Amy Tuchschmidt

Dr. Kathy Unrath

Research Proposal 2018

RESEARCH TOPIC PROPOSAL

ABSTRACT
Recreating the Introduction to Art Experience

Statement of Problem:
So often the title of Intro to Art gets the image of being and easy A, or a breeze through class. It
is usually filled with the same boring projects, that inspire no creativity. That is something that
needs to be changed. How are we supposed to light a fire in our students if they are creating
mindless cookie cutter projects? Teaching foundations and skill is extremely important, and
those should still be taught, but skill and technique should be taught through thoughtful projects
that focus around big ideas and deep thinking. For this research topic I am going to look at how
we can change our introduction to Art class so that we can give meaning to the art that we are
creating and give expression to that intended meaning all while learning the fundamentals
required of an introductory art class.

I want to look specifically at the High School level. This study will help me to gain an
understanding of how introduction to art classes are currently planning their curriculum and
how/if these classes are taking meaning making approach to teaching. With it being an
introductory class, so it is geared towards students that have not taken art in the past, which
means this class has the power to help them to discover who they are as an artist while also
learning the fundamentals of art. If we are simply teaching skill and not pushing their thinking
we are keeping them from gaining a better understanding of what it means to be an artist nor are
we giving them the inspiration to continue on in their art journey. Intro to art classes are an
opportunity to recruit students to deepen their thinking and explore their creativity while making
learning visual. This research will help to provide the framework on how we can change what an
intro to art class looks like, and how that change can help to propel our students learning.

Research Questions and sub questions/Hypothesis:

The Central question is; how can we frame an intro to art class so that it is not only teaching the
fundamentals of art but inspiring students to think with big ideas, and push the norms of an
introductory class?
Sub questions that will help to direct my research:
1. What are the projects that we see within an intro to art class?
2. What is the measurement of learning based on?
3. How have intro to art classes evolved already?
Related Research:
Theoretical Framework:
The theoretical framework surrounding this research is that by changing the way that we teach
introduction to art we will not only be able to help our students holistically in school but we will
inspire and empower them to continue through the arts. Changing our teaching structure from
strictly fundamentals and principles to a more meaning making based method we will help our
students to gain important skills such as problem solving, deep thinking, and self expression.

Key Literature Areas to be included:

Bostock, S. (2010). Can Art be Taught to the Facebook Generation?. Art Book, 17(1), 64-65.
doi:10.1111/j.1467-8357.2010.01081.x

This article was about a group of panelists that discussed the question “Can art be taught to the
Facebook Generation?”. The idea behind this is that kids today are so desensitized and quick to
move on to the next thing they rarely give anything time to digest. They mentioned that kids
today have a “one click” attitude that suggests they have a nuanced attitude towards the world
today. They do not take the time to truly look at anything or understand it. They question if this
generation that is so reliant on technology can actually learn about art.

Burton, J., Horowitz, R. & Abeles, H. (1999) Learning in and through the arts: curriculum
implications, in E. B. Fiske [Ed.] Champions of Change: the Impact of the Arts on
Learning. Washington, DC: Arts Education Partnership, pp. 35–46.

This chapter from Champions of Change highlights the benefits of a high arts class on other
areas of the students learning. They discuss how if a student is/has taken a high arts class they
are more likely to think creatively and gather ideas and solve problems from different views than
those that have not taken a high art class. They also talk about how the arts add richness and a
depth of thinking to learning. They conducted a study that measured how students in high arts
schools perform compared to students in low arts schools. They looked at the ability to think
creatively and original though, ability to express themselves. In every aspect those in the higher
arts schools scored much higher.

Hutchens, J., & Pankratz, D. B. (2000). Change in Arts Education: Transforming Education
Through the Arts Challenge (TETAC). Arts Education Policy Review, 101(4), 5.

This article highlights the importance of arts in education and conducts a study that has multiple
schools implement a system of integrated arts through multiple subjects. They discuss the
importance of art teachers and core teachers collaborating to create a cohesive, arts centered
learning environment. It also talks about the importance of professional development and the
need for us to have high quality teachers.

Irwin, M. R. (2018). Arts Shoved Aside: Changing Art Practices in Primary Schools since the
 Introduction of National Standards. International Journal Of Art & Design Education,
37(1), 18-28. doi:10.1111/jade.12096

This article is about how schools in New Zealand are experiencing a change in the focus within
schools. This change is occurring because of new standards that were put into effect that place a
higher value on literacy and numeracy than other subjects. In these schools, art is taught in the
core classroom by general teachers. The article then goes on to talk about the benefits of an art
rich curriculum and how art has a positive impact on how students perform in other subjects. The
study then goes on to look at how art is currently taught in schools, and how teachers look at how
they teach art. The study showed common themes among the teachers like a lack of confidence
in teaching art, and inconsistency in practices, and perceived value and benefits regarding art.
Many of the teachers found value and benefit in teaching art, but art was typically at the bottom
of the hierarchal chart. The conclusion was that the introduction of National Standards in core
subjects has had damaging effects on their art programs. The author believes that a good way to
combat some of this inconsistency would be to hire teachers that specific for the different art
programs such as visual arts, music and drama.

Mahoney, M. (2000). Assessing Students' Learning in Introduction to Art. College

Teaching, 48(3), 104.

In Michael Mahoney’s Study he used his classroom as his subjects. He had them take an
informal assessment that consisted of a prompt asking them to describe a piece of art and what
might be happening in that piece for two very different pieces of art. He then had them repeat the
process at the end of the year with the same two pieces of art. This helped him to be able to
measure his students learning and see real progress without having to give a formal exam. He
encouraged them to look and to think and as the semester went on he could see progress in how
his students looked at art and how they were forming deeper thinking.

