Research Proposal - The 3-Dimensional Mind

Research Proposal - The 3-Dimensional Mind

Background or Position:

            Creating and making things has always meant a lot to me. The self efficacy it has given me has transferred to self confidence in all areas of my life. To envision a 3-dimensional object in my mind and create it gives me a great deal of freedom. From clothing to furniture and home decorations, my treasured belongings were always original and one of a kind. In school I scored high on spatial relationship tests in the Iowa Basic Skills Tests given when I was in school in Minnesota. I always had an interest in related subjects like ceramics and architecture. I have kept a “Can Do” attitude towards most everything. I look at all sides of a situation and come up with a plan or solution. Designing 3-dimensional objects has had such an important influence on my life that I want to learn about its effects on others and their development.

Research Question:

            How does 3-dimensional design education impact newborn through adolescence development? How important is spatial visual skills to normal brain development? I want to look at how this type of development helps the students in other areas of their lives and their future. Especially now when technology is 2-dimensional, are we losing practice and education in dimensional thinking? Popularity of hand building anything has decreased over the years. It used to be standard for girls to learn to sew or do needlecrafts and boys were taught woodworking or metal crafts. This was gender biased but in doing away with biases have our students lost an important part of their education?

Related Research:

•          Eisner, E. (2002) The Arts and the Creation of Mind. New Haven, CT: Yale University Press.

•          Liu, E. and Noppe-Brandon, S. (2009) Imagination First.  San Francisco:Jossey-Bass.

Gardner, H. (2006). “Five Minds for the Future”. Boston, MA: Harvard Business School Press

Holt, J. (1995). “How Children Learn” revised edition. New York, NY: Delta/Seymour Lawrence, c1983

Hetland, Winner, Veenema, Sheridan. (2007). “Studio Thinking, The Real Benefits of Visual Arts Education”. New York, NY: Teachers College Press, Columbia University

Dissanayake, E. (1988). “What is Art For?”. Seattle, WA: University of Washington Press

Permissions:

            Informed consent forms including an ethics statement will be used for interviewing Graduate students and Professional adults.

Data Sources:

1.      Professional research: books, articles and journals about development factors involved in 3-D Art Education. Research done and theories providing background about the benefits to learning involved in providing spatial skills to students.

2.      Historical data on aptitude tests. I hope to find information about the Iowa Basic Skills test for spatial relationship understanding dated back to the 70's and any other similar tests. I want to find statistics that show trends and their relationships to education in this area, gender differences and directives promoting educational trends.

3.      Interviews, with professionals and graduate students in careers that use 3-D design. I expect subjects will recall designing or playing with 3-D toys when young and how they like to design or create 3-D objects.

4.      Surveys of beginning college ceramic students. I expect to see student history of Art classes or creating Art outside of schooling and I expect that most students enjoy Ceramic class.

5.      Directives in education relating to 3-D design. Historical directives and past trends. I expect to find 3-D design included in Educational theory and trends for Art Education in general. I know educational directives have been promoting Engineering and related fields in subjects like math and science and I'm not expecting design or Art to have been included in these directives.

Methods and Analysis:

          
I will use information from studies already conducted by past research to create a background for what is already known. Then I will use a historical approach looking at data specific to testing and educational trends in the past. I will also use qualitative and quantitative approaches when evaluating the responses to the student surveys and when interviewing the Graduate students.

Time Line:

           

Feb 24 – Feb 25            Read information gathered so far and work on annotated bibliography.

Feb 28 – Mar 1              Search for more books, articles and journals.

Mar 2                            Go to University Library for more resource gathering.

Mar 4                            Interview Graduate Ceramic students.

Mar 7                            Survey students in beginning college ceramic classes.

Mar 9                            Gather any additional information from the University Library.

Mar 10                          Gather any information that could be found at my local library, local school district archives or any other place I can think of.

Mar 11                          Continue research for any information I can from M S & T for possible directives on promoting engineering fields to K-12 students. I want to look at any educational objectives or goals that they have found important and how they could be achieved through art education.

Mar 23                          Continue search at University for historical information on classes offered and student enrollment and graduates in a type of 3-D art. I want to look for trends and associations. Search and pick-up any additional resources from the library.

