– possible quantitative data
• the number of students who prefer to do artist research online versus in the library
• the number of students who respond with more attention and better discussion during an interactive exploration of artwork using technology, such as the Google Art Project, as opposed to a powerpoint or poster reproduction.
• the number of students with successful writings (papers, journal entries, etc.) with traditional paper writing format versus blogging.
mindwork: ethnographic observation
(I'm not currently in a field observation setting so I'll use my experience from last semester).
– map the space
• bulletin boards are at the front of the room above the white board and on the side above the cabinets and computers. Both boards have student exemplars and current student work displayed.
• the teacher's desk is catty-cornered at the front of the room opposite the door. The desk creates a cubicle with the last third of the white board and a teacher's cabinet.
• the teacher only spends a few minutes behind the desk to enter electronic roll. The rest of the time is spent walking around from student to student to observe and assist.
• the students' desks form a large rectangle with supplies tables in the center.
• the supplies are in several places in the room. Each hour has a cabinet with their own tub to hold their work. Most supplies are found on the middle tables, but the computers are along the walls, the colored pencils are on a rolling cart, and the ceramics supplies are in the back of the room by the sinks.
• the screen projector hanging from the ceiling is unique to this room.
• the class is always started with a review of what they're to be working on and any other house keeping details. The rest of class time is spent with the teacher walking around answering questions, pointing out areas to work on, making comments, etc.
– observe the people
• one student has a horrible time concentrating on the task. She constantly complains about not wanting to do the drawing assignment – "there's no point," "I don't like doing this," "I've already decided on my first one so why do I need to do three more?" etc. When she is working, it doesn't appear that she is taking much pride in or work or craftsmanship.
• the teacher stops with each student and creates conversation about their drawing. He provides feedback with positive critiques and areas of opportunity – "this contrast looks great, but I would work on this contour line here," etc.
• there are several arts education posters about keeping arts in school, a few posters with graphic design vocab words and visual elements, and other art prints on the walls (a rather sparse collection though). There are 6 old school apple computers for the graphic design class.
• for an art room there aren't a lot of visuals all around. I find it kind of uninspiring. Although, visuals may be a form of distraction for some, I would think that the majority of students would feel inspired by seeing other artwork, colors, textures, etc.
– theme in the classroom: talking, instead of working
• Are these students able to multitask?
• Are they still completing their assignments?
• Is the seating arrangement causing these distractions?
• Is this a sign that they aren't engaged with the lesson?
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