UNIVERSITY OF MISSOURI-COLUMBIA
ANNOTATED BIBLIOGRAPHY “An Itinerant Teacher's Guide to Creating Meaningful Art Curriculum”
By: Annette Saldaña
SU 2015
LTC 8941: INTERNSHIP (IN
LIEU OF
RESEARCH
IN
ART ED)
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RESEARCH PROPOSAL This proposal explores how art educators might create more meaningful curriculum frameworks when working as “art on a cart” or travelling art teachers. Many art educators today go from room to room to teach in other’s classrooms, some conduct activities in rooms that are evershifting/temporal spaces, and then there are those who actually drive to multiple school buildings to visit various rooms throughout the day. The topic to be investigated has been constructed in order to further examine the curriculum challenges and advantages of producing “art on a cart” curriculums, connective lesson plan development for diverse age ranges, and classroom activities that promote advocacy for these types of teaching placements. Literature research (though lacking in regards to the topic) will be completed in order to obtain more information based on itinerant teaching positions in art education. Phenomenological inquiry in the form of questionnaires or surveys will be utilized to gain more information about the perceptions and perspectives of art educators who teach (or have taught) from a cart. Qualitative data will be collected through surveys, but will also be gathered from observational studies, recordings, and photographs obtained from participants who conduct art instruction in itinerant settings. The following research questions have inspired my study: How are curriculum frameworks affected when “art on a cart”/travelling art educators do not have a designated studio classroom spaces? What are the best practices for travelling and “art on a cart” art educators as they develop curriculum lesson plans for multiple grade levels? How might travelling and “art on a cart” educators advocate for the Arts through the use of their constructed curriculum frameworks?
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ANNOTATED BIBLIOGRAPHY Bickett, M. (2015, March). Art cart tales. SchoolArts, 16. Marianne Bickett is a retired art education teacher who currently resides in California. Her teaching career began in 1979 and since she has taught all grade levels (ranging from pre-school to college). Bickett not only worked as an art education specialist, but also as a regular and special education teacher as well. She earned a Master’s Degree in Art Education from the University of Illinois in 1986. Her debut book ‘Leonardo and the Magic Art Cart’ was published in 2013 and was written to entertain people of all ages. She has been active in writing many recognized magazine and newspaper articles throughout the years. Bickett’s article in SchoolArts magazine is aimed at giving inspiring ideas to art teachers who regularly wheel around a cart full of supplies. She discusses ways in which to turn the cart into a traveling art gallery, student artwork exhibition, and encourage student growth in the process. ‘Art cart tales’ gives a firsthand account of ways itinerant teachers can open lines of communication and make connections that in turn have the potential to strengthen art education curriculum. Cappetta, A. (1993). Teaching from an art cart. NAEA Advisory [Web document]. Retrieved from http://www.getty.edu/education/teacherartexchange/archive/Aug97/0150.html Ann Cappetta served as a K-12 arts program supervisor, coordinator, and teacher in North Haven, Connecticut. Under her leadership, faculty members designed and developed exceptional standards-based curriculum materials that have been implemented by the Connecticut State Department of Education. In the early 90s she held position for
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several terms as the NAEA Elementary Division Director. Over the years, Cappetta has contributed to many NAEA Advisory publications that promote advocacy of the Arts. This article is directed towards art education professionals and provides information and tips to art on a cart instructors. ‘Teaching from an art cart’ yields ideas for itinerant educators based on veteran art teacher experiences that Cappetta references throughout her text. This publication examines curriculum, cooperation, and organization insights that may aid those who teach in multiple spaces, to diverse grade levels, during the day. Jaquith, D. (2009, March 3). Art on a cart [Web log]. Retrieved from http://naea.typepad.com/naea/2009/03/art-on-a-cart.html Diane Jaquith earned a Master’s degree in Art Education from the Massachusetts College of Art and Design. She is a K-12 art educator with over twenty years experience teaching in the public school system. Beginning her teaching career as a museum educator in Boston, she was a researcher for VUE (the program that originated Visual Thinking Strategies). Jaquith is the co-founder of Teaching for Artistic Behavior (TAB), the coauthor of ‘Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom’, and is a NAEA monthly mentor. In her article, Jaquith, discusses how encore teachers in overcrowded or heavily populated schools are prone to teaching from a cart. She explores a myriad of challenges that exist for the traveling art teacher that is confined to limited space. Within the text, art educators can discover many techniques on how to stay organized when executing curriculum lessons throughout the year. The author explains the positive aspects of teaching in multiple rooms throughout the day as well. ‘Art on a cart’ may aid itinerant
