Month: December 2015

Categories
Literature Review

LR 11: Whatever Happened to the Jock, the Brain, and the Princess?

Barber, B., Eccles, J., & Stone, M. (2001). Whatever Happened to the Jock, the Brain, and the Princess? Young Adult Pathways Linked to Adolescent Activity Involvement and Social Identity. Journal of Adolescent Research, 16(5), 429-455. Retrieved November 19, 2015, from SageJournals.

Keywords: 

identity, crowds, activity, participation, adolescent

Abstract:

This study states that participation at grade 10 high school activities predict later substance use, psychological adjustment, and educational and occupational outcomes. Prosocial activity participation predicts lower substance use and higher self-esteem and an increased likelihood of college graduation. Performing arts participation predicts more years of education as well as increases drinking between ages 18-21 and higher rates of suicide attempts and psychologist visits by age 24. Sports participation predicts positive educational and occupational outcomes and lower levels of social isolation but also higher rates of drinking.

Relevance:

Identity is formed through the activities one partakes in.

Quotes:

“Together, peer group membership and activity involvement are linked to identity exploration and to a sense of belonging to a particular type of peer group and having a particular activity-based persona.” (431)

“…adolescents choose crowds to a certain extent but that they also are to some extent assigned to crowds by peers in recognition of their behavioral choices and personalities (Brown, 1989, 1990). (450)

“…through both identity and participation in the activities associated with the crowd, adolescents may consolidate specific skills, attitudes, values, and social networks that have a far-ranging impact on the transition to adulthood.” (453)

Problems:

Does not discuss about those into visual arts, but instead the performing arts.

Categories
Literature Review

LR 10: The Role of Classroom Assessment in Teaching and Learnin

Shepard, L. (2000). The Role of Classroom Assessment in Teaching and Learning. (CSE Technical Report 517). CA: CRESST/University of Colorado at Boulder.

Keywords: 

assessment, self-evaluation, learning, teaching, scaffolding

Abstract:

Ideas from the past about inherited ability, tracked curricula, atomistic conceptions of knowledge, and “scientific” measurement, are beneficial to all students’ learning. Instead, Shepard suggests that form and content must be changed to better represent important thinking and problem-solving skills in each of the disciplines (observations, oral questioning, significant tasks, projects, demonstrations, collections of work, and students’ self-evaluations). Students and teachers should also collaborate in assessing prior knowledge, probing apparent misconceptions, and resolving areas of confusion. Students should engage in self-assessment to develop metacognitive skills by learning to apply the standards that define quality work in a field to their own work, and teachers should demonstrate their own willingness to learn by explicitly using assessment data to evaluate and improve instruction.

The author presents portfolios as a useful tool in assessment by which students can set goals, review their work, and develop criteria in selecting pieces, learning to evaluate strengths and weaknesses, and gaining experience in communicating their purposes and judgements to others. However, teachers should use a variety of assessment tools, depending on the context and skill/understanding intended.

Relevance:

Portfolios in art are useful in assessment.

Assessment is a tool to view instead of to judge student learning.

This article is written for preservice teachers.

Link to the direction of the new curriculum?

Quotes:

“To support generalization and ensure transfer, that is, to support robust understandings, “good teaching constantly asks about old understandings in new ways, calls for new applications, and draws new connections” (Shepard, 1997, p.27). (22)

“Traditional classroom practices, especially testing practices, and larger societal norms have created environments in which students may not be motivated to take risks, to try hard, or to demonstrate their intellectual competence.” (23)

“For example, if in classroom exchanges students are routinely asked to explain their thinking or to clarify terms, then eventually these habits are internalized and become a part of the thinking process as well as a social norm in the classroom (Hogan & Pressley, 1997). (28)

“… students should be made aware of the pedagogical rationale for the balance of assessments chosen–how do they as a set represent the learning goals for the class.” (48)

“… dynamic assessment can be used as the occasion to teach, especially to scaffold next steps.” (54)

“…assessments should be conducted int he social setting of the group…students are socialized into the discourse of the disciplines and become accustomed to explaining their reasoning and receiving feedback about their developing competence as part of a social group.” (54)

“Finally, students are given an understanding of the assessment process and evaluation criteria as a means to develop their capacity as self-monitoring learners.” (54)

“…the tendency of expert tutors to use indirect forms of feedback when possible was influenced by their desire to maintain student motivation and self confidence while not ignoring student errors.” (59)

 

Categories
Literature Review

LR 9: Edgework

Lyng, S. (1990). Edgework: A Social Psychological Analysis of Voluntary Risk Taking. American Journal of Sociology, 95(4), 851-886. Retrieved December 7, 2015, from JSTOR.

