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Facilities and equipment in use in secondary art programs in British Columbia 1989

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FACILITIES AND EQUIPMENT IN USE IN SECONDARY ART PROGRAMS IN BRITISH COLUMBIA by TIMOTHY JOSEPH VARRO Ed (Secondary) U n i v e r s i t y o f B r i t i s h Columbia 19 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF ARTS i n THE FACULTY OF GRADUATE STUDIES V i s u a l and Performing A r t s i n E d u c a t i o n We a c c e p t t h i s t h e s i s as conforming t o the r e q u i r e d standard THE UNIVERSITY OF BRITISH COLUMBIA A p r i l 1989 © Tim V a r r o 1989 In p r e s e n t i n g t h i s t h e s i s i n p a r t i a l f u l f i l m e n t o f the requirements f o r an advanced degree a t The U n i v e r s i t y o f B r i t i s h Columbia, I agree t h a t the L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e f o r r e f e r e n c e and study. I f u r t h e r agree t h a t p e r m i s s i o n f o r e x t e n s i v e c o p y i n g of t h i s t h e s i s f o r s c h o l a r l y purposes may be granted by the Head of my Department o r by h i s or her r e p r e s e n t a t i v e s . I t i s understood t h a t copying or p u b l i c a t i o n o f t h i s t h e s i s f o r f i n a n c i a l g a i n s h a l l not be allowed without w r i t t e n p e r m i s s i o n . T. V a r r o V i s u a l and Performing A r t s i n E d u c a t i o n The U n i v e r s i t y o f B r i t i s h Columbia 2075 Wesbrook P l a c e Vancouver, Canada V6T 1W5 Date: A p r i l 1989 i i ABSTRACT The purpose of t h i s i n v e s t i g a t i o n was t o compile d a t a and i n f o r m a t i o n on equipment and f a c i l i t i e s t h a t might i n d i c a t e the p h y s i c a l c o n d i t i o n s under which a r t i s b e i n g taught i n the secondary s c h o o l s of B r i t i s h Columbia. The survey was conducted u s i n g a q u e s t i o n n a i r e which was r e t u r n e d by 187 secondary s c h o o l a r t t e a c h e r s . ACKNOWLEDGEMENTS i i i I would l i k e t o thank my t h e s i s committee chairman, Dr. Graeme Chalmers f o r the v i t a l support and c l a r i t y o f h i s c r i t i c i s m s g i v e n me throughout my f i n a l y ear o f s t u d i e s and p r e p a r a t i o n o f t h i s t h e s i s . Thanks are a l s o due t o Dr. James Gray, who taught me t h a t i n t e l l e c t need never be opposed, and whose couns e l s u s t a i n e d me through f i v e d i f f i c u l t y e a r s o f p a r t - t i m e course work and t h e s i s p r e p a r a t i o n , w h i l e I was t e a c h i n g f u l l - t i m e . Both t h e i r commentaries and a d v i c e demanded an a t t i t u d e towards r e s e a r c h and s c h o l a r s h i p t h a t would have been d i f f i c u l t f o r me t o a t t a i n otherwise. I would l i k e t o express my a p p r e c i a t i o n t o the B r i t i s h Columbia A r t Teachers A s s o c i a t i o n f o r s u p p o r t i n g t h i s study, and t o P r e s i d e n t Barbara Sunday f o r her i n t e r e s t . I would a l s o l i k e t o thank Ray and Judy Sept and Lora F i n a n f o r t h e i r a s s i s t a n c e and my f a t h e r Joseph Varro, whose wisdom and i n t e g r i t y has i n s p i r e d me throughout my y e a r s o f study. F i n a l l y , I wish t o express my deepest a p p r e c i a t i o n and g r a t i t u d e t o my w i f e L i n d a . T h i s study would not have been p o s s i b l e had i t not been f o r her i n f i n i t e p a t i e n c e , t i m e l y s u g g e s t i o n s , and s t e a d f a s t support. Thank you. i v TABLE OF CONTENTS Page T i t l e Page P r e f a c e A b s t r a c t i i Acknowledgements i i i L i s t o f T a b l e s v i i CHAPTER ONE: 1 A. I n t r o d u c t i o n 1 B. Statement of the Problem 3 C. Research Questions 5 D. D e f i n i t i o n o f the Terms 6 E. General User Requirements 7 1. S i z e 8 2. General F a c i l i t y Design Notes ....... 