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teachers by defining how communication is the key to building advocacy and collaboration. Keel, J. (1964). How special is the art specialist. Art Education, 17(7). 7-8+14. Retrieved from http://www.jstor.org/stable/pdf/3190611.pdf John S. Keel was a past assistant professor and associate professor in Art Education at San Francisco State College in the Creative Arts Division. He wrote and reviewed many editorials that have served as resources for art education professionals. For instance, one of his essays was used in the inaugural edition of Studies in Art Education (a widely known NAEA publication). He has also contributed his expertise to the National Society for the Study of Education whose mission is to improve research, policy, and practice. His writings for Art Education have given insight into the roles and responsibilities of those working in the field of art education. In ‘How special is the art specialist’, he examines how time, space, and activities are stretched thin for curriculum development when teachers work as itinerant instructors. Though this article was written in 1964, it brings up issues still relevant in this decade. The author takes a look at more appropriate teacher to student ratios needed in hopes to develop more enriching activities in the classroom. And he explores the ways improvements could be made when looking at the future opportunities of labs and studio art classrooms that are designed to provide specialized learning. Lung, H. (2013). Art on a cart: A national mixed methods investigation of elementary art teacher experiences and perceptions. (PhD thesis: University of Missouri-St. Louis). Retrieved from https://apps.umsl.edu/webapps/weboffice/ETD/query.cfm?id=r9081
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Heidi Lung obtained a PhD in Education from the University of Missouri-St. Louis. In 2014, she won the MAEA “Larry A. Kantner Art Education Research Award” for her exemplary research in art education. She was also the NAEA runner up for the 2014 “Elliot Eisner Research Award in Art Education.” Lung has been an instructor of Art History at the University of Missouri in St. Louis and also taught Art Appreciation courses at Missouri Baptist University. For ten years she dedicated her time working as a museum educator at the St. Louis Art Museum. She is currently the lead flight director at the Challenger Learning Center. Dr. Lung’s dissertation thesis contains an extensive study that reveals data that she collected from over 170 art educators who teach (or have taught) from carts. She created case studies that involved directly observing and documenting six art teachers who were participants in her research. Lung’s predominate focus is on challenges, benefits, and best practices of itinerant teaching. Her text expresses a need to initiate awareness about the limitations that these teachers face. Main, M. (2006). Surviving the art cart. SchoolArts, 106(1), 28. Educator, Marisa Main, has both a Bachelor’s and Master’s degree in Art Education from Marshall University. She has over 20 years teaching experience and has taught students at many different grade levels (ranging from kindergarten to college students). From 1998 to 2008 she held an adjunct faculty position in Art Education at Marshall University. She also constructed curriculum-based materials for the Huntington Museum of Art from 1984 through 2001. She is the author of “The Language of Art: A conversation between Henri Matisse and Pablo Picasso" that was published in 2008. Since 2006, Marisa Main
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has also remained active in writing articles for SchoolArts (a nationally recognized and distributed magazine). In Main’s article “Surviving the Art Cart” she explains the challenges of curriculum development in regards to organization, scheduling, space, and teacher-student ratios. Within the text she discusses the emotional aspects that go hand in hand with being removed from a regular classroom setting. Her tips on how to cope with difficulties in itinerant teaching may be beneficial to those who instruct art to large populations of students, in various classrooms throughout the day, which are in multiple grade levels. National Art Education Association. (1973). The essentials of a quality school art program: A position statement. Retrieved from http://www.jstor.org/stable/pdf/3191853.pdf The National Art Education Association is an organization that provides education, communication, and empowerment to sustain the arts. They provide professional development for teachers and create best selling publications. NAEA supports students, teachers, scholars, and the community as they promote creativity for the greater good of humanity. They maintain a widely recognized website that serves as a great tool for those interested in best practices, advocacy, grants, policies, etc. in connection to Visual Arts. NAEA prepared this position statement to present to administrators, school boards, and curriculum specialists, etc. It contains suggestions and revisions they felt would entail a quality arts program within schools. Though this article is a bit dated and is aimed at improving art schools in particular, the information contained within the text may be beneficial to today’s art teachers as well. The writers who have contributed to this publication advocate for timely scheduling of classes, designated classrooms/facilities,
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reasonable teacher to student ratios, and provision of necessary equipment/materials for the art teacher. “The Essentials of a Quality School Art Program” illuminates the belief that developed art programs and curriculum is directly related to the environment of the classroom. O'Hanley, H. (2011, September 29). Tales from a traveling art teacher: Knowing that you are just as important as everybody else [Web log]. Retrieved from http://naea.typepad.com/naea/2011/09/index.html Heidi O’Hanley has an MAT in Art Education from Columbia College Chicago. She has been teaching elementary art education for eight years. Prior to teaching she worked as a textile conservationist, and continues to work as a visual artist in assorted media. O’Hanley is a contributing editor to Arts & Activities magazine and has gained recognition for her successful art education blog titled “Tales from the Traveling Art Teacher.” She has National Board Certification to teach early to middle school childhood art. Since 2007, O’ Hanley has been active as a National Art Education Association (NAEA) Student Chapter President. O’ Hanley unveils statistics about the increasing numbers of dismantled art programs in schools. She speaks from personal experiences of working as an art teacher confined to the cart. In her article she discusses both the constraints and highlights of her situation as an itinerant instructor. Putting a positive spin on this topic, she brings up notable points about collaboration when teaching from room to room. O'Hanley, H. (2011, September 8). Tales from a traveling art teacher: Adapting your curriculum and instruction [Web log]. Retrieved from http://naea.typepad.com/naea/2011/09/index.html