Keywords: 

edgework, risk taking, voluntary, play, control, Marx, Mead, anarchy

Abstract:

In this article Lyng introduces the concept of Edgework, which is a form of voluntary risk taking. The explanation for this is that in an increasingly institutional, systematic and controlled society, some people seek a form of experiential anarchy by participating in forms of play that involve both risk and skill. The concept is built on Marxian and Meadian psychological frameworks on risk-taking behaviour. Lyng differentiates this theory of participation in high risk behaviour in terms of general social psychological variables apart from idiosyncratic motives or personality characteristics.

Relevance:

Explanation on the need for identity search and exploration.

Quotes:

“In abstract terms, edgework is best understood as an approach to the boundary between order and disorder, form and formlessness. ” (858)

“Another category consists of testing the limits of […] mind, as illustrated by […] artists endeavoring to realize their creative potential through intense work schedules.” (858)

“…many participants regard this special “survival capacity” as an innate ability.” (859)

“participants in virtually all types of edgework claim that the experience produces a sense of “self-realization,” “self-actualization,” or “self-determination.” (860)

“Edgeworkers are not typically interested in thrill seeking or gambling because they dislike placing themselves in threatening situations involving circumstances they cannot control” (862)

“… some recognize their “real” selves only in acts of volition, behavior that conforms to high social standards, or the pursuit of institutional goals. In contrast, others see their real selves revealed only in moments of uninhibited behavior, emotional outbursts, or spontaneous expression.” (864)

“Hence, the total self is constituted by both a spontaneous and constrained self, with the character of each dimension reflecting the type of life activity that produces it.” (866)

“…the consumption imperative of the capitalist economy … encourages the development of a consumer-oriented narcissism that rules the lives of many who have the material means to purchase identity-relevant goods.” (870)

“Hence, planning is one of the components of a skillful approach to dangerous situations but is also a prerequisite for getting edgeworkers past more mundane challenges to where the edgework sensations are most intense–where one’s actions are automatic and unplanned.” (875)

Problems:

Mostly about sky divers; not much about artists.

Categories
Literature Review

LR 8: Student Self-Assessment in Higher Education

Falchikov, N., & Boud, D. (1989). Student Self-Assessment in Higher Education: A Meta-Analysis. Review of Educational Research, 59(4), 395-430. Retrieved November 19, 2015, from SageJournals.

Keywords: 

self-assessment, higher education

Abstract:

Research on the closeness of correspondence between self- and teacher marks was conducted through the use of a formula. The factors that played a role were the quality of design of study (agreed criteria, checklist, global judgements, justification, student criteria, tutor criteria, tutor’s solutions) , course level (student experience level) , and area of study (science vs. social sciences and art).  The conclusion is that the training of assessment is crucial in reliable assessment both from the teacher and student’s part.

Relevance:

Art is hard to self assess.

A strong criteria or guideline is necessary in increasing the gap of agreement.

Quotes:

“Life-long learning requires that individuals be able not only to work independently, but also to assess their own performance and progress.” (395)

“…the average self-marker graded higher than approximately 68% of faculty markers.” (420)

“We are defining success as simply relating to the degree of agreement between teacher and student ratings, and take no account of the undoubted learning benefits of many self-assessment schemes.” (425)

“self-assessment may be regarded as a skill and, as such, needs to be developed. It has been suggested that good assessment practice, whether ratings be made by students or by teachers, should include training of assessors.” (426)

“given that experienced teachers are not reliable markers in all situations, then it is, perhaps, unreasonable to expect inexperienced students always to demonstrate reliability.” (427)

Problems:

This study is performed in Higher Education students, which means greater experience from students. This may mean that at a secondary level, self-assessments may be even more unreliable.

