'A quiet person can have the same attributes as a loud person' (Student F).</p> <p>The following typological work aims to create a clearer understanding of the differing beliefs surrounding student quietness. This was a necessary first step following the initial interviews to allow for clarity and focus moving forward.</p> <hd id="AN0186111002-23">The interpersonal</hd> <p>Figured World Theory emerged prominently in the student interviews. Students demonstrated a keen awareness of different contexts and how they influence their behaviour. The classroom is seen as a social space where students feel more confident and comfortable with friends nearby. Most students view the classroom as a place to socialise and admit that their volume increases when friends are present.</p> <hd id="AN0186111002-24">The intrapersonal</hd> <p>The interviews supported my initial belief that quietness is intrinsically linked to flow and that it is an outcome of flow theory. My claim is evolving to suggest that a progressive view of quietness could help identify how 'quiet ways' can support effective learning.</p> <p>Many students described their experiences with flow theory, with one student articulating:</p> <p>'I'll be in my own small world. It's like in a flow state, you go into it, it's like a river. You go into it and you slowly get used to it and so I'll be in the flow and more concentrated I think. I won't talk much in that flow. I'm by myself, in the flow, just working away. [Do you use that in any other subject?] In tests I can sometimes get into it. [Any other lessons?] I'm not too sure. I think that art's the best example. I'm not too sure, there're some subjects I'm stronger in than others. In Spanish I don't think I can get into the flow properly because I find it quite difficult. [Explain to me what your brain is like in flow] Channelled, absorbed' (Student F).</p> <hd id="AN0186111002-25">Other students observed this state in their peers</hd> <p>'Tunnel vision really, they're not focused on anything else around the room, just on their work' (Student E). 'I see certain people, every time I look over, they're just doing their work, they're never distracted in Art. His work is developed, you can tell he's put a lot of time into it' (Student A).</p> <p>It appears that maximum flow might only occur in contexts where friends are not present, suggesting that flow may require a level of isolation and minimal disruption:</p> <hd id="AN0186111002-26">Thematic exploration of student interviews</hd> <p></p> <hd id="AN0186111002-27">Quietness as an absence of speech</hd> <p>Students commonly reported that vocal interaction is often seen as an indicator of learning success. Teachers expect noise when checking for understanding and silence when students are working. Students noted that some peers assist the teacher by answering questions, while others might deviate from the topic. Students perceived as quiet demonstrated in interview that they could be both talkative and eloquent, with confidence often being a central theme. Many expressed empathy for quieter students who are put on the spot, suggesting a preference for more one‐on‐one engagement.</p> <hd id="AN0186111002-28">Quietness as disengagement</hd> <p>The concept of the 'invisible student' (Pye [<reflink idref="bib37" id="ref77">37</reflink>]) was discussed. Students noticed quieter peers particularly when they are under pressure from the teacher and felt empathy for them. The perceived quieter student who wishes to be invisible hides better, while the perceived louder student spoke about unsuccessfully trying to hide themselves.</p> <p>Students reported various reasons for their quietness. For example, dislike for a teacher: 'Say that lesson though I don't like the teacher as much, so I'll be quiet. In two other lessons, it's the same class [with the same students], I'll talk a lot more because it's a different teacher/situation' (Student G). Tiredness: 'Yes, because you're not exactly in the flow' (Student F). Boredom: 'If I'm bored I'd annoy the person next to me, so I wouldn't be quiet' (Student E). A lack of variety in lessons: 'If you're quiet every lesson it could get repetitive, not engaging, not enjoying the subject, so you lose interest' (Student E).