James Madison University JMU Scholarly Commons Masters Theses The Graduate School Summer 2014 The effects of constructive language instruction and cooperative learning on the quality of artwork at the middle level Laura Allison Thompson James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/master201019 Part of the Art and Design Commons Recommended Citation Thompson, Laura Allison, "The effects of constructive language instruction and cooperative learning on the quality of artwork at the middle level" (2014). Masters Theses. 348. https://commons.lib.jmu.edu/master201019/348 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. The Effects of Constructive Language Instruction and Cooperative Learning on the Quality of Artwork at the Middle Level Laura Allison Thompson A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts in Art Education School of Art, Design, and Art History July 2014 Dedication I dedicate this thesis to my amazingly supportive husband, Aaron, whose counsel, patience, and encouragement sustained me throughout this arduous, yet deeply fulfilling, process. ii Acknowledgements I would like to thank my committee chair, Dr. Karin Tollefson-Hall, for her encouragement, support, and reassuring words throughout my research. I would also like to thank Dr. Mary Beth Cancienne for providing much needed guidance through the development of my research questions and data collection processes. Lastly, thank you to Dr. Katherine Schwartz, for participating in my graduate studies and serving on my committee. I have grown immensely as both scholar and art educator during this experience, and for that I express my sincere appreciation to family, friends, colleagues, and art educators whom made this thesis possible. iii Table of Contents Dedication ............................................................................................................................................... ii Acknowledgements ............................................................................................................................... iii List of Tables ......................................................................................................................................... vi List of Figures ...................................................................................................................................... viii Abstract .................................................................................................................................................. ix I. Introduction ..................................................................................................................................... 1 A. Background of the Study ........................................................................................................ 1 B. Statement of the Problem ....................................................................................................... 5 C. Statement of Need ................................................................................................................... 6 D. Research Questions .................................................................................................................. 7 E. Assumptions .............................................................................................................................. 7 F. Limitations ................................................................................................................................. 7 G. Definition of Terms ................................................................................................................. 8 H. Procedural Overview ............................................................................................................... 9 II. Review of the Literature ............................................................................................................... 12 A. Learning Theories and Practice in the Middle School Art Room .................................. 12 B. Cooperative Learning in the Middle School Classroom .................................................. 14 C. Cooperative Learning in the Art Classroom ...................................................................... 18 D. The Importance of Dialogue in Education ....................................................................... 25 E. Explicit Instruction in Constructive Language ................................................................. 30 F. Dialogue in the Art Classroom ............................................................................................ 32 G. Assessing the Quality of Middle School Artwork............................................................. 34 III. Methodology .................................................................................................................................. 38 A. Design....................................................................................................................................... 38 B. Research Questions ................................................................................................................ 39 C. Sample ...................................................................................................................................... 39 D. Context of Study ..................................................................................................................... 39 E. Preparation of the Assignment ............................................................................................ 40 F. Role of the Researcher .......................................................................................................... 40 G. Procedure ................................................................................................................................. 40 H. Instrumentation ...................................................................................................................... 44 I. Data Analysis ........................................................................................................................... 44 iv IV. Results and Interpretations .......................................................................................................... 46 A. Numerical Data ....................................................................................................................... 46 B. Pre- and Post-Intervention Surveys .................................................................................... 47 C. Quality of Art Rubric Scores ................................................................................................ 57 D. Individual Student Observations: Symbolic Self-Portraits .............................................. 77 E. Group Observations: Constructive Language Videos ..................................................... 81 F. Group Observations: Theme Team Collaborative Paintings ......................................... 84 G. Individual Artist Statements ............................................................................................... 108 V. Conclusions and Recommendations ........................................................................................ 112 A. Research Question 1 ............................................................................................................ 112 B. Research Question 2 ............................................................................................................ 115 C. Recommendations for Further Studies............................................................................. 116 VI. Appendices ................................................................................................................................... 118 A. Parental Consent Form ....................................................................................................... 118 B. Student Assent Form ........................................................................................................... 120 C. Cooperative Learning Survey ............................................................................................. 121 D. Quality of Art Rubric ........................................................................................................... 122 E. Symbolic Self-Portrait Lesson Plan ................................................................................... 123 F. Symbolic Self-Portrait Worksheet Packet ........................................................................ 127 G. Constructive Language Video Lesson Plan ..................................................................... 132 H. Constructive Language Video Worksheet ........................................................................ 134 I. Constructive Language Video Assessment ...................................................................... 136 J. Theme Teams Lesson Plan ................................................................................................. 138 K. Asset Inventory ..................................................................................................................... 141