This qualitative action research project explores how the qualities of design thinking can be applied through a framework to a secondary school art project with a view to modernise pedagogical approaches and enhance a deep learning experience for students. Modern art rooms can be seen as a place to switch off or take a cognitive break. These stereotypes are perpetuated by the lack of conceptual focus in art projects. 

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The initial aim of the research was to explore the benefits of design thinking as applied to a second level art project. In addition the research looked to critically interrogate how the implemented strategies affect student learning. Conclusively the aim was to assess the implications this framework could have for pedagogical strategy.