</p> <p>When discussing quietness due to difficulty with the material, students assumed that those who raised their hands were more confident, knew the answer, and wanted to show it. Many reported they would ask a friend, not a peer, if they were stuck on something. They appreciated the ability to check with friends about the work set and how to do it, which often resulted in a noisier classroom. 'Some of my notes wouldn't be there if it was a quiet classroom' (Student F).</p> <hd id="AN0186111002-29">Quietness as empowering/positive social disengagement</hd> <p>Quietness can be seen as advantageous in classroom settings. Some students noted that quiet environments can lead to more focused work:</p> <p>'I see it when a teacher sets work and people are talking and the teacher will ask, have you done this and they'll say no, and there are people who are quiet and they'll have everything done' (Student G).</p> <hd id="AN0186111002-30">One student also remarked</hd> <p>'[I find myself questioning whether students prefer quiet classrooms or not?] Some students would because they don't talk anyway and if there's people talking or other noise going on then it could be a distraction to them. I don't find it distracting but sometimes if it is just quiet I can see myself getting on with more work' (Student E). Another student acknowledged: 'I would feel more comfortable being with my friend but I get more work done without him' (Student G).</p> <hd id="AN0186111002-31">Quietness as thinking time and internalisation of thoughts</hd> <p>Students agreed that quietness facilitates internalisation of thoughts, though opinions on its enjoyment varied:</p> <p>'People just want to get their heads down, get on with it. In this school, people are just trying to get the work done, do the right thing' (Student C). 'Might not have as many close friends in the class. So they just stick to the work and don't socialize as much [Because they're concentrating on the work?] Yeh, I concentrate more if no one was in the room' (Student A).</p> <p>'Quietness is good because it's easier for people to get on with stuff, but I don't find quieter lessons enjoyable' (Student C).</p> <p>Students also noted that teachers' silence during work periods is beneficial:</p> <p>'It's useful for a teacher to be silent when students are doing work and concentrating' (Student C).</p> <p>'Most teachers encourage pupil quietness because it's probably the best learning environment because you can still have conversations but it's not so loud that people can't focus' (Student G). Students generally agreed that: 'Quietness is the perfect mix' (Student A).</p> <hd id="AN0186111002-32">Quietness as attentive and authentic listening</hd> <p>Quietness is often associated with attentive listening and concentration:</p> <p>'Some of the pupils getting the Grade 9s and stuff they're like really quiet because they're always listening the most and always concentrating the most' (Student E).</p> <p>Quietness as paying careful attention:</p> <p>While quietness has positive aspects, some students also experience it as a source of anxiety due to overthinking, a topic to be explored further with pastoral support research interviews.</p> <p>Quietness as watching and waiting before action:</p> <p>This theme was not discussed by students but will be addressed in future research with teachers.</p> <p>Quietness as a sign of oppression/dominance:</p> <p>The student–teacher relationship significantly influences student quietness:</p> <p>'Doesn't depend on the subject it depends on the teacher' (Student G).</p> <p>Students revealed that their quietness often stems from a desire not to draw attention to themselves, with teachers sometimes perceiving them as compliant or passive. Conversely, some students use loudness as a strategy to attract attention. One student observed that some teachers might use silence as a form of power:</p> <p>'Some teachers like the power they have to tell people to be quiet' (Student E).</p> <p>Peer pressure also plays a role:</p> <p>'As someone who doesn't enjoy putting their hand up, one reason would be fear of getting the answer wrong. [Is it ever to do with the people around you?] Yes, if you get it wrong, they will talk about you in a negative light, which is what you really don't want' (Student F).