Mar 24 – Apr 12            Reading, writing, analyzing and interpreting information.

Apr 14 – Apr 26            Revising and designing powerpoint presentation.

Possible Findings:

                                    I expect to find attributes or related skills obtained through 3-D design learning. I expect to find correlations between creating thinking and development of 3-D design skills.

I hope to gain a better understanding of how others look at these skills and how they have affected their lives. I also hope to find information showing the importance of 3-D design development especially in our technology rich age.

Dissemination:

                                                I wish to share what I find with fellow parents, colleagues and educators by including my findings as a page on a blog I’m designing. The blog is going to be specifically about creating with clay and I want to show the importance of developing these types of skills in our students.

Chapter 5 & 6 in "What Works"

Chapter 5, “What Works?”

Mindwork: Combine Data from Multiple Sources

My Research Question:  How 3-D Art Education aids in childhood development in spatial relationships.

What resource date do I have so far?

I have my own experiences and reflections.

I have archival resources of historical quantitative information.

I have research articles, journals and books.

I have access to above information and more through the internet. (googleography)

What other resources can I draw from?

Colleagues?   Could I design a questionnaire or interview fellow Art teachers?

Students?  I don’t have my own class at this time but I could ask fellow Grad students that are teaching beginning College level Ceramic classes if I can ask students in their classes if they would answer a survey. I wouldn’t need to know their names.

Archival?  I can access Art Education information through national organizations or University archives.

Historical?  I want to use test results for students in spatial relationship type tests. Like the Iowa basic skills, historical trends and if possible in relationship to differences in gender. Also, push for fields like engineering that may require spatial aptitude. What gains has education had and how and what did they implement that has increased aptitude in these subjects? Have they considered Art?

Invent?  I would like to look at development in small children and I could invent an educational toy. That would be cool!

Chapter 6

Mindwork: Search Archives

I went to Ellis Library in search of historical reference material about Art Education at MSU and/or the United States. I did find some records that showed number data on a national level. I’m sure there would be specifically records for MU. I didn’t get that far yet.

I must confess. I’m a Library lover, really. I got found the research books I found online for my subject but when I just started looking around I got absorbed in all the information and lost track of the time. On my next visit, I definitely want to see some numbers from MU’s history showing students enrolled in Art Education and Fine Arts. I’d be interested in changes they’ve made in programs, etc. So I’ll make time to pursue that further. It may not be in Ellis Library? I’ll ask for help.

Mindwork: Try Ethnographic Observation

I observed an Undergraduate Beginning Ceramic Course being offered here at MU. The room is familiar to me but I got to see how the teacher makes use of the space. There are 3 large work tables in a row and one more and a sink and shelf/storage area with a wedging table on one end. Then behind that is a drain area. There are shelves on two walls for students work. There are also shelves on the interior wall for supplies. Ceramics has a lot of supplies. The teacher positioned herself in front of the two tables that are at one end of the room. There is a pull down screen that can display from a computer. This is down and they are playing music. The students use this to do a presentation on a contemporary artist.

The teacher called on a student to do a presentation by they aren’t there. She then took attendance. After attendance she explained to the students what they are going to be doing the next two class periods. They are doing critiques of their fellow students work. The teacher asked a student to pass out a paper with questions on it for them to use when looking at the other students work. She explained how the student should explain what they were trying to do in their piece and be open to learn from the feedback from fellow students. After a couple more announcements she helped students one on one. She noticed a student that wasn’t working and she asked her if she was ready for her critique. The students were making hand built pieces and were to be done painting them with colored slip. The student said she was ready – she was already done painting her piece but had a couple questions about what to say about it.

I then listened to students working. They were working on finishing their pieces so they didn’t talk about much else. They would ask each other what they thought about a color they choose or another aspect of their piece. The students were engaged and looking at the aesthetic value in their first piece. The Ceramics studio is busy as you can tell by the number of pieces already on shelves this semester. It’s nice to see students enjoying working with clay.

Mindwork: Try critiquing Culture

I observed the culture at MU by sitting outside Ellis Library. It was a nice, warm day after many cold snowy ones and people were out enjoying it. Students walked by in both directions, some alone and some in groups talking. One was riding a skateboard with a no sleeved shirt on, must seem like spring. Two more guys on skateboards go by. Some students are sitting like me. One is working on her laptop, two are reading. Some students talk and joke around but most of them look deep in thought, maybe about the last class or the one their going to. Some are talking on cell phones. I see a student showing two older women around – maybe his mom and grandma? There is someone riding a bike.