9 3. General User Requirements 10 4. F a c i l i t y and Equipment Requirements . 10 5. VA2D Drawing and P a i n t i n g F a c i l i t y .. 11 6. VA2D Graphics F a c i l i t y 11 7. VA3D Ceramics, S c u l p t u r e and C r a f t s . 12 F. Design o f the Study 12 G. L i m i t a t i o n s 13 CHAPTER TWO: 14 A. Review of the L i t e r a t u r e 14 B. Review of the Pr e v i o u s Research 17 CHAPTER THREE: Methodologies and Procedures 2 3 A. Research Questions 2 3 B. The P i l o t Study 24 1. Sample 24 2. I n s t r u m e n t a t i o n 25 3. Data C o l l e c t i o n 25 C. The F i n a l Study 26 1. Sample 26 2. I n s t r u m e n t a t i o n 27 3. Data C o l l e c t i o n 28 V CHAPTER FOUR: F i n d i n g s 30 A. S e c t i o n One: D e s c r i p t i o n o f the Sample .. 30 Background Information on the A r t Teachers 1. E d u c a t i o n 34 2. Teaching Experience 38 3. School L o c a t i o n 42 4. Teaching Assignment 44 5. Number of Students Studying A r t 45 6. C l a s s S i z e 48 7. A r t Rooms 53 8. Use o f the Artroom 56 9. S u p p l i e s and Equipment Budgets 57 10. A r t Fees 59 11. A r t Courses O f f e r e d i n the Secondary School 6 4 12. P r o f e s s i o n a l Membership and J o u r n a l S u b s c r i p t i o n 6 9 B. S e c t i o n Two: F a c i l i t i e s i n Use 74 1. F l o o r S u r f a c e 75 2. L o c a t i o n 77 3. F l o o r Drains, S i n k s Heavy Duty D r a i n s . 79 4. L i g h t i n g , and E l e c t r i c a l System 85 5. D i s p l a y f o r 2D and 3D A r t Work 87 6. Storage F a c i l i t i e s , Window Space .... 91 7. V e n t i l a t i o n , Audio V i s u a l B lackout F a c i l i t i e s 96 - C. S e c t i o n Three: Equipment and T o o l s A v a i l a b l e 100 1. Ceramics Equipment A v a i l a b l e 100 2. G r a p h i c s Equipment A v a i l a b l e 10 3 3. Photography Equipment A v a i l a b l e 107 4. F i l m / T e l e v i s i o n Equipment A v a i l a b l e . 110 5. Drawing and P a i n t i n g Equipment A v a i l a b l e 113 6. T e x t i l e s and F a b r i c s Equipment A v a i l a b l e 115 7. B a s i c Handtools A v a i l a b l e 117 8. A u d i o / V i s u a l Equipment A v a i l a b l e .... 122 v i CHAPTER FIVE: Summary and C o n c l u s i o n s A. Restatement of the Problem 125 B. C o n c l u s i o n 125 C. Recommendations f o r F u r t h e r Study 128 References 130 Appendix One: Q u e s t i o n n a i r e 136 Appendix Two: L e t t e r of T r a n s m i t t a l 146 Appendix Three: Follow-up L e t t e r . . 148 Appendix Four: B r i t i s h Columbia A r t Teachers A s s o c i a t i o n Endorsement 150 Appendix F i v e : U n i v e r s i t y o f B r i t i s h Columbia E t h i c s Review Committee Study Approval 152 v i i LIST OF TABLES Table Page 1. D i v i s i o n of Space for a School of 2000 Students... 8 2. Sample Population of Art Teachers by Grade Level and School Population 33 3. Highest Academic Preparation 35 4. Country of Academic Preparation.. 36 5. I n s t i t u t i o n Last Attended 37 6. Total Years of Teaching Experience i n B r i t i s h Columbia 39 7. Years of Experience Teaching i n Present School.... 