My Map and ideas

With my research study, I want to specifically understand how and what I can do to make art therapy beneficial to the teacher and student in the public school art curriculum. I want to learn how I can prove it can be highly beneficial for the student, teacher, and school. I want to learn how other people have done art therapy in the classroom in the past, and how I can build or improve upon it. I want to know in what ways we can tie art therapy into our art curriculum. I want to know what type of trainings we could form to allow teachers to receive training to administer art therapy in the classroom effectively and to refer the student to the proper people when signs of distress or problems arise in their work.

These questions I want to answer directly relate to my field because I personally work with high school students in my art classroom who suffer from issues with family, self-esteem, addiction, self-worth, depression, stress, and anxiety. I know this affects their grades, attitudes, and overall well-being. With art therapy, I could help them work through these issues and in turn, help them perform better in life and at school.

The goal of my research is to influence and inform my school district and state art education programs of how beneficial art therapy can be to children and how important it is that we begin to include it in our curriculum. With this, I would also work to get training for little or no cost for teachers to be able to implement art therapy in the classroom.

Art Appreciation

There is concern that sustainability of a once vibrant art league is at risk due to the fact that the study of visual arts are marginalized in the current culture. With the marginalization comes a loss of aesthetic learning and desire for critical observation, dialogue and commentary of the visual culture.

What can be done by arts agencies to foster collaboration of art practitioners, educators, advocates and patrons to influence and shape parental and public opinion about art education? I do not know the history of “art education” in a specific community and how the arts entered into the community at large.

 I would like to learn how to sustain a local social arts community in a contemporary society of mass media culture and high speed global communication.

How has collaboration between teachers, researchers and other art agencies promoted the “arts” agenda in the community? Has this collaboration affected arts education theory and practice?

My goal is to highlight the art education practices that marginalize the “non-art making” studies of art appreciation.  Is art education teaching students to “appreciate visual arts?” Is there a place for art appreciation in an alternate learning situation? If art educational practices do not influence individuals to  support, maintain, patronize, purchase and value the arts, will studies in the visual art  and art museums be marginalized?

Who are the largest segment of art patrons and how are our current art educational curriculum addressing their interests? 

Can the art class or an alternative “art influences” class be offered to students who are less inclined to “create or make” art?

Research Reflection

The following are the research questions I am contemplating:

1) How do museums teach the public about art?

2) How does visual culture affect the social skills and behaviors of children and what long term effects will this have for society at large?

3) How can an arts in medicine program help wounded veterans to heal?

4) What role does gender play in art education?

My interest in the first questions comes from my background as a museum professional and I feel that this is where I will ultimately use the knowledge gained from this program. I also plan to be a gallery guide for an upcoming exhibition on Egyptian artifacts and I’m hoping to use this experience to gain some knowledge in answering this question.

The second question became intriguing to me after the Contemporary Issues course and the realization that visual culture is embedded deeply into our everyday culture. My greatest concern is how it affects the long-term ability of people across cultural and gender divides to relate to the world and to understand their place in it.

The third question arises from a need to want to make a difference in the lives of others. I currently volunteer in an arts in medicine program at Moffitt Cancer Center in Tampa, and although there is research to be found on how the arts can help people heal, I am not sure if it has been done in a Veterans Hospital setting.

Finally I am interested in gender roles and how they affect and contribute to arts education.

As you can see my interests range a wide gamut and choosing one area to focus on has been a debilitating experience for me; one in which I feel confused and unsure of how to proceed.

Baker-Sperry, L. & Grauerholz, L. (2003). The pervasiveness and persistence to the feminine beauty ideal in children’s fairy tales. Gender & Society, 15(5), 711-726.

Duncum, P. (2010). Seven principles for visual culture education. Art Education, 63(1), 6-10.

Edwards, M. (1976). Art therapy and art education: Towards a reconciliation. Studies in Art Education, 17(2), 63-66.

Garber, E. (1992). Feminism, aesthetics and art education. Studies in Art Education, 33(4), 210-225.

Hume, V. (2010). Creative care: The role of the arts in hospital. Nursing Management, 17(5), 16-20.

Kalof, L. (1993). Dilemmas of femininity: Gender and the social construction of sexual imagery. The Sociological Quarterly, 34(4), 639-651

Stuckey, H. L. & Nobel, J. (2010). The connection between art, healing and public health: A review of current literature. American Journal of Public Health, 100(2), 254-263.

Patty's Personal Research Map

I feel very confused and overwhelmed by this process and although I have a number of ideas for research I have not been able to narrow it down to a specific project or question. Therefore, I feel as though I am falling behind because without actually having a project concept I do not know how to go about researching for the answers to my questions. My Map reflects my confusion. It is the basic areas of concern in relation to the research project, but there are no defined areas. I hope that I can resolve this within the week as the anxiety is incredible.

