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Research Proposal

Kelsi Brosnahan
Visual
Thinking
Strategies
between
Peers
Problem
Utilizing VTS in a traditional manner can be beneficial for
students visual growth, however there is no extensive look at
how students using VTS on peers artwork can benefit their
growth. There is a hole in the information in how students
utilize VTS on each other that needs to be explored further.

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How does utilizing visual
thinking strategies for peer
reflecting develop a deeper
understanding for ones art
process and product at the
elementary level?

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Sub-questions
How is the process of a students art making developed
through peer VTS?
Does peer VTSing affect the final product of a students
art piece?
Would VTSing peers art pieces produce an ownership
for one's own piece and art program?

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Definition of terms
Grounded Theory - a Case Study - qualitative
procedural approach to study to gain
collect and analyse understanding
qualitative data characterized by
Ontology - philosophical intensive descriptions
study of the nature of and analysis of a single
being, becoming, existence, unit or bounded system.
or reality, as well as the
basic categories of being
and their relations Art Based - the
systematic use of the
Epistemology -
artistic process
investigation of what
distinguishes justified
belief from opinion. 6
Assumptions
× Students will invest in × The information shared
their own pieces of art will be respectful and
× Students will start to honest
invest in each others × This reflecting will
art pieces impact the quality of art
× Students will have a being produced
sincere interest in their × Overtime the impact of
artistic process the quality of student
responses will rise

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Limitations
× Time with students × Fitting in the
over the summer curriculum timeline
× Students that are × Resources
absent or miss VTS × Subject matter
times with peers
× Which grade levels
this can be used in

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Literature
Literature review
The Art of Engaging Cultivating Potential Visual Thinking
Young Men as Writers Harvesting Wisdom: An Strategies
By Mary Franco and A/R/Tographerical By Philip Yenawine
Illumination of
Kathleen Unrath
Mentorship
By Kathleen Unrath and Awaking Socially Just
Visual Thinking Amy Roupp Mindsets Through Visual
Strategies = Creative and Thinking Strategies and
Critical Thinking Diverse Picture Books
By Mary Moeller and By Angie Zapata and
Kay Cutler and Dave Misha Fugit and Daryl
Fiedler and Lisa Weier Moss
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Theoretical
Framework
Students can develop a deeper understanding of
their artistic process and their artwork from VTSing
their artwork with their peers. This can be done
through the use of a grounded theory method,
collecting the data first to see the trends of
development through the process.

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Methods/Analysis
Research Design
Qualitative descriptive case study

Grounded Theory Case Study


× Social world × Bounded system
× Generating a theory Arts based
to understand a
× Art practices
phenomenon
× Artmaking
× Collected data
× Art Criticism
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Data Sources
Video of peer VTSing Student visual journals Surveys
× Recording the × Students will use × There will be a pre
interactions their journals to and post survey
between the record their for students to fill
students as they process and their out, this will show
VTS each other thinking from the were their own
pieces of artwork start to the identity as an
finished product artist stands
including their
VTS discussions

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Instrumentation/Tools
× Video Taping
× Visual Journals
× Written statements
× Interviews
× Audio
× Video
× Questionnaires

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Data Collection
Procedures
× Peer VTS Video recordings
× Observation
× Interviews
× Students written statements
× Questionnaires

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Data Analysis
Coding data Grounded theory Survey
× Looking for × Builds from the × Quantitatively
related patterns coding data by looking at the
and information bringing a logical percentages from
and categorizing verification of a the answers to see
from recorded substantive where the
VTS sessions theory students fall in
their thinking

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Possible Findings
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References
Buffington, M. L., & McKay, S. W. (2013). Practice Theory: Seeing the power of art teacher researchers. Reston, VA: National Art
Education Association.

Franco, M., & Unrath, K. (2014). Carpe Diem: Seizing the Common Core with Visual Thinking Strategies in the Visual Arts Classroom. Art

Education,67(1), 28-32. doi:10.1080/00043125.2014.11519255

Franco, M. J., & Unrath, K. (2015). The Art of Engaging Young Men as Writers. Art Education,68(3), 26-31.

doi:10.1080/00043125.2015.11519319

Miraglia, K. M., & Smilan, C. (2014). Inquiry in action: Paradigms, methodologies, and perspectives in art education research. Reston, VA:

National Art Education Association.

Moeller, M., Cutler, K., Fiedler, D., & Weier, L. (2013). Visual thinking strategies = creative and critical thinking. Kappan,95(3), 56-60.

Retrieved June 14, 2018.


References
Olsen, N., & Rizak, S. (n.d.). GROUNDED THEORY. Retrieved June 14, 2018, from https://groundedtheory.weebly.com/

Unrath, K., & Ruopp, A. (2016). Cultivating potential-harvesting wisdom: An a/r/tographical illumination of mentorship. Visual

Inquiry,5(3), 433-447. doi:10.1386/vi.5.3.433_1

Yenawine, P. (2013, November). Visual Thinking Strategies: Learning How to Teach With Art ... Retrieved June 14, 2018, from

https://www.utne.com/arts/learning-how-to-teach-with-art-ze0z1311zbla?PageId=1#axzz2kgQeZ4cs

Yenawine, P. (2014). Visual thinking strategies: Using art to deepen learning across school disciplines. Cambridge, MA: Harvard

Education Press.

Zapata, A., Fugit, M., & Moss, D. (2017). Awakening Socially Just Mindsets Through Visual Thinking Strategies and Diverse Picturebooks.

JOURNAL OF CHILDREN’S LITERATURE,43(2), 62-69. Retrieved June 14, 2018.