41 8. School Location by Community Population 4 3 9. F.T.E. or P.T.E. Art Teaching Assignment 44 v i i i 10. Number o f Students S t u d y i n g A r t 46 10a. Number o f Students S t u d y i n g A r t 47 11. C l a s s S i z e f o r Schools With Grades 8-12 49 11a. C l a s s S i z e f o r Schools With Grades 8-12 50 12. C l a s s S i z e f o r Schools w i t h Grades 8-10 51 13. C l a s s S i z e f o r Schools w i t h Grades 10-12 52 14. Number o f Rooms C l a s s i f i e d as A r t Rooms 5 4 15. Number o f Rooms Designed and B u i l t as A r t Rooms... 5 5 16. Number o f A r t Rooms t h a t a r e Used by Other Teachers 56 17. S u p p l i e s Budget A l l o c a t i o n 5 7 18. Equipment Budget A l l o c a t i o n 58 i x 19. A r t Fees f o r Schools w i t h Grades 8-12 60 19a. A r t Fees f o r Schools w i t h Grades 8-12 61 20. A r t Fees f o r Schools w i t h Grades 8-10 6 2 21. A r t Fees f o r Schools w i t h Grades 10-12 6 3 22. A r t Foundations Courses O f f e r e d 65 23. V i s u a l A r t s 2 Dimensional A r t Courses O f f e r e d 66 24. V i s u a l A r t s 3 Dimensional A r t Courses O f f e r e d 67 25. S p e c i a l o r L o c a l l y Developed A r t Courses 68 26. P r o f e s s i o n a l Membership 70 27. J o u r n a l S u b s c r i p t i o n s . . 71 27a. J o u r n a l S u b s c r i p t i o n s 72 28. A r t Room F l o o r S u r f a c e M a t e r i a l 76 X 29. A r t Room L o c a t i o n i n the School 7 8 30. F l o o r D r a i n s i n the A r t F a c i l i t y 79 31. Number o f S i n k s i n the A r t F a c i l i t y 81 32. S i n k C o n d i t i o n s 82 33. S i n k s Equipped w i t h Heavy Duty D r a i n 84 34. A r t i f i c i a l L i g h t i n g 86 35. 2 Dimensional D i s p l a y F a c i l i t i e s W i t h i n the Artroom and the School 88 36. 3 Dimensional D i s p l a y F a c i l i t i e s W i t h i n the Artroom and the School 89 37. The General Q u a l i t y o f the D i s p l a y Areas 9 0 38. Storage F a c i l i t i e s C e n t r a l i z e d W i t h i n the S c h o o l . . 9 2 38a. Storage F a c i l i t i e s A djacent t o the A r t Room 9 3 x i 39. Window Space 9 5 40. V e n t i l a t i o n System Q u a l i t y 9 7 41. Workman's Compensation Board Approved V e n t i l a t i o n System 98 42. A u d i o / V i s u a l Blackout F a c i l i t i e s 9 9 43. Ceramics Equipment A v a i l a b l e 101 43a. Ceramics Equipment A v a i l a b l e 102 44. G r a p h i c s Equipment A v a i l a b l e 104 44a. G r a p h i c s Equipment A v a i l a b l e . 105 44b. G r a p h i c s Equipment A v a i l a b l e 106 45. Photography Equipment A v a i l a b l e 108 45a. Photography Equipment A v a i l a b l e 109 x i i 46. F i l m / T e l e v i s i o n Equipment A v a i l a b l e I l l 46a. F i l m / T e l e v i s i o n Equipment A v a i l a b l e 112 47. Drawing/Painting Equipment A v a i l a b l e 114 48. F a b r i c s and T e x t i l e s Equipment A v a i l a b l e H6 49. B a s i c Handtools Equipment A v a i l a b l e 118 49a. B a s i c Handtools Equipment A v a i l a b l e . n g 49b. B a s i c Handtools Equipment A v a i l a b l e 120 49c. B a s i c Handtools Equipment A v a i l a b l e 121 50. A u d i o / V i s u a l Equipment A v a i l a b l e 123 50a. A u d i o / V i s u a l Equipment A v a i l a b l e 124 1 CHAPTER ONE The Problem A. INTRODUCTION T h i s study was born out of my need t o know more about the g e n e r a l s t a t e of a r t equipment and f a c i l i t i e s i n secondary s c h o o l s i n B r i t i s h Columbia. My t e a c h i n g e x p e r i e n c e i s one of r e b u i l d i n g e x i s t i n g a r t programs i n a s m a l l r u r a l s