Reflections

As I reflect on my research work, reading and blog responses, I have received a few responses that helped me narrow down my research. Being concerned with the children that are not interested in “making-art,” I wanted to know how art educators can reach these students.  After an discussion post, Marie asked, “Do you think that changing teacher’s approach to art education and interaction with their student might help art appreciation later on?” Interaction with children in the formative years is a perfect time to begin the dialogue of visual language. How am I currently speaking to my preschool students? Are my comments encouraging or merely complimentary?  I needed to do action research in order to improve my practice.

I learned that my writing skills are weak and I have to focus my mind. The more I read, the more ideas I glean and in turn, the more possibilities I see.  I didn't mind reading and responding to articles, but I felt pressure to seek out citations in my responses in order to validate my understanding or knowledge.

 Further investigation in early childhood development is my next step. In order to acknowledge literacy development in children, I must understand what literacy means.  To validate my practice (art education in young children), I need to research studies in cognitive development through the arts.

What is the most important single piece of knowledge gained? In order for my work with children to have a lasting effect for future teachers or parents, I need to conduct action research and validation through study and observation.  It’s not enough to say “children are becoming successful life long learners because they were involved with an arts-based preschool curriculum.” I must prove it.  I must research “how” this is done so others can have the option of using methods of teaching that I found successful.

What will I remember in a year?  I will remember that properly citing my research is important to validate and give credit where credit is due.  Citations are also important when I am researching an article for further investigation on a topic or theory. Writing clearly and focused is a skill that I need to develop.  How is this topic been research or written about in the past?  Who would find it important? Why is it relative to the current trends in art education? Where can this “new information” be utilized appropriately? It’s not enough to ask questions. I have to ask the appropriate questions to fully answer my research question.  Can I translate these questions into areas of research that relates to collecting data? There are so many questions and so little time to research the ever changing world of education.

All the classes I have taken these past two years have added in my ability to solve problems, think, reason and research.  There are multiple paths to discovery. My intention and motivation and purpose of the “big idea” is key to research.

I can’t say that I have changed my beliefs or values through this class. Although, I now believe that performing research for interpretation and analysis in written form is not my strength or interest. I felt confused and irritated with the language that writers used to describe their research and methodologies.  If art education research is to “inform” practitioners and colleagues, shouldn’t it be in the language of the reader?

 This class helped me narrow my research topic. The pilot project was the most effective way, I found, to confirm or negate my hypothesis. It was practical way to try out my idea of talking with a child. I discovered many things. For one, the student became more animated in her language, more creative and prolific in her painting.  Giving Abby my attention and “ear” inspired her to experiment with paints, think about her drawing and feel confident with her words.  Other children also became curious and wanted my ear. The next day Abby continued to show and talk about her finished artwork to other adults.  I now understand that a small idea contains many factors; I must break down the question, investigate the previous knowledge and practices, analyze and interpret the data, be fluid, be ethical and validate my facts.

I feel excited to talk about my project.  Others are curious with what I am consumed with and want to know more, which in turn helps me fine tune my approach. I am feeling more confident with the idea, but not in my writing.

The methodology I will use for the capstone project will be action research as art and art as research.  The Jeffers (1993) article confirms this.  During my independent study I will gather the data, and create an exhibit of voices and artwork.  This exhibit is the art with voices that I am researching (Jeffers, 1993).  The development of conversations with children and their art and its relationship to literacy serve as research. "To perform research is to carry out a critical intent as presented to an audience of peers and/or the public who share an interest in the research problem" (Rolling, 2010, p. 107).

The final exhibition of this research will function as an audio-visual that “might promote dialogue among teachers” and parents (p. 12), be informative and inspiring.

 I don’t feel I devoted enough time to participation on the discussion boards. It was a stretch of my time and mind to read and respond to the readings as well as the blogs.  As a class, we are all off conducting our own research. I didn’t feel I grew in the research process through the class discussions.  It may have helped me understand a few articles.  After digesting and responding to the readings I felt inadequate to actively participate in the discussions. I felt pressured to reply.  I gained more insight and inspiration through my colleagues at work.

I didn’t think about empirical research and hermeneutics prior to this class. I have always investigated and learned by reading, participating (doing), and discussing ideas. I now see that philosophy guides research. How do we proceed to research? What methods and methodology do I use?  What is truthful or meaningful, interpretation of data? There are many specific factors to consider in gathering and analyzing data for a particular “audience.”  At times I didn’t know were to begin.  What information is relevant to the research? Sometimes we don’t know until we begin.

Jeffers, C.(1993). Research as art and art as research: A living relationship. Art Education, 46(5), 12-17.

Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative

     Methodology, 5(4), 1-11.

Rolling, J.H.(2010). A Paradigm analysis of arts-based research and implications for education. Studies in Art Education, 

     53(2), 102-114.