</p> <p>One student highlighted the contrast in behaviour: '[Are there students that you think are silent? ]Yes, definitely, never heard them talk apart from when he's been told to by the teacher. He seems stunned, he's not prepared, he doesn't like it. I feel bad for him as other people have their hands up but the teacher says he's not participating so. He's in my form, and he talks quite a bit, but in lessons, it's completely the opposite' (Student G).</p> <p>Most students who demonstrate quietness will not choose to speak during a lesson, whether the classroom is silent or loud.</p> <p>Quietness linked to creativity and innovation</p> <p>In art, quietness was observed to be linked to creativity and focus:</p> <p>'Definitely (in art) I see people in our class, they don't say much at all and then you look at their work and it's ten times better than yours, they're always focused on their work' (Student E).</p> <p>Students noted that quietness in art might be related to the nature of the subject, where less talking is required:</p> <p>'[Do you think people are quieter in art than in other subjects?] Oh yeh, definitely. [Do you, why do you say that?] I don't think in art you have to talk as much, it's not like you're all doing the same thing' (Student A).</p> <hd id="AN0186111002-33">Conclusion: The perceived conceptual viewpoints of the quiet student</hd> <p>In teaching and learning contexts, personal definitions and perceptions of quietness should be examined. The expectations of participation through voice and the role of quietness as a successful approach to independent learning require further exploration. The next stage of the research with teachers will continue to investigate how quietness constitutes a specific working environment. In the research project students themselves begin to explain how they learn on their own, whilst in addition learning can also be a social activity. Students' perspectives suggest that quietness can be empowering and enhance learning, though it can also hinder it. Students' behaviour varies across contexts and with different people.</p> <p>Existing research on quiet learners often leans toward a deficit view, with many conclusions attempting to explain classroom quietness inadequately. This research underscores the need for a progressive view of quietness, which acknowledges how 'quiet ways' can support teaching and learning. Further research will involve discussions with teachers to understand their perceptions of student quietness in the classroom; the interviews with students discussed within this paper is only the beginning.</p> <hd id="AN0186111002-34">Acknowledgments</hd> <p>I wish to thank Bolton School and the Carnegie School of Education, Leeds Beckett University for all their support, but especially the student participants for their genuine and generous insights into their perspective of the classroom and active learning.</p> <ref id="AN0186111002-35"> <title> References </title> <blist> <bibl id="bib1" idref="ref66" type="bt">1</bibl> <bibtext> Ahsan, H. (2019) Shy Radical. Book Works : The Antisystemic Politics of the Militant Introvert. London.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref6" type="bt">2</bibl> <bibtext> Akinbode, A. (2015) The quiet learner and the quiet teacher, LINK University of Hertfordshire, Vol. 1, No. 2. Available from: https://courses.educ.ubc.ca/socials/Articles/The%20quiet [Accessed 29th January 2021].</bibtext> </blist> <blist> <bibl id="bib3" idref="ref51" type="bt">3</bibl> <bibtext> AQA (2021) A level art and design: specification at a glance Available from: https://filestore.aqa.org.uk/resources/art‐and‐design/specifications/AQA‐ART‐A‐LEVEL‐SP‐2015.PDF [Accessed 31st December 2021]</bibtext> </blist> <blist> <bibl id="bib4" idref="ref42" type="bt">4</bibl> <bibtext> Bao, D. (2015) Understanding Silence and Reticence. Bloomsbury : Ways of Participating in Second Language Acquisition. London.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref41" type="bt">5</bibl> <bibtext> Barker, P. (2011) Conceptions of engagement held by high school seniors perceived by their teachers as being quiet: a phenomenographic study A dissertation, EdD, University of Pennsylvania.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref4" type="bt">6</bibl> <bibtext> Baurain, B. (2011) Teaching, listening, and generative silence, Journal of Curriculum Theorizing, Vol. 27, No. 3, pp. 89 – 101.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref26" type="bt">7</bibl> <bibtext> Butler, J. (1997) The psychic life of power; theories in subjection. California : Stanford University Press.