Categories
Literature Review

LR 7: Constructing Identities at the Intersections

Jones, S. (2009). Constructing Identities at the Intersections: An Autoethnographic Exploration of Multiple Dimensions of Identity. Journal of College Student Development, 50(3), 287-304. DOI:10.1353/csd.0.0070

Keywords: 

autoethnography, identity, intersectionality, privilege, oppression

Abstract:

This article investigates identity development through the lenses of race, gender, class, sexual orientation, religion, ethnicity, culture, and family background, using the autoethnographic research method. The argument of using this method is to display the multiple layers of consciousness, connecting the personal to the cultural, through evocative stories. The aim of this article is to find the intersectionality, a term rooted in feminist theory, between identity negotiation and perception management. Jones argues that self-authorship is not enough to define identity, when we are also externally defined by the external context from which we draw from to define ourselves. The process included reading, rereading the individual narratives, and writing responses to these narratives to illuminate the particularities and commonalities across individual perceptions of multiple and intersecting identities and to arrive at a collective interpretation. Through the autoethnographic method, Jones argues that intersectionality of identity was researched and presented in a more genuine voice navigating both oppression and privilege.

Relevance:

Complex formation of identity, layers that one must navigate to see somebody’s true identity

Different way of exploring identity based on perceivable difference and oppression

Quotes:

“Intersectionality provides a a heuristic for exploring the relationships between identity categories and individual differences and larger social systems of inequality and thus illuminates the complexities of the lived experience.” 

“Bringing together intersectionality, which necessarily situates identity within larger structures of power and privilege, with self-authorship and its emphasis on holistic development, provides a new theoretical lens to explore developmental understandings of the multiple dimensions of identity.” (289)

“The goal of these conversations was to illuminate the particularities and commonalities across individual perceptions of multiple and intersecting identities and to arrive at a collective interpretation.” (291)

“We found it easier to name our oppressed/marginalized identities, but it also became clear that self-definitions cannot really be considered outside structures of power and privilege and the dynamic interplay between dominant and oppressed identities.” (296)

“Far from fixed and stable, the process of identity construction was consistently described in both contested and fluid terms as the dynamic interplay of managing the perceptions of others and negotiating one’s own sense of self.” (298)

“Individuals from more privileged identities (e.g., White) are able to more closely connect to the internal process of negotiating their social identities and sense of self, whereas participants of colour were expressing the need to manage the perceptions of others–presumably because of how they are treated by others and the realities of the external contexts they must negotiate.” (299)

Categories
Literature Review

LR 6: Assessment, Teaching and Theories of Learning

James, M. (2006). Assessment, Teaching and Theories of Learning. Assessment and Learning, 47-60.

Keywords: 

assessment, learning, theory

Abstract:

In this chapter, James considers the relationship between assessment practice and the ways in which the processes and outcomes of learning are understood. Three theories of learning models are discussed: behaviourist (Pavlov, James Watson, B.F. Skinner, Thorndike), cognitive/constructivist (Chomsky, Simon, Bruner), and situated/socio-cultural/activist (William James, John Dewey, George Herbert Mead). The chapter concludes with a discussion about the feasibility of eclectic and synthetic models of assessment.

Relevance:

Comes down to questions of value to the teacher for decisions about assessment practices for preferred learning outcomes.

Quotes:

“…the learning outcomes of most value to enable human flourishing – as citizens, as workers, as family and community members and as fulfilled individuals – are those that enable them to continue learning, when and where required…”

“There is a need, therefore, for teachers to have a view about the kinds of learning that are most valuable for their students and to choose and develop approaches to teaching and assessment accordingly.” (3)

“Learning involves participation and what is learned is not necessarily the property of an individual but shared within the social group, hence the concept of ‘distributed cognition’ (Salomon, 1993) in which collective knowledge of the group, community or organization is regarded as greater that the sum of the knowledge of individuals.” (10)

“Moreover, if a key goal of learning is to build learning identities then students’ own self-assessments must be central.” (11)

 

Categories
Literature Review

LR 5: Developing criteria rubrics in the art classroom

McCollister, S. (2002). Developing Criteria Rubrics in the Art Classroom. Art Education, 55(4), 46-52. Retrieved December 9, 2015, from Pro Quest.

