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I went to Ellis Library in search of historical reference material about Art Education at MSU and/or the United States.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.
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