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref5" type="bt">8</bibl> <bibtext> Cain, S. (2012) Quiet: the power of introverts in a world that can't stop talking. London : Penguin Books.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref8" type="bt">9</bibl> <bibtext> Charlton, J. (1998) Nothing about us without us: disability oppression and empowerment. Berkely and Los Angeles, California and London, England : University of California Press.</bibtext> </blist> <blist> <bibtext> Collins, J. (1996) The quiet child. London : Cassell.</bibtext> </blist> <blist> <bibtext> Collins, S. & Ting, H. (2010) Actors and act‐ers: enhancing inclusion and diversity in teaching and teacher education through the validation of quiet teaching, Teacher and Teaching Education, Vol. 26, pp. 900 – 5 Available from: https://pdf.sciencedirectassets.com/271838 [Accessed 29th January 2021]</bibtext> </blist> <blist> <bibtext> Coplan, R. J. & Rudasill, K. M. (2016) Quiet at school. An educator's guide to shy children. New York : Teachers College Press.</bibtext> </blist> <blist> <bibtext> Csikszentmihalyi, M. (1997) Finding flow. The psychology of engagement with everyday life. New York : Basic Books.</bibtext> </blist> <blist> <bibtext> Davies, B. (2006) Subjectification: the relevance of butler's analysis for education, British Journal of Sociology of Education, Vol. 27, No. 4, pp. p425 – 38.</bibtext> </blist> <blist> <bibtext> Ferrara, M. (2017) US army organisational culture ' s effect on innovation and creativity. School of advanced military studies Available from: https://apps.dtic.mil/sti/pdfs/AD1038982.pdf [Accessed 29th January 2021]</bibtext> </blist> <blist> <bibtext> Flynn, F. J., Collins, H. & Zlatev, J. (2021) Are you listening to me? The negative link between extraversion and perceived listening, Personality and Social Psychology Bulletin, Vol. 49, No. 6, pp. 837 – 51.</bibtext> </blist> <blist> <bibtext> Foucault, M. (1994) The subject and power, in J. Faubion [Ed] Michel foucault. Power. New York : The New Press, pp. 326 – 48.</bibtext> </blist> <blist> <bibtext> Graham, B., White, C., Edward's, A., Potter, S. & Street, C. (2019) School exclusion: a literature review on the continued disproportionate exclusion of certain children Department for Education.</bibtext> </blist> <blist> <bibtext> Granneman, J. (2017) The secret lives of introverts. Inside Our Hidden World. New York : Skyhorse Publishing.</bibtext> </blist> <blist> <bibtext> Hanna, A. (2021) Silence at school: uses and experiences of silence in pedagogy at a secondary school, British Educational Research Journal, Vol. 47, No. 5, pp. 1158 – 76.</bibtext> </blist> <blist> <bibtext> Hanna, A. (2022) Seen and not heard: students' uses and experiences of silence in school relationships at a secondary school, Childhood, Vol. 29, No. 1, pp. 24 – 38.</bibtext> </blist> <blist> <bibtext> Holland, D., Lachicotte, W., Jr., Skinner, D. & Cain, C. (1998) Identity and agency in cultural worlds. Massachusetts : Harvard University Press.</bibtext> </blist> <blist> <bibtext> Hopper, K. (2003) In defense of the solitary learner: a response to collaborative, Constructivist Education. Educational Technology, Vol. 43, No. 2, pp. 24 – 9.</bibtext> </blist> <blist> <bibtext> Jaworski, A. & Sachdev, I. (1998) Beliefs about silence in the classroom, Language and Education, Vol. 12, No. 4, pp. p273 – 92.</bibtext> </blist> <blist> <bibtext> Jonasson, J. T. & Oskarsdottir, G. (2015) Quiet pupils can be effective learners, Nordic Studies in Science Education, Vol. 11, No. 3, pp. 238 – 48.</bibtext> </blist> <blist> <bibtext> Li, H. L. (2004) Rethinking silencing silences, in M. Boler [Ed] Democratic dialogue in education: troubling speech, disturbing silence, Vol. 240. New York : Peter Lang, pp. 69 – 86.</bibtext> </blist> <blist> <bibtext> Losey, K. M. (1997) Listen to the silences: Mexican American interaction in the composition classroom and community. New Jersey : Ablex Publishing Corporation.</bibtext> </blist> <blist> <bibtext> Lyng, S. T. (2009) Is there more to 'anti‐schoolishness' than masculinity? On multiple students styles, gender and educational self‐exclusion in secondary schools, Men and Masculinities, Vol. 11, pp. 462 – 87.</bibtext> </blist> <blist> <bibtext> Mazzei, L. A. (2003) Inhabited silences: in pursuit of a muffled subtext, Qualitative Inquiry, Vol. 9, No. 3, pp. 355 – 68.