Keywords: 

Criteria, rubrics, risk taking, assessment

Abstract:

This article explains how rubrics work and are structured, and how these affect the learning process. Students can see their expectations and ask for help where they see they cannot meet a higher standard. This process leads to greater work habits and classroom management. If teachers don’t have the time to develop rubrics with students, there are many other ways teachers can informally draw ideas from the class on what they think is expected on the criteria. The differential approach can also be a way to document growth on the rubric. The limitations of a rubric might be too much guidance, hence lower creativity and risk taking. McCollister warns that rubrics should not be the only assessment method for this reason. All in all, developing rubrics can be rewarding for both teachers and students, but it is essentially one of many assessment strategies for improvement on both the teacher and student’s part.

Relevance:

How to develop a rubric

Importance of other methods

Quotes:

“The rubric can be elastic and responsive and can be created with students and edited collaboratively with students, or it can be developed by the teacher individually.”

“Formative and summative assessments are also present within dialogues, self-evaluation, display, and the group critique.”(47)

“A student with proceduralized knowledge recognizes the possibilities and limitations of the transference of that knowledge and makes appropriate generalizations. Finally students develop metacognition: they think about heir thinking.” (48)

“Other techniques for gathering descriptions of criteria include individual response sheets, written self- and group-generated criteria, student notes from self-evaluation check sheets, or your comments compiled from notes you have written about qualities of finished work at the time of grading.”

“Scoring means marking, assigning the grade, either number or letter, as well as giving descriptive praise and constructive criticism.”

“Extensive use of criteria rubrics can hamper personal responsibility, creativity, and independence. Art teachers and students benefit from the use of varied assessment strategies.” (51)

Resources:

Scoring Rubrics in the Classroom (2001) by McTighe

Proceduralized knowledge:

Implications of Cognitive Psychology for Educational Measurement (1989) by Snow & Lohman

Categories
Literature Review

LR 4: Authentic Rubrics

Huffman, E. (1998). Authentic Rubrics. Art Education, 51(1), 64-68. Retrieved December 7, 2015, from JSTOR.

Keywords: 

Assessment, authentic assessment, rubrics, evaluation

Abstract:

Huffman talks about the benefits of creating an authentic rubric. She was inspired after reading Glasser’s The Quality School Teacher. She involved her students in the rubric making process, so that they could be committed to following her requirements clearly and staying on task. Many processes are documented such as student risks, success, and failures, for assessment. There is also a record of their daily growth, tasks, conduct, and attendance, from which these assessments averages out to the evaluation score. The development of the rubric takes around 45 minutes, right after the practice or research of the unit. Huffman argues that this is a good investment of time because the results are quality artwork, productivity, and fair evaluation.

Relevance:

How to create a fair rubric and evaluation

How to assess performance: daily self and teacher documenting

Average of daily assessments totalling up to evaluation

I can try this method out! Very practical – see diagrams

Quotes:

“…qualitative judgments tend to be subjective.”

“For most teachers, the students’ creative experience is more important than the grade.”

“The content for rubric assessment and evaluation can include knowledge and understanding about the arts, including the student’s personal, historical, cultural, and social contexts for art, and his or her perception, technical, expressive, and intellectual skills. The assessment could take the for of an oral, written, or visual presentation (NAGB, 1994). Written responses provide the student with greater depth in learning. (Johnson & Cooper, 1994). (64)

“Authentic rubrics address affective, creative, and behavioural dimensions, as well as cognitive and psychomotor learning.”

“Affective qualities such as emotions, feelings, beliefs, attitudes and values can be recorded and assessed via rubric.”

“Psychomotor learning can be assessed in the craftsmanship component of the rubric and might include overall dexterity in the use of materials and equipment.” (67)

“The assessment record includes areas for anecdotes, conduct, attendance, problems, and possible solutions.”

