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A Study of Integrated Curriculum Jennifer Ruth Jones Doster

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A Study of Integrated Curriculum Jennifer Ruth Jones Doster Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2004 Co-Study Art Education: A Study of Integrated Curriculum Jennifer Ruth Jones Doster Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY SCHOOL OF VISUAL ARTS AND DANCE CO-STUDY ART EDUCATION: A STUDY OF INTEGRATED CURRICULUM By JENNIFER RUTH JONES DOSTER A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2004 Copyright 2004 Jennifer Ruth Jones Doster All Rights Reserved The members of the Committee approve the dissertation of Jennifer Ruth Jones Doster defended on July 2, 2004. Tom Anderson Professor Directing Dissertation Emanuel Shargel Outside Committee Member Fanchon Funk Committee Member Marcia Rosal Committee Member Approved: Marcia Rosal, Chair, Department of Art Education Sally McRorie, Dean, School of Visual Arts and Dance The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGEMENTS My husband, Dr. Henry Clay Doster, gave me the enthusiasm and continuing support needed to embark on and finish this research project. He together with my son, Henry Jared Doster, and my mother, Ruth B. Jones, unselfishly gave me the love and freedom necessary to achieve this goal. Jean Warren was an integral part in the development of the Co-Study Curriculum and her loyalty as well as her creative thinking were foundational to the completion of this dissertation. Further, Karen Collins and Myra Crews were willing and enthusiastic supporters of the Co-Study Curriculum process. Dr. Tom Anderson, major professor, and committee members, Dr. Emanuel Shargel, Dr. Fanchon Funk, and Dr. Marcia Rosal, contributed their patience and wisdom, which were needed to bring the story of Co-Study to fruition. Also, thank you to Dr. Penelope Orr for her insights. The presence and contributions of many others have shaped the telling of this story. I sincerely appreciate each person who made a contribution. iii TABLE OF CONTENTS List of Tables………………………………………………………………………. viii List of Figures……………………………………………………………………… ix Abstract……………………………………………………………………………. x I. INTRODUCTION………………………………………………………………. 1 Background of the Study…………………………………………………… 2 The Role of Art…………………………………………………………….. 6 Statement of the Purpose…………………………………………………… 14 Statement of the Problem…………………………………………………... 14 Research Questions………………………………………………………… 14 Objectives of the Study……………………………………………………. 15 Significance of the Study………………………………………………….. 15 Overview of Methodology………………………………………………… 16 The Researcher…………………………………………………….. 17 The Setting…………………………………………………………. 18 Research Population…………………………….............................. 18 Limitations…………………………………………………………………. 19 Pilot Study…………………………………………………………………. 19 Definitions of Key Terms………………………………………………...... 20 Summary…..………………………………………………………………. 20 II. REVIEW OF LITERATURE………………………………………………….. 22 Brain Based Learning……………………………………………………… 23 Memory……………………………………………………………. 30 Right Brain and Left Brain………………………………………… 32 Learning Styles…………………………………………………….. 34 Cognitive Developmental Theory…………………………………………. 36 Gardner……………………………………………………………. 37 Vygotsky…………………………………………………………... 41 Learning In and Through Art……………………………………………… 43 Facilitation of Learning……………………………………………. 43 Art and Cognition………………………………………………….. 49 Learning Theory…………………………………………………………… 54 Behaviorism……………………………………………………….. 55 Constructivism…………………………………………………….. 57 Behaviorism Versus Constructivism………………………………. 59 Perception………………………………………………………….. 61 Expert Learning System…………………………………………… 63 Summary…………………………………………………………… 64 Philosophical Foundations…………………………………………………. 65 iv Idealism…………………………………………………………….. 67 Realism…………………………………………………………….. 70 Intuitionism………………………………………………………… 72 Alfred North Whitehead…………………………………………… 74 Pragmatism ………………………………………………………... 75 Existentialism……………………………………………………… 79 Integrated Curriculum……………………………………………………… 81 Rationale for Integrated Curriculum………………………………. 81 Describing Integrated Curriculum…………………………………. 84 Florida Curriculum Framework……………………………………. 91 Art Education and Integrated Curriculum…………………………. 92 School Improvement Research Series (SIRS)……………..………. 96 Research on Models Using Integrated Curriculum………………… 98 Polar Versus Holistic (Integrated) Curricula………………………. 105 A Definition of Integrated Curriculum…………………………….. 107 Art and Integration…………………………………………………. 108 III. RESEARCH DESIGN……………………………………………………….... 110 My Own Experience with Art and Integration…………………………….. 111 Overview of the Design of this Study……………………………………… 113 Rationale for the Research Methodology………………………………….. 