c h o o l and implementing new a r t courses i n a v e r y l a r g e urban s c h o o l . The i n i t i a l m o t i v a t i o n f o r t h i s study i s , ". . . based on the assumption t h a t l e a r n i n g i s ac h i e v e d through i n q u i r y , t h a t i n q u i r y i s most e f f e c t i v e l y m o t i v a t e d by c u r i o s i t y and t h a t c u r i o s i t y e v o l v e s out of the i n t e r e s t s and v a l u e s o f the l e a r n e r " (M. E r i c k s o n 1977, p. 22); as w e l l as an understanding t h a t those i n t e r e s t s and v a l u e s are manifested i n the m a n i p u l a t i o n o f m a t e r i a l s and the h a n d l i n g o f equipment. My ex p e r i e n c e i n r e b u i l d i n g and implementing a r t programs i n both r u r a l and urban areas added meaning t o o t h e r s t u d i e s o f the s t a t u s o f a r t equipment and f a c i l i t i e s i n B r i t i s h Columbia secondary s c h o o l s . Consequently, t h i s study would add t o t h a t data bank. Yet, t h i s i s o n l y the i n i t i a l s t e p , f o r the most important t a s k — t h e s o r t i n g and 2 making use of t h i s i n f o r m a t i o n — i s s t i l l t o be done. Who i s to do i t ? C o n n e l l y e t a l (1980), b e l i e v e t h a t ". . . i n the f i n a l a n a l y s i s we the t e a c h e r s do." Simply, i t i s the t e a c h e r who i s charged w i t h the r e s p o n s i b i l i t y o f t a k i n g a c t i o n ( i n the classroom) on i n f o r m a t i o n p r o v i d e d by r e s e a r c h (p. 35). Armed w i t h such data, a r t t e a c h e r s a re i n a b e t t e r p o s i t i o n t o make a comparative check and more a c c u r a t e l y e v a l u a t e t h e i r own classroom f a c i l i t i e s and equipment. W i t h i n a s o c i e t y a t any g i v e n time the p o t e n t i a l f o r change i s not r e a d i l y measurable, nor i s the l i k e l i h o o d o f any p a r t i c u l a r change or s e t of changes o c c u r r i n g w i t h i n a c e r t a i n time e a s i l y e s t a b l i s h e d . T h i s data c o u l d be used on a p r o f e s s i o n a l b a s i s , t o make recommendations f o r changes and improvements. I t i s e x c e p t i o n a l l y d i f f i c u l t t o determine what program p o s s i b i l i t i e s a l l o w f o r d e v e l o p i n g new secondary s c h o o l a r t f a c i l i t i e s w ithout any i n f o r m a t i o n on the c o n d i t i o n s under which a r t i s b e i n g taught. T h i s study c o u l d be a c a t a l y s t t o f u r t h e r renewal o f a r t e d u c a t i o n r e s e a r c h i n t o programs and f a c i l i t i e s . Reviewing the r e s u l t s o f t h i s study and comparing them w i t h the p a s t data may enhance t h e p i c t u r e o f whether a r t f a c i l i t i e s a re b e t t e r o f f o r worse than they used t o be. 3 F i n a l l y data from t h i s study c o u l d a s s i s t i n the development of more p r a c t i c a l and f u n c t i o n a l f a c i l i t i e s and environments f o r t e a c h i n g and l e a r n i n g a r t . B. STATEMENT OF THE PROBLEM We have l i t t l e i n f o r m a t i o n about a r t e d u c a t i o n equipment and f a c i l i t i e s a t the secondary l e v e l i n v a r i o u s s c h o o l s i n the p r o v i n c e ; and how these f a c i l i t i e s a f f e c t the type o f a r t program o f f e r e d . I t i s assumed t h a t t h e r e a re s e v e r a l u n d e r l y i n g concerns about the c o n d i t i o n s under which a r t i s taught a t the secondary s c h o o l l e v e l (Gray, MacGregor, 1985). T h i s type o f i n f o r m a t i o n , exchanged i n f o r m a l l y i n d i s c u s s i o n s and c o n v e r s a t i o n s u s u a l l y concerns extremes i n e x i s t i n g c o n d i t i o n s o r a m a j o r i t y o f "normal" o r "everyday" s i t u a t i o n s . Although i n f o r m a t i o n i s important t o some a r t t e a c h e r s i n terms o f d e v e l o p i n g t h e i r own programs and i n f a c i l i t y upgrading t h e r e i s not t h a t much i n f o r m a t i o n o r r e s e a r c h on s p e c i a l a r t f a c i l i t i e s and equipment. T h i s i s f u r t h e r compounded i n t h a t the v i s u a l a r t s , as i n o t h e r areas o f s p e c i a l i z e d knowledge, have been, t o a l a r g e e x t e n t , i s o l a t e d from one another. M i c h a e l F u l l a n , i n h i s book, The Meaning of Education Change, (1982) s t a t e s : " i f 4 e d u c a t i o n a l change i s t o happen, i t w i l l r e q u i r e t h a t t e a c h e r s understand themselves and be understood by o t h e r s . . . i n o r d e r t o c o n s i d e r change, we must f i r s t understand s t a b i l i t y and o r d e r " (p. 107). Before any change can be e f f e c t e d , t h e r e must be a thorough knowledge of e x i s t i n g c o n d i t i o n s (MacGregor 1969, F u l l a n 1982)• For i n s t a n c e , many a r t t e a c h e r s are unaware o f the range o r the nature o f a r t programs o u t s i d e t h e i r own; And y e t , w i t h a c c e l e r a t e d s o c i a l and c u l t u r a l changes the need t o examine the p r e s e n t day s i t u a t i o n i s most urgent. Only then can t e a c h e r s prepare f o r the i n e v i t a b l e e d u c a t i o n a l changes. M i c h a e l F u l l a n suggests t h a t t h i s knowledge, a primary f u n c t i o n a s s o c i a t e d w i t h the change p r o c e s s , i s n e g l e c t e d . He s t a t e s : Teachers do not have time f o r , (or t h e i r c u l t u r e does not support) r e f l e c t i o n or a n a l y s i s e i t h e r i n d i v i d u a l l y o r c o l l e c t i v e l y about what they a r e d o i n g . Teachers seldom i n v i t e each o t h e r i n t o t h e i r c l a s s e s , b e i n g p r i v a t e has a l o n g t r a d i t i o n (p. 118). By b e i n g p r i v a t e persons, o p p o r t u n i t i e s t o improve one's s i t u a t i o n a r e missed. By b e i n g aware o f a l t e r n a t i v e s , a g r e a t e r range o f c h o i c e s i s p o s s i b l e . 5 Since the secondary l e v e l a r t teacher i s the prime mover and best knows the a r t programs, courses and f a c i l i t i e s i n t h e i r schools, an accurate d e s c r i p t i o n of art f a c i l i t i e s and equipment can best be c o l l e c t e d from them. Therefore, a study of the current conditions with respect to f a c i l i t i e s and equipment being used by secondary a r t teachers i n B r i t i s h Columbia was conducted. The purpose of the study was to survey the f a c i l i t i e s and equipment i n use i n secondary a r t programs and provide a si n g l e comprehensive source of reference f o r a r t educators i n B r i t i s h Columbia. This compilation of facts and information i s now available to teachers who want to learn more about a r t f a c i l i t i e s other than t h e i r own, as a basis f o r improving t h e i r own art programs. C. RESEARCH QUESTIONS Questions of concern are: 1. Under what physical conditions i s a r t taught i n the secondary schools? 2. What types of equipment are a v a i l a b l e to secondary a r t teachers? 