I wrote a narrative when my focus and burning question was not nearly as thought out as it is now, and rather that write another narrative, I am simply explaining the burning question and thinking on paper about the direction of my research.
A typical day in the life of an art teacher revolves around attempting to keep the attention and focus of the students. I know that may seem strange to most readers, and the natural assumption is that art is fun; it is painting, and coloring and doing all sorts of interesting things. Well, sometimes it is, and sometimes it isn’t. The natural assumption that my students seem to have is that art is another chance at recess. I have struggled with this problem for four years, trying to determine the exact cause and fix. I think part of it comes from the teachers who bring their students to my class, assuring them that this is their “fun” class for the day. Another problem is that the “specials” choices at our school are art, P. E., and music. P. E. is of course the favorite of the kids as they are usually involved in some sort of physical activity. Music is the other choice and the fact that there is very little structure and discipline in that class, as well as little teaching, is probably one of my biggest hurdles to overcoming attitudes both from the students and teachers.
I therefore realize that my program must be so strong, so compelling, that it overcomes all obstacles on its own. My burning question, and burning desire is to develop an art program that helps students relate art to their own personal lives, while supporting the educational goals of the school, and the district.
My aim through my research is to use reading, writing and art to develop an appreciation for art on a personal level, while supporting reading and writing.
I realize that I need to be thinking not only of art lessons, but on how I question and engage the students. How will I push them into the higher order thinking skills that will help them reach into their own lives for the answers while looking at, studying, or creating a piece of art work? How can I engage each student so thoroughly that they will forget to tell each other to shut up, mark on each others papers, or throw crayons across the room.
My goal is to use my findings to develop a literacy based art program that will engage students in self reflection, reading and writing in ways that connect to their personal lives. As a result of this focus in my lesson plans and teaching, my students will be producing art works as well as writings about the work. Discipline issues will be reduced and student attitudes about art will improve.
Methods of collecting data might be a student survey at the beginning of school, and a follow up on that survey every six weeks to see how answers change. I will focus this survey on the fourth and fifth graders, as collecting data on 600 children might be difficult. I am considering soliciting the cooperation of one fourth grade teacher, and one fifth grade teacher, to work cooperatively with me.