Ricci Justis
Artist
Art Educator
Art Volunteer
Creative Giving: A Collective Narrative . Study of Motivations, Training and Retention of Art Volunteers
Artist: Shepard Fairey
Art volunteers “directly and indirectly, may bolster the morale of groups to create unity and social solidarity and also may create awareness of social issues and lead to social change� (Chalmers, 1974, p.21). Chalmers, F.G. (1974). A cultural foundation for education in the arts. Art Education, 27(1), 20-25.
Rational Giving of oneself is valuable because it opens one up to meaningful experiences and relationships. In a consumer driven world, experiences of giving remind us that there is more to life than acquiring things, positions, and prestige.
Connections
-Art education Communities -Museums
-Community Art Centers
Ricci Justis
Research Questions 1. What drives people to volunteer with art organizations?
2. What do organizations do to help prepare art volunteers to work in their programs?
3. What keeps art volunteers coming back to volunteer with the arts organization? Ricci Justis
Literature Review
Considerations that lead to
volunteer retention due to experience satisfaction 1.Volunteer motivations
2.Transformational leadership 3.Volunteer Training
Art volunteers completing a beautification project for their community.
Summary of Research Methods Collective Narrative Study
Ricci Justis This approach allows narratives to exemplify what art volunteering encompasses.
IRB approval is required: expedited. Boote, D. N., & Biele, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15. Clary, E.G, Snyder, M., Ridge R.D., Copeland J., Stukas, A. A., Haugen, J., & Miene, P. (1998).Understanding and assessing the motivations of volunteers: a functional approach. Journal of Personality and Social Psychology, 74(6), 1516-1530. Meier, M.E. (in press). Narrative inquiry: Revealing experience in art education. Accepted for publication in the forthcoming book, Practice theory: Seeing the power of teacher researchers. (Eds.). M. Buffington & S. Wilson McKay. National Art Education Association. Reston, VA. Retrieved from: http://www.memeier.com/wp-content/uploads/2012/02/Meier-2009-Narrative-Inquiry-Practice-Theory-Book-Chapter.pdf
Yin, R.K. (2012). Case study Methods. In H. Cooper (Ed.), APA Handbook of research methods in psychology: Vol.2 research designs (pp.141-155). doi:10.1037/13620-009
Data Collection Over a period two months, during multiple occurrences, the following activities will be documented in a searchable method matrix for later analysis:
Semi-structured interviews on site, emails, and phone calls Follow-up interviews to respond to information unique to each respondent Observations from on site visits, emails, and phone calls will be noted in a field book Photographs will be taken on site
Organizational literature will be read These approaches allow plot lines to organically emerge as “events unfold in a story� (Meier, 2009, p.4).
Data Analysis I will create and use a method matrix and appendices based on Yin’s (2012) advice to organize data so I can logically piece together evidence for broader themes.
These broader themes will be illuminated by the narratives that I uncover in “particular stories situated in particular contexts� (Meier, 2009, p.7).
Resulting Product
I will create an ISSUU publication sharing narratives informed by data to illuminate and contextualize the top things to know about art volunteers motivations, training, and retention.
Examples of ISSUU online publications
To DO: Fine Tune Methods Matrix
What’s Next?
Make Multiple Copies: Question Appendices Consent Form Informational Outline Create “Go Pack”: Field Book Ipad Android Document Copies Prepare Thank You Cards Meet with Committee Receive IRB Consent Finish Capstone Set Presentation Dates Give Presentation………..Graduate and Fly!
Ricci Justis