3. What types of f a c i l i t i e s are being used and/or developed i n secondary a r t programs? 6 4. What s p e c i f i c a r t courses are o f f e r e d i n secondary a r t programs i n B r i t i s h Columbia? 5. As a r e s u l t of the 1983 p u b l i c a t i o n of the 1981 Secondary Art Guide, are the a r t s t u d e n t s i n B r i t i s h Columbia e x p e r i e n c i n g and working w i t h improved f a c i l i t i e s ? 6. What are the y e a r l y budgets f o r s u p p l i e s and equipment? D. DEFINITION OF TERMS For the purposes of t h i s study, the f o l l o w i n g terms are d e f i n e d and used as i n d i c a t e d here. F a c i l i t y - as d e f i n e d by the p h y s i c a l environment. T h i s i n c l u d e s l i g h t i n g , windows, f l o o r s , w a l l s , s h e l v e s , cupboards, s i n k s , c a r p e t i n g and so on. A l s o , two broad d i s t i n c t i o n s s h o u l d be c o n s i d e r e d : s p e c i a l l y equipped areas which have r a t h e r complex s p e c i f i c a t i o n s , and non- s p e c i a l i z e d o r g e n e r a l a r t f a c i l i t i e s . The e x t e n s i v e n e s s or e l a b o r a t e n e s s o f a f a c i l i t y depends i n p a r t on the nature of i t s sub-areas, such as a m u l t i p u r p o s e room, a 3-D room f o r ceramics or s c u l p t u r e , a g r a p h i c a r t s room (which i n c l u d e s a dark room f o r photography), and a t e a c h e r p r e p a r a t i o n area and s t o r a g e (B.C. Schools F a c i l i t i e s Building Manual 1985). 7 Equipment - t h i s term i s b e s t d e s c r i b e d by r e f e r r i n g t o the British Columbia Secondary Art Guide 8-12 (1983). I t s t a t e s i n r e f e r e n c e t o s p e c i a l i z e d a r t media t h a t i n the use of t o o l s and equipment t h a t the student s h o u l d demonstrate knowledge o f, and the a b i l i t y t o use the equipment and pr o c e s s e s o f a r t as one o f the l e a r n i n g outcomes. Equipment i n c l u d e s most t h i n g s t h a t a re too l a r g e o r heavy t o be used as a hand t o o l y e t , are g e n e r a l l y l i g h t w e i g h t and easy t o move. Art Teacher - any person t e a c h i n g c o u rses l i s t e d o r suggested i n the B r i t i s h Columbia Secondary A r t Guide, Grades 8-12. Secondary School - d e f i n e d as a s c h o o l t h a t e n r o l l s grades 8-12, o r any combination o f th e s e . E. GENERAL USER REQUIREMENTS The purpose o f t h i s s e c t i o n i s t o d i s c u s s those requirements which a p p l y t o f a c i l i t i e s i n an a r t program. G e n e r a l l y , t h e s e s p e c i f i c a t i o n s i n c l u d e l a y o u t , v i s u a l , a c o u s t i c and atmospheric c o n d i t i o n s , use and s t o r a g e of equipment and m a t e r i a l s s t o r a g e . On a more s p e c i f i c l e v e l i s t he need f o r c e r t a i n types o f space. These f a c i l i t i e s i n c l u d e l a r g e and medium group a r e a s , photography dark 8 rooms, ceramics area, t e a c h e r p r e p a r a t i o n a r e a , s c u l p t u r e rooms, and g r a p h i c a r t s rooms. 