Key Terms to be Defined:

● Meaning Making: In psychology, meaning-making is the process of how people construe,
understand, or make sense of life events, relationships, and the self. ... The term is also
used in educational psychology. In a broader sense, meaning-making is the main
research object of semiotics.
● Choice Based: Choice-Based Art classrooms are working studios where students learn
through authentic art making. Control shifts from teacher to learner as students explore
ideas and interests in art media of their choice.
● Principles of Art: The eight principles of art are balance, proportion, unity, harmony,
variety, emphasis, rhythm, and movement.

Permissions & Protection of Human Rights:

I would have to get permission to observe classrooms, as well as interview teachers and
students. I don’t see a lot of anticipated problems in conducting this research.
Data Sources:
Data Sources would be articles, interviews, and observations.

Methods and Data Analysis:

Instrumentation/Measurement Tools: Articles and, detailed notes from interviews and
observations.

Respondents: Teachers, as well as students.

Intended Sampling Procedures: I would look at schools within my district in Colorado

since that is where I would intend to teach.

Data Collection and Analysis Procedures: I would begin with researching articles to form
my database then I would reach out to teachers to set up times to observe and conduct interviews.

Time Line:
This research would take at least one full semester so that I could get a good idea of the
progression of the lessons and the units.

Discussion/Possible Findings:
This research will help me to identify areas within the introduction to art class that need
help. The idea is to see where we can elevate our lessons so they are not just teaching skills and
fundamentals but so they are causing students to use critical thinking and search for deeper
meaning within their artwork.

Literature Review:
Overview
The overarching theme in most of the articles that I read was about how important art is for our
students. When it is taught correctly it can help them well beyond the art room. It has noticed
effects on problem solving, thinking outside of the box, and helping students find multiple
solutions to a problem. Many of the researchers said that it seemed to dramatically help their
performance in math and science. Some of the other themes that popped out were how we are
teaching a very different type of student then we had in the past and we need to look at how we
are teaching them to make sure that it is affective. A few of the articles also looked at the impact
that the implementation of National Standards has had on the way we teach and whether that is
an effective way for our students to learn and create art.
Comparative Review
It was interesting looking at multiple articles on the same general topic and how they are very
similar. Even one article that I read that is focused in New Zealand still has completely relevant
information. They are dealing with the implementation of National Standards and how it is
changing the way that they teach and where the importance of learning is placed. They are seeing
a huge drop in the perceived value for art education as rigorous standards for core content are put
in place. They are trying to fight this by showing how valuable art education can be holistically
for students. Even though this is happening in a different country it is extremely relevant to what
we have seen in the United States. Art education is equally as important if not more than other
subjects and we need to advocate for it in our school systems.

Gaps in Available Research

Some of the gaps that I was seeing was how changing the way that we are teaching our
introductory classes changes the learning, as well as the students perception of art. I would have
liked to see more studies on teachers that have taken a traditional fundamentals art class and
implemented meaning making. I think it would be valuable to not only see how they
implemented the different curriculum but the reactions from other teachers, the students as well
and the administration.

Support of Overall Question

The articles looked at different areas of art education but one in particular focused on integration
of arts through different subjects. I think that this correlates directly to my overarching question
of how to implement meaning making into a introduction art class because it allows for there to
be more meaning behind what they are learning and creating. It helps them to fuse multiple areas
of learning together and use it as a backdrop for creating.

Contrasting Opinions
I added in one article that I thought was an interesting point that I would not have thought of. It
focused on students that have grown up in the Facebook age and how different they are to
students before them. The article talks about how they are desensitized and have short attention
spans. It questions if art can be taught to this generation. Although I thought the article made
some valid points, I would have to argue that this technologically savvy generation could
produce some amazing pieces if they are taught through meaning making.

Conclusions
Although there is some great information out there on the importance of art education and on
how we can teach through meaning making. There seems to be a lack of research on meaning
making in Introductory classrooms. I think that a study that is focusing on this one aspect could
add a lot of value to the research that has already been done and add insight to how we can help
our students not only in the higher level art classes but the beginning ones as well.
References
Bostock, S. (2010). Can Art be Taught to the Facebook Generation?. Art Book, 17(1), 64-65.
doi:10.1111/j.1467-8357.2010.01081.x

Burton, J., Horowitz, R. & Abeles, H. (1999) Learning in and through the arts: curriculum
implications, in E. B. Fiske [Ed.] Champions of Change: the Impact of the Arts on
Learning. Washington, DC: Arts Education Partnership, pp. 35–46.

Educators combat "creativity crisis" in art instruction. (2013, November 27). Retrieved from
https://www.districtadministration.com/article/educators-combat-“creativity-crisis”-art-
instruction

Hutchens, J., & Pankratz, D. B. (2000). Change in Arts Education: Transforming Education
Through the Arts Challenge (TETAC). Arts Education Policy Review, 101(4), 5.

Irwin, M. R. (2018). Arts Shoved Aside: Changing Art Practices in Primary Schools since the
Introduction of National Standards. International Journal Of Art & Design Education,
37(1), 18-28. doi:10.1111/jade.12096

Mahoney, M. (2000). Assessing Students' Learning in Introduction to Art. College

Teaching, 48(3), 104.

WIEBE, S. s., & SMITH, C. c. (2016). A/R/TOGRAPHY AND TEACHER EDUCATION IN

THE 21ST CENTURY. Mcgill Journal Of Education, 51(3), 1163-1178.