“Writing the assessment in pencil emphasizes the temporary nature of the in-process score.”

“The assessment record eliminates virtually all challenges to grades by students or parents by providing clearly documented understanding for the final evaluation.” (68)

References:

The Quality School Teacher (1993) by Glasser

 

Categories
Literature Review

LR 3: Expressing Identity

Collins, F., & Ogier, S. (2012). Expressing Identity: The Role of Dialogue in teaching Citizenship Through Art. Education 3-13, 41(6), 617-632. DOI:10.1030/03004279

Keywords: 

Identity, safe classroom, dialogue, citizenship

Abstract:

This article focuses on a Comenius funded project, Images and Identity (2008-2010), in which six European Union countries explored the cross-curricular links between Citizenship and Art Education with both primary and secondary age pupils Most of the participants are bicultural, enhancing a deeper sense of community as the children uncovered surprising commonalities between each other. Exploratory talk allowed participants to take risks, share ideas, and move into new avenues of thinking. The role of talk and collaboration, facilitated by a safe classroom environment, is evident in fostering identity. As Zander argues, when working on an artistic production, a creative community is established whereby pupils develop a shared meaning through dialogue, which in turn becomes an inherent part of the understanding of their own creative output.

Relevance:

Importance of identity: understanding of oneself and relationships, community

How identity can be explored in the classroom: safe environment, dialogue, art making

Quotes:

Hicks argues, the confidence that children acquire through working collaboratively with their peers and their teacher develops a positive self-esteem, amongst other interpersonal skills, as the children feel able to identify their ideas and to voice their own opinions. These skills can be seen as essential in developing a sense of oneself in society. (619-20)

This [assumption making exercise] supplied a very good starting point for further exploration of stereotypical views and children’s later independent research in beginning to question their assumptions and knowledge about Europe. (622)

They were able to communicate their understanding from previous discussions, and their own developing awareness of themselves, within a wider community. (625)

Through this activity the children came to realise that they had multiple identities: an individual identity; a family identity; class/group identity; a school identity; a national identity and a EU identity. (629)

Artists Mentioned:

Gillian Wearing and Cindy Sherman

Problems:

Primary school case study.

Europe based but can easily be translated to Canadian culture.

Categories
Literature Review

LR 2: Assessing Students’ Progress and Achievements in Art

Zimmerman, E. (1992). Assessing Students’ Progress and Achievements in Art. Art Education,45(6), 14-24. Retrieved November 19, 2015, from JSTOR.

Keywords: 

authentic assessment, diversity, authentic assessment criteria, authentic assessment measures

Abstract:

Standardized tests do not require judgment, analysis, reflection, or higher level skills needed for generating arguments and constructing solutions to problems. The best way to make inform judgements and assessments are from teachers who see the progress and achievements of the student longitudinally like in elementary school. Students also come from diverse backgrounds from which standards usually focus on the deficiency rather than the wealth of knowledge and culture it can bring to the class. According to  Archibald, Newman (1988), and Wiggins (1989), authentic assessment is evaluating students on disciplined inquiry, considering knowledge and skills holistically, valuing student achievement in and of itself, processes and products of teaching and learning, educating students to assess their own achievement in consort with peers, expecting students to present and defend their work orally and publicly. They also provide measures of authentic assessment.This article focuses on evaluating the effectiveness of IU Summer Arts Institute in implementing authentic assessment through a variety of different forms and methods, instead of grading. The insight seen in the teacher journals validate and value each student’s work, while providing insight on the learning on the teacher’s part. Authentic assessment demonstrates whether both students and teachers have met their educational goals and what areas need improvement.

Relevance:

Authentic assessment evaluation criteria

Authentic assessment measures: teacher journals, interviews, teacher student parent counsellor evaluations, evidence of learning

Student performance without grades

Quotes:

“Authentic assessment of students’ progress and achievement in art is a powerful means of demonstrating whether students and teachers have met their educational goals and what areas still need improvement.” (24)

Problems:

Not in public school context.

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