114 Action Research……………………………………………………. 115 Researcher’s Qualifications and Role……………………………………… 116 Research Context…………………………………………………………... 117 Research Population……………………………………………………….. 118 Description of the Co-Study Curriculum Art Activities…………………... 118 Overview of the Treatment Procedure…………………………….. 119 Instruments Used in Data Collection……………………………………… 138 Co-Study Impact Survey…………………………………………… 140 Art Attitude Survey………………………….…………………….. 141 Student Interviews…………………………………………………. 141 Teacher Researcher Observations…………………………………. 143 Administration of the Study……………………………………………….. 143 Data Analysis and Display………………………………………………… 144 Testing of the Research Questions………………………………………… 146 Research Question #1……………………………………………… 146 Research Question #2……………………………………………… 146 Supporting Documentation………………………………………………… 147 Summary…………………..………………………………………………. 147 IV. PILOT STUDY………………………………………………………………. 148 The Co-Study Story……………………………………………………….. 148 Profile of Jean Warren…………………………………………….. 153 1998-1999 School Year……………………………………………. 163 1999-2000 School Year……………………………………………. 169 Karen Collins and Myra Crews……………………………………. 173 v 2000-2001 School Year……………………………………………. 181 2001-2002 School Year……………………………………………. 182 2002-2003 School Year……………………………………………. 188 V. RESULTS, CONCLUSIONS, AND IMPLICATIONS FOR PRACTICE AND FURTHER RESEARCH………………………………………………. 199 Research Questions………………………………………………………... 200 Research Question #1…………………………………………….... 200 Research Question #2……………………………………………… 200 Research Results of Quantitative Data…………………………………….. 200 Research Question #1……………………………………………… 200 Research Question #2……………………………………………… 206 Research Results of Qualitative Data……………………………………… 211 Student Interviews…………………………………………………. 211 Relevant Student Responses to Research Question #1……. 211 Pilot Study Student Responses, Research Question #1……. 220 Relevant Student Responses to Research Question #2…….. 223 Pilot Study Student Responses, Research Question #2……. 226 Teacher Researcher Observations……….………………………….226 Relevant Observations, Research Question #1…………….. 248 Pilot Study Teacher Observations, Research Question #1… 249 Relevant Observations, Research Question #2…………….. 249 Pilot Study Teacher Observations, Research Question #2… 250 Co-Study Curriculum Support of Sunshine State Standards………. 250 Interpretation of the Findings…………………………………….... 252 Overview of Perceived Learning Through Visual Arts Enhancement of Social Studies…………………….. 253 Overview of Attitudinal Shifts Toward Art Due to the Co-Study Curriculum……………………….. 254 Performance Overview…………………………………….. 254 Reflective Overview by the Researcher…………………… 255 Implications for Art Educators…………………………………….. 255 Suggestions for Additional Research……………………………… 258 APPENDIX A, SURVEY INSTRUMENTS……..……..………………………… 259 A-1 Co-Study Impact Survey A-2 Art Attitude Survey APPENDIX B, PILOT STUDY INTERVIEWS………..………………………… 263 Pilot Study Interviews: Teachers B-1 Interview Guide B-1a Jean Warren (Interview #1) B-2 Interview Guide B-2a Jean Warren (Interview #2) B-3 Interview Guide B-3a Jean Warren (Interview #3) vi B-4 Interview Guide B-4a Karen Collins B-5 Interview Guide B-5a Myra Crews Pilot Study Interviews: Students B-6 Interview Guide B-7 Alecia B-8 Charles B-9 Christina B-10 Crystal B-11 Elizabeth B-12 Jackson B-13 Kellie B-14 Michael B-15 Samantha APPENDIX C, PRESENT STUDY INTERVIEWS.……………………………… 377 C-1 Interview Guide Student Interviewees C-2 Anna C-3 David C-4 Ernest C-5 James APPENDIX D, STUDY APPROVAL FORMS…………………………………… 419 D-1 Human Subjects Committee Approval Memorandum D-2 American History and Art Co-Study Parental Consent Form for Minors D-3 American History and Art Co-Study Youth Assent Form D-4 Bay District Schools Permission to Conduct the Study APPENDIX E, CONTACT & FEEDBACK INFORMATION……………………. 425 E-1 Contact & Feedback Information REFERENCES………………………………………………………………………427 BIOGRAPHICAL SKETCH………………………………………………….……. 436 vii LIST OF TABLES 1. Art Attitude Survey, Pre/Post-assessment Shifts in Attitudes Toward Art, Doster’s Co-Study Class………………………………………………………. 209 2. Art Attitude Survey, Pre/Post-assessment Shifts in Attitudes Toward Art, Warren’s Co-Study Class……………………………………………………… 210 3. Co-Study Impact Survey, Curriculum Component(s) Contribution to Achieving Sunshine State Standards……………….……………………… 251 viii LIST OF FIGURES 1. Example of Gestalt Diagram of Cultural Universals……………………………. 62 2. American History & Art Co-Study Grade Improvement………………………. 165 3. Attendance Comparison…………………………………………………………173 4. Co-Study Impact Survey, Percentage Distributions of Student Responses by Survey Statement, Cumulative Data from Doster’s & Warren’s Classes……….202 5. Co-Study Impact Survey, Student
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