Research Reflection Week 2

I have two ideas going on with my research topic. Slowly learning toward one however:

Question One: How are art teachers evaluated? What data is used to evaluate? Is it data that is connected to the standards the art teacher is charged with teaching?
I currently will be evaluated (50.3%) based on the performance of all my students of written tests:
-9th and 10th graders (all of which take FCAT), reading and math scores
-11th and 12th graders, on a written district made test based on concepts stemming from principles and elements of design.
How can art teachers be evaluated based on student performance that is directly connected to the state standards in the visual arts? The policy makers want a computer, multiple-choice test, approx 40 questions long. Can a fair and accurate measure be taken from such a test?
Why do I want to do this research? I understand the need for accountability. I understand the need for data gathered in a readable form. I also understand the need for a fair evaluation system for art teachers. FCAT data is not the answer. I have attached a preliminary research map I have started.

Question Two: How does art teaching styles affect student artwork? Based on Art Rooms and Art Teaching (Hickman, 2001), I studied four art teachers, their styles, and samples of their student artwork. I am interested in how each of us affect our students artwork...are we really creating environments for self-expression? I posted my research map for this topic in a previous post (before I read the instructions to the blog).

Comment from Sandra:
Question two is very intriguing and I imagine you could travel about comparing the rural school and the urban school, around your city or immediate region, to observe how different issues (and stresses) affect the teaching(styles) and the students art work. The stresses teachers feel under a standards driven and data heavy/accountability climate I imagine, comes into play. I too am interested in environment in cultivating creativity. I like this Question Two because it speaks to a broad and universal issue in the education of American students. Perhaps you can study alternative schools as well. It is intriguing! Thanks,Sandra

Research Notes

that about art teacher assessment requirements in Florida? Race to the Top requirements? FCAT data for art teachers?

Alternative printing processes within the computer art room?

Art teaching styles and affect on student art work?

Comment added from Sandra:

How do Art Teaching Styles Affect Student Art Work? You could really broaden the study of this, perhaps there is a regional slant for example, coastal areas may have more teachers that incorporate marine life, boats and seascapes... I know I am really over simplifying this just wondering, just thinking....

Independent Study Research Map

I used this mapping process to help with my Independent Study course taken prior to this class. I did rewrite it to make it neater, but the notes are all there. Currently we call this a "Graphic Organizer" in our new "Learning Focused" teaching strategies we must use in our school system. Funny, I have been using this type of concept mapping with my students for years..Someone just put a name to it I guess! I was not sure where else to post this.

Research Map

This is my interpretation of the research map for my research project. Since I am old school, I decided to draw my map. I'm sure this map will change as time goes by and my understanding increases. Good thing I have a really big eraser!

“I have not failed. I’ve just found 10,000 ways that won’t work.” Thomas Edison

Lesson 2: Reflection on Research Topics

During my last art education class – Contemporary Issues – I decided that I wanted my final project to be something that I could use to actually help my town. I hope to be able to find out if art can be used as a healing force in order to change the dynamics of a community by creating an atmosphere that promotes the appreciation for local arts efforts and contributes to community identity and civic pride.

This research study will be a result of watching my hometown decline during the past 40 years. As I look at my hometown, I can’t help but compare it to the town it was when I was in high school in the early 70’s. There was an actual sense of community that was obvious. Today, that feeling is gone. A majority of the population are living below the poverty level and are on government assistance. Due to the fracturing of this society, as well as the cultural differences, there is little productive communication or collaboration. I had plans to start my own art intervention within my town using the medium of mosaics in combination with intergenerational communication, but due to a family emergency I have had to put this off. Hopefully this research will just give me more ammunition to use in order to affect change in my town.

I ran across an interesting website that ties in with what I wanted to do for my town. This blog is about a project that a mosaic artist completed in Haiti right after the earthquake. Click on the photo to be directed to the site.

Some possible questions:

• How has the creation of community art changed the dynamics of a community?
• How has community art been used to encourage collaboration between the school and the community?
• How has community art been used to develop a dialogue between the school and the community?

Supporting citations:

Stutman, N. (2001). Art changes lives (Urban Art Trail). Letter Arts Review, 16(1), 24-33.

Marche, T. (1998). Looking outward, looking in: community in art education. Art Education, 51(3), 6-13.

Alexenberg, M., Benjamin, M. (2004). Creating public art through intergenerational collaboration. Art Education, 57(5), 13-18.

Reflect on Research Topics

I've been having a little difficulty narrowing down a topic for research. Many things interest me. Currently I'm thinking about the topic of teaching design. Many times, people assume that knowing photoshop is the same as knowing design and I often give the argument, even amongst coworkers, that my first semester of "design" school in college didn't use the computer at all. Ultimately, "design" is theoretical and those concepts should be learned before applying them to the tools of the trade. We drafted typefaces with ink and tracing paper in order to understand the structures of fonts. I think this is something that is lost in a world that is increasingly focused solely on just getting a job and as a result, the quality of work suffers. School is about learning the basics and this is something I think should be taught.