</bibtext> </blist> <blist> <bibtext> Mazzei, L. A. (2007) Inhabited silence in qualitative research: putting poststructural theory to work, Chapter 6: Silent Listenings: Deconstructive Practices. Counterpoints, Vol. 318, pp. 71 – 88.</bibtext> </blist> <blist> <bibtext> McCroskey, J. C. & Richmond, V. P. (1991) Quiet children and the classroom teacher. Indiana. ERIC Clearinghouse on Reading and Communication Skills and Virginia. Speech Communication Association.</bibtext> </blist> <blist> <bibtext> Medaille, A. & Usinger, J. (2019) Engaging quiet students in the college classroom, College Teaching, Vol. 67, No. 2, pp. 130 – 7.</bibtext> </blist> <blist> <bibtext> Morek, M., Heller, V. & Kinalzik, N. (2022) Engaging 'silent' students in classroom discussions: a micro‐analytic view on teachers' embodied enactments of cold calling practices, Language and Education, Vol. 37, No. 6, pp. 731 – 49 Germany. Routledge.</bibtext> </blist> <blist> <bibtext> Nardi, E. & Steward, S. (2003) Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom, British Educational Research Journal, Vol. 29, pp. 345 – 67.</bibtext> </blist> <blist> <bibtext> Ollin, R. (2008) Silent pedagogy and rethinking classroom practice: structuring teaching through silence rather than talk, Cambridge Journal of Education, Vol. 38, No. 2, pp. 265 – 80.</bibtext> </blist> <blist> <bibtext> Power, S. & Taylor, C. (2018) Not in the classroom, but still on the register: hidden forms of school exclusion, International Journal of Inclusive Education, Vol. 24, No. 8, pp. 867 – 81.</bibtext> </blist> <blist> <bibtext> Pye, J. (1988) Invisible children: who are the real losers at school? UK : Oxford University Press.</bibtext> </blist> <blist> <bibtext> Reda, M. (2009) between speaking and silence: a study of quiet students. New York : University of New York Press.</bibtext> </blist> <blist> <bibtext> Ryder, M. (2019) Sustaining and growing subject passion: what can be learnt from the artist teacher? the chartered college of teaching. Issue 7: arts, creativity and cultural education Available from: https://impact.chartered.college/article/sustaining‐and‐growing‐subject‐passion‐learnt‐artist‐teacher/ [Accessed 3rd May 2021]</bibtext> </blist> <blist> <bibtext> Schultz, K. (2010) After the blackbird whistles: listening to silence in classrooms, Teachers College Record, Vol. 112, No. 11, pp. 2833 – 49.</bibtext> </blist> <blist> <bibtext> Spyrou, S. (2011) The limits of children's voices: from authenticity to critical, reflexive representation, Childhood, Vol. 23, No. 1, pp. 1 – 15.</bibtext> </blist> <blist> <bibtext> Spyrou, S. (2015) Researching children's silences: exploring the fullness of voice in childhood research, Childhood, Vol. 23, No. 1, pp. 1 – 15.</bibtext> </blist> <blist> <bibtext> Thom, J. (2020) A quiet education. Challenging the extrovert ideal in our schools. Suffolk : John Catt Educational Limited.</bibtext> </blist> <blist> <bibtext> Thompson, T. & Bell, J. (2011) Mired in the shadows: quiet students in secondary schools, Discourse: Studies in the Cultural Politics of Education, Vol. 32, No. 3, pp. 399 – 413.</bibtext> </blist> <blist> <bibtext> Vygotsky, L. S. (1962) Thought and Language. Cambrige, Massachusetts. London, England : MIT Press Ltd.</bibtext> </blist> </ref> <aug> <p>By Mags Ryder</p> <p>Reported by Author</p> <p></p> <p>Mags Ryder has worked as an artist teacher for over 26 years. Her current Head of Art post follows 6 years as Head of Sixth Form Art and 1 year as Acting Head of Art. Concurrently her Head of Year 9 role follows posts as Head of Years 7 and 8, for over 7 years at Bolton School Boys' Division, Greater Manchester. This paper sits within her Year 4 Doctor of Education work at the Carnegie School of Education, Leeds Beckett University..