In this observation I thought students were mostly serious and busy. Some afternoons there are stands in this area and a lot more going on. I noticed the difference as the school year passes. Not as much activity and laughter and you can see some students look sad or stressed. I think they should come up with something to cheer students up as the reality of keeping up with homework has hit them. Just a thought.

Mindwork: Count, Measure and Chart –  What to do with all the data?

 Here is a pie chart I made from a survey done in 2001.

Resource:  Eisner, E. W. & Day, M. D. (2004) “Handbook of Research and Policy in Art Education”, NAEA. ISBN: 0-8058-4972-6

Mindwork: Document Oral Language

I recorded a portion of a ceramics class. I wasn’t the teacher but I think I could recognize a couple things that I need to work on also. I could tell she was trying to talk loud enough for everyone to hear and to get their attention. For the most part the students were quiet, but I heard some chatter start while the teacher was talking. I think she did a good job of explaining what she intended to cover but she should have made it more of an interactive conversation with the students. She was giving examples of ways the students might describe their ceramic pieces. I think it would have been better if she would have used an example and asked students how they would describe it. Then they could be involved and offer words they think of and then the teacher could offer more descriptive terms. I think the students understood what the teacher wants them to do but I’m not for certain because they are not responding or asking questions. She then walked around the room and asked students individually if they had any questions or problems. Overall the class was engaged in what they were doing.

Bibliography Hopping in Chapter 3 of "What Works"

“Bibliography Hopping”

In Chapter 3 from “What Works”

By Chiseri-Strater & Sunstein

When you find a good source on your subject – Check out the Bibliography!

“Explore Archives”

Information can be found in museums, historical societies, school districts, old newspapers or other teachers curriculum notes or journals.

Be sure to consider the Real World in your search, look outside your door you might be surprised.

Now shape your working Bibliography

Choose a format like MLA, APA, etc. If your not required to use a specific one choose the appropriate type for the type of paper your writing.

Then the book “What Works” advises you to ask yourself:

1.   Do you need more current articles or books?

2.   Can you eliminate some sources you initially thought were valuable or relevant?

3.   Have you included enough different types of materials (book chapters, articles, websites, curriculum units) in your bibliography? Or are they all part of the same genre?

4.   Where do you need to go next? What do you wish you’d found?

5.   Is this a time to revise or refine your research question? If so, what would it look like?

Wow! I always knew collecting the information was a big part of writing our paper!

Chapter 4, “Headwork: Assuming Self and Other”

We need to look at our subject from all sides and from all angles. Hey, that relates to my subject – 3-D. Anyway to explain further we need to –

Step in: Write your own ideas and views on the subject from your perspective.

Step Out: Now look at the subject taking the view of an outsider. For instance someone outside of school, in the business world, and their view of the curriculum.

These notes should be referred to often while working on the paper. Writing out our own opinion will give our paper our own “personal voice”.

Another helpful hint was to ask these three questions while exploring our stockpile of information.

1.   What surprised you?

2.   What intrigued you?

3.   What disturbed you?

Using Observational Research in the Classroom

Observing teachers and students can give insight to our research, depending on the subject. There are things we need to consider.

1.   You may need to get prior approval before conducting the study.

2.   Any possible risks need to be considered.

3.   All involved must be informed and in agreement.

A permission letter is needed and should explain how and where the information being gathered is going to be used. Respect for the individuals involved should always be considered. One way to do this is to write an ethics statement. A statement of our beliefs, goals, aims and respect for others as we gather information.

Wow! There is so much to consider. I’m glad I have the “What Works” book to refer to.

Janine Roper

“Bridgework: Research the Idea”

“Bridgework: Research the Idea”

Chapter 3 in “What Works” by Cheri-Strater & Sunstein

Continuing our research we first need to look at everything we already know. What experiences we’ve had and resources we already know about.

One great way to get information on the subject is to “just ask”. Our colleagues in education may have first hand experiences that can give your study insight. Or they may give you ideas that will help you with your search.

