This proposal explores how art educators might create more meaningful curriculum frameworks when working as “art on a cart” or travelling art teachers. Many art educators today go from room to room to teach in other’s classrooms, some conduct activities in rooms that are ever-shifting/temporal spaces, and then there are those who actually drive to multiple school buildings to visit various rooms throughout the day. The topic to be investigated has been constructed in order to further examine the curriculum challenges and advantages of producing “art on a cart” curriculums, connective lesson plan development for diverse age ranges, and classroom activities that promote advocacy for these types of teaching placements. Literature research (though lacking in regards to the topic) will be completed in order to obtain more information based on itinerant teaching positions in art education. Phenomenological inquiry in the form of questionnaires or surveys will be utilized to gain more information about the perceptions and perspectives of art educators who teach (or have taught) from a cart. Qualitative data will be collected through surveys, but will also be gathered from observational studies, recordings, and photographs obtained from participants who conduct art instruction in itinerant settings.
The following research questions have inspired this study: How are curriculum frameworks affected when “art on a cart”/travelling art educators do not have a designated studio classroom spaces? What are the best practices for travelling and “art on a cart” art educators as they develop curriculum lesson plans for multiple grade levels? How might travelling and “art on a cart” educators advocate for the Arts through implemented curriculum frameworks? Melody Milbrandt summarizes how important demographics studies are to art education in her article “Descriptive Survey Research: Demographics and Beyond.” She clarifies the reasons specific groups need to be studied using statistic, quantitative, and qualitative methods. The assortment of ways in which one could conduct survey questionnaires is never ending. Active participants could be interviewed, observed, questioned, polled, etc. and the information revealed from these types of studies can result in improvements that help targeted populations. Research is especially important to help sustain the growth of educational programs focused on teaching, student teachers, practicing educators, and professors who train professionals in the field of teaching. Strong survey questions are clear and designed so that they are not ambiguous to provide more validity. Queries are also constructed so that they are simplified in a concise/easy-to-read fashion. They are developed in such a way that they directly relate to the specific participants involved. In order to promote candid and honest feedback, most researchers allow for participants to remain anonymous throughout the study. If mathematical information is interpreted by means of counting, measuring, or comparing data then the survey research is determined to be quantitative in nature. Qualitative information may involve numerical data, too, but is used predominately when more open-ended questions become part of the study. Qualitative methods allow for a more individualized “human voice of participants to be heard.”
PRACTICE THEORY Reflections on Chapter One: T(Res)ea(r)cher: I enjoyed Sara McKay’s discussion about the two different teacher presentations she witnessed. Though both were powerful in how they shared the lived experiences of teachers they were also very different in how they were executed. The PTA committee was able to design a meeting that allowed for educators to discuss how impactful traveling to Spanish speaking countries was. It seems as though the expeditions allowed for the professionals to see just how important it is to remember how it is as a child to take in new information as you learn about things that are foreign to you. That stated, the meeting held at the “Reggio Emilia” school far surpassed the PTA presentation due to how impactful it was on the audience. It was interactive and filled with scholarly information that allowed observations and investigations to be surveyed. Holding true to the mission of Reggio Emilia based concepts, the activities at the preschool allowed teachers, parents, and members of the community to discuss how learning in an outdoor environment might be beneficial to kids. The philosophy of the preschool was one that focused on the principle that “everyone teaches, everyone learns” and sharing ideas was a goal in helping to improve student growth. Both authors explore how important reflective practice is as we improve our skills as art educators. A type of hybrid identity is established when we can combine both teaching and research. Buffington and Mckay both analyze the direct correlation between teachers who feel powerful in their educational positions and those who do not. Those teachers who feel they can make a difference or make meaningful changes within the field are often the ones who are willing to investigate and experiment with new methods in education. It is suggested that administrators are often prone to recognizing influential individuals in the school system that work to advance and develop classroom learning on a grander scale through research as well. The importance of imagination and criticism of one’s practice was also highlighted in Chapter One: T(Res)ea(r)cher. Dewey’s past observations/work served to translate this message as the initiative of breaking monotony was encouraged. Furthermore, the authors drove home the importance in understanding that change in practice does not equate to failure in teaching. Reflections on Chapter Three: Finding a topic for research: · Melanie’s opening story reminds me that we should continuously document those pivotal moments during teaching that could lead to great research questions · I’m taken back to Marzano’s “Becoming a Reflective Teacher” as he often discusses how we do “on the spot” teaching, but that research can also lead us to more formalized end goals · Wilson’s Wheel looks like a great tool in developing research topics. I’m guessing Melanie’s combination could have been a study on symbolic relationships (2.4), the structure of student collage’s (1.9), and student conceptions of art (3.1). · After reading NAEA’s agenda for research I am thinking about the importance of advocacy, diversity, and social justice within school systems. · The following tips for finding high quality resources was helpful: Look for peer-reviewed/refereed articles, researchers who use multiple articles that cite the same author, and library aisles that hold connective literature based on chosen theme · IRB’s are helpful in protecting young, disabled, and underprivileged students. By getting permission from the IRB, parents, and from organizations where research will take place researcher’s can avoid potential legal risks. INQUIRY IN ACTION
Chapter 1: Research as Social Action In this chapter Kerry Freedman discusses the critique of scientific rhetoric and the importance of conducting research in art education. Within research, methodology and data is used to justify constructed ideas. However, Freedman suggests that older ways of conducting art education analysis be redefined to expand the way we teach and learn in a contemporary world. Freedman goes on to say that it is important to use research as a means to find resolutions to problems in the educational field. She explains traditional research steps such as: establishing research goals, forming research questions, developing research skills, and construction theory. Research goals are directly related to the focus or topic that the professional wants to examine. Questions are investigated to help direct/guide the study. Developing research skills involves learning how to use methodology to examine an art education topic/theme and can be constructed from an analytical, critical, or symbolic perspective. Data is also collected and can be examined using quantitative or qualitative analysis. Once information is compiled the art educator would need to develop an argument or philosophy (construction theory) based on the framework that has been developed. Chapter 2: In the Beginning Miraglia defines the ways in which to begin a topic outline or framework for educational research. She provides many tips about how to develop an idea and examine an issue, conduct a proposal, compose a purpose statement, expand upon research inquiry, collect data, and more. In the last segment of her text she highlights the importance of Institutional Review Board approval as most art education research involves human subjects. Chapter 3: Search and Review of the Literature When developing a literature review, researchers look for text that would help support the topic they have chosen. Therefore, validity and relevance to the topic is especially important. Many begin by looking through library databases or using search engines. As information is found it is vital to compile it into a source list so that authors/scholars can later be referenced. Organization becomes an important factor as using an APA format often entails information to be structured formally/appropriately. The search for literature is ongoing and can often change the course of research as the process continues and new ideas emerge. Quotes and paraphrasing are often used throughout literature reviews to demonstrate connectivity of thought and to string together ideas that back up the researcher’s theory. |