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Heidi O’Hanley has an MAT in Art Education from Columbia College Chicago. She has been teaching elementary art education for eight years. Prior to teaching she worked as a textile conservationist, and continues to work as a visual artist in assorted media. O’Hanley is a contributing editor to Arts & Activities magazine and has gained recognition for her successful art education blog titled “Tales from the Traveling Art Teacher.” She has National Board Certification to teach early to middle school childhood art. Since 2007, O’ Hanley has been active as a National Art Education Association (NAEA) Student Chapter President. O’ Hanley defines the different ways to align curriculum goals to meet the wants of the teacher, the principal, and state /local organizations. She explains her desire to help students form real world connections that are linked to studies on elements and principles of art, state/national standards, and exploration of artistic media. In her text, O’Hanley tells how she adapted her curriculum so that she could teach similar lessons and conceptualization at different schools simply using different mediums that were more applicable to the facility space provided. Tips for planning/organization to save both time and energy for the traveling art teacher are also examined in this article. Papanicolaou, L. (2001). Art on a cart [Web log]. Retrieved from http://www.getty.edu/education/teacherartexchange/archive/Jun01/1018.html Linda Papanicolaou is an elementary art teacher in Palo Alto, California. She earned graduate degrees in both Art Education and Art History. In previous years she has been a college teacher, arts administrator, and research art historian. Throughout the years she
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has written many published articles and poems. In 2012, Papanicolaou was a contributing author to a Teachers College Press book titled “Learner-Directed Classroom: Developing Creative Thinking Skills Through Art.” In this text, Papanicolaou directs her attention to two major factors in teaching from an art cart. First, she highlights the importance of applicable lesson plans and activities as they can be difficult for a teacher who transports materials back and forth from one place to another. Secondly, her focus is on the benefits of forming dialogue with fellow teachers in order to develop stronger curriculum and art programs. The author suggests ways to collaborate with the classroom teacher such as creating lesson objectives that form interdisciplinary connections with Visual Arts. Stephens, P. (2009, May/June). Planning with Meaning [Web]. SchoolArts. Retrieved from http://www.davisart.com/Promotions/SchoolArts/PDF/STSG_9_08.pdf Pam Stephens is an associate professor of Art Education at Northern Arizona University. She is also an advisory board member for SchoolArts Magazine (Davis Publications). She created nine award winning books and videos for a production called Dropping In On. Her publication “Bridging the Curriculum through Art” has also been popular and is in its 2nd edition phase. Dr. Stephens has received many merits/honors and in 2007 she was presented with the National Art Education Association “Pacific Region Higher Education Award.” Over the past twenty years she has taught students of all grades levels ranging from pre-kindergarten to graduate school. Within this article, Stephens examines the ways in which to create quality art curriculum. In her text, she mentions that quality art curriculum should contain meaning, themes, and overarching ideas that span from youth to adulthood. Ernest Boyer’s framework is
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explored in this article that ties in the concepts of human commonalities and their worth in the arts. Specifically, Stephens looks at how a topic such as “social bonding” might lead to profound artistic explorations and critical thinking. Boyer’s framework may be beneficial to the itinerant teacher who is trying to avoid mundane “cookie cutter” art projects or that is hoping to find ways to incorporate cross-curricular activities with homeroom teachers. Wong, H. & Wong, R. (2007). Effective teaching: The floating teacher. Retrieved from http://www.teachers.net/wong/NOV07/ Both Harry and Rosemary Wong are former award-winning classroom teachers and present day lead authors. Harry K. Wong has authored over 30 publications which does include one of the most prominent books in education titled “The First Days of School.” Mr. Wong obtained his doctorate from Brigham Young University in Utah. Also a previous school teacher, Rosemary Wong, taught K-8. She also worked as a school media coordinator and student activity director. Her leadership in education led her to be honored with the Silicon Valley Woman of Influence Award. This text provides tips to floating teachers on how to develop procedures that help to form consistency and offer students clear expectations. There are shared ideas about classroom and cart organization (including a listing of necessary/ favored supply items for those on wheels). The authors outline the importance of classroom management when teaching in a variety of different schools and classrooms. Contact inside and outside of the classroom is described as a positive means in which to collaborate and develop beneficial, enriching experiences with both students and teachers.