Secondly, on a similar topic of teaching core subject matter, I also think that art history is lacking in schools today. This is basic knowledge that is applicable not only to artists, but to the world in general and should be more than just glossed over.

I haven't quite gotten to specific questions yet, but these are some topic ideas that I have been tossing around in my head.

Research Map: Connecting Ideas

This map represents the beginning of my research and the synthesis of my research interests.
Click on the image for a larger view.

Two Areas of Interest: First Impressions: Cultivating Creativity Through Classroom Environment and Transforming Society Through the Arts

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" Objects that meet the senses everyday for years must necessarily mould the mind... as well as cultivate the imagination and the heart." ( Peabody, 1836) These words spoken by educational reformer Elizabeth Palmer Peabody(1804-1894) reflect a strong connection to Friedrich Froebel (1782-1852) and the emphasis placed on environment and early learning. My research questions are based on the concept of unity and harmony in the classroom and in educational practice through comparative research of the Froebelian, Waldorf and Reggio Emilia approaches to early childhood art education and environment. For example, The Reggio Emilia classroom changes and grows, like a living space, a living organism that responds to and maintains harmony with the individuals that occupy it. Therefore, the objects that inhabit the classroom should resonate with life, and evoke multiple responses from each individual.

Peabody, E.P. (1836). Record of a school:exemplifying the general principals of spiritual culture. boston: russell, shattuck and company. retrieved from http://goo.gl/FzerY

Cadwell, L. (2003). Bringing learning to life. new york: teachers college press.

My second area of research interest is that of the impact of the arts in the recovery of communities. My professional work centers on this concept, through the development of a cooperative art projects entitled, The Peace and Unity Project and it's partner, How Will You Help Change the World? Both of which ask the essential questions, what is peace and what does peace and unity mean to you? As well as How will you change the world? These are projects with Survivors of the genocide in Rwanda. In addition, as a means to help the children's families, a women's art co-operative, Komera, was formed. These projects show the direct impact art has on bringing back civilization from the depths of war, poverty and tragedy. Such projects are applicable across the globe as well as in our own communities.

Jokela, T., & Huhmarniemi, M. (2008). environmental art and community art learning in northern places.

In T. eca & R. mason (Eds.), International dialogues about visual culture, education and art (pp. 197-210). Bristol,United Kingdom: intellect books.

www.barefootartists.org/barefootartists_awakeningcreativity.html

Labels for Posts that Respond to Specific Lesson Prompts

I'm creating this post just to generate the labels you will need for your posts. Happy writing (and labeling!)

Welcome to ARE 6746 Blog

Hello, ARE 6746 students.

We moved the blog outside of Sakai based on your feedback. Remember that the main information about your blog post assignments (you can read it here) still apply. The purpose of this post is to highlight some features about this new blog.

1. Make sure you are signed in to the blog using the email address that you gave to Leslie. She manually added each of you as authors to the blog. When you go to http://are6746.blogspot.com, click "Sign in" in the top right hand corner. If your email address appears in the top right hand corner, you are already signed in.
2. To create a new post, choose "New Post" in the top right hand corner. Give your blog the proper title according to the assignment paper that I linked to above.
3. Write your post.
4. Embed images and video when necessary: Click on the image icon in the toolbar above
   

which will generate a window that looks like this
If the image you would like to add is on your computer, choose "browse" and find the image on your computer. Then choose "Open." If the image you would like to add is on the web, copy and paste the web address into the box beside "URL." Then choose the orange box at the bottom of the screen that says "upload image."

Your image will appear in your blog post. Often the image will be inserted at the very top of the post. You can move the image wherever you want by clicking and dragging or by cutting the image and pasting it into a new location.

In order to upload a video from your computer to your post, you chose the video icon (just to the right of the image icon), which will generate the following window:


Click "browse" and find the video on your computer. Type in the video title and check the box to the left of "I agree to the Upload Terms and Conditions." When you click "Upload Video," your video will be inserted into your post.

If you'd like to embed a video that is online at a site such as youtube, you can follow the directions here. An embedded video will look like this:




5. THIS IS VERY IMPORTANT! When you are finished with the text and images in your post, you must add 2 labels to your post. One label must be your first name (see the labels listed at the bottom of this post to see the label I've created for your name). The other label should be the assignment (e.g., Research Reflection Week 2, Research Reflection Week 3, etc.). If you are posting but it is not in response to a specific assignment, just label it with your name. This will allow for easy sorting both by person and by assignment.

You can see where the labels go on the right side underneath the editor. When you have added your labels, click "Publish Post" (big orange button on left under editor).

I hope this helps us get off to a good start.