Ch. 3 in What works - exercises 

Question - How is an art class differentiated for all students to meet their needs?How or Why do students respond differently in art?

>What sources so I know already that I might consult?
Course books form special education courses I've taken at MU


>What people might I ask or contact as resources?
Dr Kathy Unrath, Jo Stealey, Dr. Cathy Thomas, Dr. Virginia Pfannenstiel


>Where would I go to find out more?
website - www.southernct.edu - Special Education & the Arts
website - www.arteducators.org - National Art Education Association
website - www. maea.net - Missouri Art Education Association

Google-ography - key words - differentiated insruction lesson plans art
art lesson differentiation - paulcarneyarts.com/differentiation.html

TES > the largest network of teachers in the world
- community.tes.co.uk/forums/t/70815.aspx


Vpfannen@columbia.k12.mo.com - Dr. Gennie's Email important not to loose
Gennie was a Special Education Teacher for years before she got her doctorate and started teaching art.


http://sycamoreartschool.com/PDF/Independent-Project_DeborahGustlin.pdf
Curriculum Based Integrated Art:
Improving Learning & Social Skills for Autistic Spectrum Students
February 22, 2011


http://www.units.muohio.edu/aisorg/pubs/issues/26_Watson.pdf
ISSUES IN INTEGRATIVE STUDIES


http://artsforlearning.wordpress.com/





http://www.aeideas.com/text/articles/integratewithintegrity.cfm
Integrate With Integrity: Music Across the Curriculum

by Dr. Susan Snyder April, 1999

http://www.neiu.edu/~middle/Modules/science%20mods/amazon%20components/AmazonComponents3.html
Arts integration is not a substitute for teaching the arts for their own sake. We are champions of art specialists in the schools, and recognize the need to add to their forces in cities across the country. 

Working Bibliography

Need to look for books, current books, and not from ten or twenty years ago. Some of the sources I've looked up were interesting but not really helpful in terms of the study I want to create.  Like: the TES website, which is for all teachers, the MAEA is much more specific for what I would be teaching.  I need to talk with Gennie about her experiences with changing lesson plans and the different ways students respond to subjects, like;  if students preform poorly in math, science, reading but get all A in art.  There was an article I read in SPED 7020 last semester about students performance in different subjects and the possible causes of drastic changes in students abilities in art, Need to find that article. 

Explore Trial Questions - After class and questions we came up with in the small groups I want to think about these questions:
What is causing the drop in satisfaction among teachers,
why are new teachers and seasoned teachers alike having feeling unhappy,
what do art teachers identify themselves as first, artists, teachers, teachers artists,
is there a separation between the selves of a teacher, just as a woman can be a professional and a mother can art teachers also be practicing artist and good teachers at the same time.  Or is there a constant fight over time, there is only 24 hours in a day.  Do teachers also get a day of rest.
What if any benefit will these questions being asked have for students.  Is there an easy answer to why a 20% drop in job satisfaction has occurred in the last 4 years among teachers.  Are the students also feeling increasingly unhappy with their school environment, more so than the normal adolescent melodrama. 
Can finding a balance in the lives of teacher artist, and artist teachers make a impact on students cross the board.  What I mean is would this research be worthwhile to anyone but me. 

Asking Tougher questions -
Ethical issues - I don't foresee any ethical issues with these questions but I honestly don't how my peers might see it
Who best served by this study - I would hope in the end the students and teachers alike will benefit.  When there is balance one place it should spread to another. 
Who affected or hurt and how - one way I see people getting hurt by this study is if the process of reassessing a life's work and practice shows the flaws that were always there undermines what good might come out of the assessment.  If that makes any sense.  
What hidden biases and assumptions - For me I feel like I am continually struggling with myself for time.  Time to clean, time to sleep, time to draw, time to see friends, time to see my cat for goodness sake and she lives in my house, I feel like I have no balance between being a student and future professional, someone trying to pay the bills, and an artist.  The artist is what seems to suffer and it sucks. If  I were to do some kind of research about this and in the end only find balance for my own life, I would still want to do it. 
To change or not to change - With the right questions asked in the right way this could be a valuable research project, I hope. 
Do art teachers feel a balance in the work lives, a lack of self-efficacy in personal life negatively affects professional life and vice versa.


Why do a job if you don't get any satisfaction out of it?  What causes a lack of satisfaction, and can it be changed.  Can teachers be satisfied if they are always making concessions of their needs?

So I must apologize to everyone I don't know what happened with my post, but for some unfortunate reason it was empty.  I am going to recreate what I wrote the first time around and hope it still makes sense.

To begin I don't have a class of my own yet, I'm a little unsure how to approach this process.  I am going to reference situations form my field experiences of the last year and conversations I've had with my field teacher

Situations which cause tension in the classroom - perceived support vs. actual support from administration and faculty, undermining the authority of a teacher from a superior, being unsure of boundaries - i.e. when/how do you get involved in a student's home life situation if it spills over into the classroom environment

Research Questions that interest me -

How is integration being used in art education?

How are integrated arts being used in schools?

What makes integrated arts curriculum effective?

What do I know about this topic vs. what I want to find out - 

I've been reading the journals; Journal of Special Education Technology, National Art Education Association, Teacher Education and Special Education, Visual Art Research, and Studies in Art Education, for a Research project from my Special Education course last semester.  These journals have more information than I personally have been able to sort through, what I need is a way to weed out what information is useful or not for my study.  Building upon the proven research techniques of previous teachers will help guide my own research.  

Prepwork for legwork - 

Seeings as how I don't have my own class yet if I make a habit of writing in a journal every night or daily writing down my thinking process now I will already have a routine established from which I will be able to build on when I do have a class. 

Problem solving in my daily life - 

Persistence and perseverance, if I don't know how to fix something I call my dad, if I don't know how to fix a problem in my artwork I make it up till I figure it out, if I don't know who to do something at work I consult my boss.  Trial and error, short term fixes until I learn a better more permanent solution.

Outcome of my research - 

I would hope the outcome would be a better learning environment for my student and more confidence in myself as a teacher.  AND I want to get my masters :)

Strengths vs Weaknesses - 

One of the biggest strengths I can think of is that I am have amazing faculty at MU and contacts I have made in the Columbia area that I can turn to (AMAZING!)

On the weaknesses side the list is pretty long.  I feel completely out of my depth even hypothesizing about any research I will someday be conducting.  

Giving up would be a truly disastrous outcome.

My potential as a working researcher - 

Before I can really sit down to right a paper I have to have my desk, room, apartment in order.  Some might call it OCD but I have to know where things are before long before I anticipate needing them so that when I do need them I don't have to get sidetracked in looking something.  I would hope that my classroom is the same.  Organized chaos if need be but organized all the same.  

I like to make list or tasks to be accomplished so that once they are done I can physically check them off and move onto something else.   

I know from past experiences I procrastinate, I also know I can form new habits to over come my shortcomings.  If I can quit smoking than I can make myself get out of bed every day an hour earlier and have more time to plan out my day to accomplish my tasks and achieve my goals. 

Prepwork for homework - 

I don't have a writing process, not really.  I know it doesn't come easy to me the way artwork does.  I have really only written papers for my teachers never for a publication or any kind of formal genre.   I have am million questions about research writing.  from where to start down to how to end and everything in the middle.  As far as what to do with my research once the whole project is done, if it's any good at all I want to be able to share it with my future collages.  If this project helps me become a better teacher than I want to be able to pass that knowledge onto others who might need it.  

Material Culture in Contemporary Art and Design,
by Nancy House from Matter Matters