“Create a Googleography”

Wow! Look what happened to research since the age of technology!

I may be giving away my age, but I used to think I knew how to write a research paper using the LIBRARY! Even when I returned to school as an “OASIS” Older Adult Student In School, my research projects didn’t utilize the internet, or at least not very much. My first daughter went through school without needing a computer or the internet and she’s only 31.

I’m not getting old, I’m not getting old, (I repeat)

Flash back to the present: Searching for information on the internet is awesome!!! One problem I’ve had in the past though is not keeping all the links to sites and sometimes I’m not able to return to one because I forgot the link. 

I’ve already started a bookmarking site, I’m not searching for where I wrote it down anymore! Yaah!

Well, keeping a running list or a copy of your trail will keep track of what you’ve seen and what you haven’t. There might be some patterns or connections that can be seen just by looking at the trail. Here is a start of one for my project.

My question: How does 3-D design instruction benefit student development?

http://www.pearsonhighered.com/educator/product/Developing-Child-The/9780205685936.page  Developing Child, The, 12/E
Information on child development including 3-Dimensional development – Book

A Family's Role in Developing Three-Dimensional Art at home ... onmouseup="coShastaMouseUp(this, Shasta.getFrameId(), event.button)" onmouseover="coShasta(this, Shasta.getFrameId())" class="l sb-l" v:shapes="sbresult_7">

... creation of three-dimensional art with young children. ... A Family's Role in Developing Three-Dimensional Art at home ... crinkle it to make three-dimensional shapes and designs

www.education.com/reference/article/family-three.

Why Art is Important for Young Children | Education.com onmouseup="coShastaMouseUp(this, Shasta.getFrameId(), event.button)" onmouseover="coShasta(this, Shasta.getFrameId())" class="l sb-l" v:shapes="sbresult_6">

We may view children as empty vessels, natural, capricious, developing, or competent. ... Structural Principles: Unity, rhythm, proportion, design ...

www.education.com/.../article/art-important-young-children

The Developing Child:Plus MyDevelopment Lab Access Card ...

The Developing Child, Twelfth Edition provides students the ... the use of new technologies, including a 3-dimensional ... Finding the Answers: Research Designs and Methods

www.pearson.ch/1471/9780205710584/DEVELOPING-CHILD.

Article: Developing the Child's Mind Thru Educational Toys ...

... in developing a child's ability to pattern, shape recognize, understand magnetic principals, and help in 3 dimensional ... and designs; the only limitation is the child's ...

www.whatshebuys.com/helpful-links-child-development.

·  by Vavra, by Afflerbach, by Andrews, by Bee, by Brestoff, by ...

Developing Child can be purchased as new or used book. It is published by Pearson ... Launching the Imagination: A Guide to 3 Dimensional Design, by Stewart, 2nd Edition ...

www.bookbyte.com/1/1/indexe3073.html - Cached

Home Knitting for Children: Fashioned with Love - UAL ... onmouseup="coShastaMouseUp(this, Shasta.getFrameId(), event.button)" onmouseover="coShasta(this, Shasta.getFrameId())" class="l sb-l" v:shapes="_x0000_i1030">

Black, Sandy Home Knitting for Children ... with particular emphasis on 3 dimensional aspects of design and ... Fashion - its practice and design processes. I am developing ...

ualresearchonline.arts.ac.uk/2077

I may need to refine my search further by naming more key words and trying different search engines.

Well, this is just a first list of things I found. Now to get serious, I need to evaluate each source and decide if I want to use it. Is the source credible and related to my subject. Besides keeping a trail of my search, I can organize and save all this wonderful information I’m finding.

”Creating an Annotated Bibliography”

Flash back: My second daughter, who was born in 1988, has her first research paper for school. Since I’m thinking I’m an expert we take off to the LIBRARY. She tells me her teacher requires some resources to be from the internet. Well, the Library has computers we can use. So, my question is when we copied pages of reference books and wrote the citation information on it I think that was a form of Annotated Biblography, but I appreciate the idea of summarizing the information in the resource and compiling these as future references we can turn to. And!!! Using technology to save our treasure trove of information seems much better than pages of copies.

Taking all the steps shown in the book “What Works” is going to make my research easier and more comprehensive.

Janine Roper