</p> </aug> <nolink nlid="nl1" bibid="bib18" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib36" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib40" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib25" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib26" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib29" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib30" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib42" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib20" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib12" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib31" firstref="ref21"></nolink> <nolink nlid="nl13" bibid="bib44" firstref="ref23"></nolink> <nolink nlid="nl14" bibid="bib32" firstref="ref24"></nolink> <nolink nlid="nl15" bibid="bib17" firstref="ref25"></nolink> <nolink nlid="nl16" bibid="bib14" firstref="ref27"></nolink> <nolink nlid="nl17" bibid="bib10" firstref="ref30"></nolink> <nolink nlid="nl18" bibid="bib38" firstref="ref31"></nolink> <nolink nlid="nl19" bibid="bib23" firstref="ref35"></nolink> <nolink nlid="nl20" bibid="bib37" firstref="ref37"></nolink> <nolink nlid="nl21" bibid="bib34" firstref="ref39"></nolink> <nolink nlid="nl22" bibid="bib45" firstref="ref43"></nolink> <nolink nlid="nl23" bibid="bib19" firstref="ref46"></nolink> <nolink nlid="nl24" bibid="bib33" firstref="ref48"></nolink> <nolink nlid="nl25" bibid="bib16" firstref="ref49"></nolink> <nolink nlid="nl26" bibid="bib13" firstref="ref52"></nolink> <nolink nlid="nl27" bibid="bib43" firstref="ref57"></nolink> <nolink nlid="nl28" bibid="bib21" firstref="ref58"></nolink> <nolink nlid="nl29" bibid="bib27" firstref="ref60"></nolink> <nolink nlid="nl30" bibid="bib24" firstref="ref62"></nolink> <nolink nlid="nl31" bibid="bib35" firstref="ref63"></nolink> <nolink nlid="nl32" bibid="bib41" firstref="ref64"></nolink> <nolink nlid="nl33" bibid="bib39" firstref="ref67"></nolink> <nolink nlid="nl34" bibid="bib15" firstref="ref69"></nolink> <nolink nlid="nl35" bibid="bib28" firstref="ref72"></nolink> <nolink nlid="nl36" bibid="bib22" firstref="ref73"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1474670
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Quiet Learner of the UK Art Classroom
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mags+Ryder%22">Mags Ryder</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Art+%26+Design+Education%22"><i>International Journal of Art & Design Education</i></searchLink>. 2025 44(2):447-461.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Extraversion+Introversion%22">Extraversion Introversion</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jade.12549
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1476-8062<br />1476-8070
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper investigates the perceptions and implications of quietness among students in the UK classroom, challenging the prevalent notion that vocal participation equates to engagement and success. Despite concerns from educators and parents about quiet students' engagement, this research explores how silence and quietness function as integral components of classroom dynamics. Through interviews with Year 11 students, the paper examines students' views on their quietness and its role in learning. The literature review reveals diverse conceptualisations of quietness, ranging from an absence of speech to positive social disengagement, attentive listening and creativity. Theoretical frameworks such as Figured Worlds and Flow Theory are employed to understand how students' identities and learning experiences are shaped by their quietness. The findings conclude that the negative perceptions of quiet students arise from a misunderstanding of quietness, advocating for a progressive view that recognises the benefits of 'quiet ways' in teaching and learning. Further research with educators is proposed to explore their perceptions of student quietness and its impact on educational practices. This study contributes to a nuanced understanding of classroom participation, challenging traditional expectations of vocal engagement.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1474670
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1474670
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jade.12549
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 447
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Extraversion Introversion
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: The Quiet Learner of the UK Art Classroom
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mags Ryder
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1476-8062
            – Type: issn-electronic
              Value: 1476-8070
          Numbering:
            – Type: volume
              Value: 44
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Art & Design Education
              Type: main
ResultId 1