Tuesday, June 19, 2012
Tuesday, June 12, 2012
Ch. 7 What Works?
Time Line: I’m
not sure that I will be able to do this in the upcoming school year because of
so many obligations already on my plate but here goes dreaming:
July-Mid. Aug.: Create Surveys and Pretests. Blog about the
process.
Aug.: Get Permission from Principle. Blog about the process.
Sept: First day of school: get student permission and send home
parental permission.
As soon as permission
is returned administer survey and pretest to students in Art I classes.
Hopefully this will be
during the first week of school. Blog
about the process.
Oct. : Organize, code, analyze, and interpret data from the surveys and
pretests. Blog about the process.
Jan.: First day of school: get student permission and send home
parental permission
As soon as permission
is returned administer survey and pretest to students in ART I classes.
Hopefully this will be
during the first week of school. Blog
about the process.
Feb.: Organize, code, analyze, and interpret data from the surveys and
pretests. Blog about the process.
March: Combine data collection. Organize findings. Blog about the
process.
April: Prepare presentation for school board. Gather relevant artifacts
for talk. Blog about the process.
Begin writing article
and organizing website. Use the information from my blog to do so.
May: Presentation to school board.
Finish Article and
Website.
Find a Grant Source:
-Georgia Association of Educators
http://gae2.org/pdf/profdev/gfie/12/bestinfo.pdf
-NAEF
http://www.arteducators.org/grants/naea-research-grants
Working Proposal:
Background (or
Position Statement): I teach in a great county and I love my school and my
students. Though in our school district there is no art education at the
elementary school level and there is no art education at the feeder middle
school just across campus. My students are being exposed to art education for
the first time in high school and it’s sad to say that many students are not
being exposed to art at all.
Research Question and
Subquestions: Where are high school students at without prior art education
within artistic development?
Related Research: Creative and Mental Growth, Viktor Lowenfeld, Macmillan Co., New York, 1947; Patterns of Artistic Development in Children: Comparative Studies of Talent, Constance Milbrath, 1998; The Child's Creation of a Pictorial World, Claire Golomb, 2004; Young children's sculpture and drawing: A study in representational development, Claire Golomb, 1974; Child Development in Art, Anna M. Kindler (Editor);
Permissions: I
will need permission from my principle, from the students and from their
parents.
Data Sources: pretest
for students entering into Art I and a survey for students entering into Art I,
Methods and Analysis:
During the first week of school in the fall and again second semester in
January, I will give the students in all
of the Art I intro classes a survey to fill out and a pretest to take. The
survey will gather background data to determine any prior art education. The
pretest will be used to gather evidence of artistic development and
understanding. The survey and parts of the pretest may be electronic with the
use of ipads.
Time Line: I’m
not sure that I will be able to do this in the upcoming school year because of
so many obligations already on my plate but here goes dreaming:
July-Mid. Aug.: Create Surveys and Pretests. Blog about the
process.
Aug.: Get Permission from Principle. Blog about the process.
Sept: First day of school: get student permission and send home
parental permission.
As soon as permission
is returned administer survey and pretest to students in Art I classes.
Hopefully this will be
during the first week of school. Blog
about the process.
Oct. : Organize, code, analyze, and interpret data from the surveys and
pretests. Blog about the process.
Jan.: First day of school: get student permission and send home
parental permission
As soon as permission
is returned administer survey and pretest to students in ART I classes.
Hopefully this will be
during the first week of school. Blog
about the process.
Feb.: Organize, code, analyze, and interpret data from the surveys and
pretests. Blog about the process.
March: Combine data collection. Organize findings. Blog about the
process.
April: Prepare presentation for school board. Gather relevant artifacts
for talk. Blog about the
process. Begin writing article
and organizing website. Use the information from my blog to
do so.
May: Presentation to school board.
Finish Article and
Website.
Possible Findings: I
expect to find that the students entering my high school Art I classes are
significantly behind in terms of their artistic development as a result of not
being exposed to art education.
Dissemination: I will
create a blog and/or website of some sort for my own use while in progress and
to use as a way show the final results of the study. In addition to a website I will write an
article and certainly present to my school board.
Budget: $200
Monday, June 11, 2012
Blog Topic #15
"Instead of focusing on a single subject, creative thinkers seem to unconsciously contemplate many pieces of information and trains of thought at the same time."(Gnezda 2011)
Does this mean that through VTS some students are not only developing thinking skills but also becoming more creative thinkers? I like to think so.
I do think that VTS within this unit lead to a greater level of creativity in the students work. And I don't say that arbitrarily but rather looking at one class who is doing VTS and another class who isn't. It wasn't that there was a huge difference in the quality of the work because my non vts class had some great pieces. But overall as a whole the level of work and certainly understanding was higher in my VTS class.
Does this mean that through VTS some students are not only developing thinking skills but also becoming more creative thinkers? I like to think so.
I do think that VTS within this unit lead to a greater level of creativity in the students work. And I don't say that arbitrarily but rather looking at one class who is doing VTS and another class who isn't. It wasn't that there was a huge difference in the quality of the work because my non vts class had some great pieces. But overall as a whole the level of work and certainly understanding was higher in my VTS class.
VTS II Blog Topic #14
 |
| Angkor Wat, Cambodia Steve McCurry |
-There was a lot of evidence of student learning and I think that the students themselves were even aware of it. There were several comments about her posture which lead to her interests in the images on the wall. One student said "I can tell that she is really interested in what she is looking at because of the way her hands are on the wall so intently but at the same time her legs are casual." Wow, I wanted to go and hug this student.
-Yes there was evidence beyond the scope of the unit because there were several comments made back and forth about not seeing her face and overwhelming the students agreed that they didn't need to see her face. We never discussed this in class.
-This unit was the end of the year for us.
-VTS is a great summative assessment strategy. It certainly assesses student knowledge and understanding in an authentic way and in a way that allows students to support and scaffold one another.
VTS II Blog Topic # 13
| ||
| Angkor Wat, Cambodia Steve McCurry |
-I think that this image is appropriate for my students at the time because it will pull their prior knowledge from previous images and assignments as starting points of investigation.
-I hope it reveals that they get it and that they have been understanding and really seeing all the aspects of identity that we have been discussing in class.
-I do hope that it pushes them beyond what we have discussed about identity thus far. It certainly has potential to do so.
-Not at this time because we are at the end of the year.
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