1. SIZE I t was p r o j e c t e d (Study of Educational F a c i l i t i e s 1970) t h a t i n a s c h o o l o f 2,000 studen t s , about 700 w i l l r e g i s t e r i n t he a r t program. T h i s i s approximately 35%. For such an enr o l l m e n t , the f a c i l i t i e s r e q u i r e d t o ser v e an average o f 90 and a maximum o f 120 students a t any one time would a n t i c i p a t e employment of f o u r f u l l - t i m e a r t t e a c h e r s each w i t h h i s o r her own room, A l s o , a t o t a l o f 4,300 square f e e t s h o u l d be a l l o c a t e d f o r such a program. A s u g g e s t i o n f o r t he d i v i s i o n o f space i s p r o v i d e d i n T a b l e 1. Table 1 - D i v i s i o n o f Space f o r a School o f 2,000 Students A r t Rooms Sq. F t . Mu l t i p u r p o s e Room 1,750 3-D Room 950 Gr a p h i c s Room 900 Teacher P r e p a r a t i o n Area 200 Storage 500 TOTAL 4,300 9 GENERAL FACILITY DESIGN NOTES The i d e a l l o c a t i o n would be on t h e main o r ground f l o o r f o r reasons o f a c c e s s . S i n c e a r t rooms are q u i t e o f t e n n o i s y t h e i r a c o u s t i c a l s e p a r a t i o n from g e n e r a l l e a r n i n g areas i s recommended. A module o r room allowance of 130m2 would be g i v e n t o the a r t room area. The p r e f e r r e d c e i l i n g h e i g h t i s 3,000 cm. The w a l l s must i n c l u d e a w r i t i n g board approximately 3-4m2 w i t h a maximum area o f tackboard on remaining unused w a l l ; and a 40-60% l i g h t r e f l e c t i o n f a c t o r . The f l o o r s h o u l d be r e s i l i e n t , and s k i d and chemical r e s i s t a n t . L i g h t i n g should i n c l u d e a 500-700 l u x ambience and some n a t u r a l l i g h t w i t h n o r t h e r n exposure; b l a c k o u t s c r e e n s t o windows, and p o s s i b l y a d j u s t a b l e t r a c k l i g h t i n g t o p r o v i d e f l e x i b l e t a s k i l l u m i n a t i o n ( B r i t i s h Columbia Schools B u i l d i n g Manual, 1985 p. 3.4.3.6). A v e n t i l a t i o n system should be s u p p l i e d f o r e x t r a c t i n g a i r from s p e c i a l work s t a t i o n s : s i l k s c r e e n i n g a r e a s , k i l n s , photo d e v e l o p i n g and p r i n t i n g areas. The s i n k s s h o u l d a l l have sediment t r a p s . The e l e c t r i c a l s e r v i c e s h o u l d i n c l u d e a l l c o n n e c t i o n s f o r s p e c i a l l y r e q u i r e d equipment p l u s a t l e a s t 8-10 110 v o l t s o u t l e t s . 10 3. GENERAL USER REQUIREMENTS The B r i t i s h Columbia Schools F a c i l i t i e s B u i l d i n g Manual (1985) s t a t e s t h a t : To c a r r y out an a r t program i n a secondary s c h o o l , t h e f o l l o w i n g f a c i l i t i e s are r e q u i r e d : a mul t i p u r p o s e room, a 3-D room, g r a p h i c s room, a t e a c h e r p r e p a r a t i o n room, and st o r a g e (p. 3.4.3.2). 4. THE FACILITY AND EQUIPMENT REQUIREMENTS A c c o r d i n g t o the B r i t i s h Columbia Schools B u i l d i n g Manual (1985), the t y p i c a l m u l t i p u r p o s e a r t f a c i l i t i e s r e q u i r e d f o r v a r i o u s a c t i v i t i e s such as drawing and p a i n t i n g , weaving and s t i t c h e r y , f a b r i c d yeing and p r i n t i n g , g r a p h i c s , printmaking, s c u l p t u r e , 3D c o n s t r u c t i o n and ceramics, may comprise; a main working area, a t e a c h e r ' s workspace, a l e c t u r i n g space w i t h b l a c k b o a r d and f i l m s c r e e n , a s t o r a g e f a c i l i t y and a darkroom (p. 3.4.3.2). I t would appear, t h a t t h i s f a c i l i t y i s r e q u i r e d t o have c o n s i d e r a b l e f l e x i b i l i t y t o permit l e c t u r e s , small-group l e a r n i n g , i n d i v i d u a l study i n a v a r i e t y o f a r e a s — i n s h o r t , t h e p o t e n t i a l t o s u i t a number o f s i t u a t i o n s and f u n c t i o n s . 11 L i s t e d as a d d i t i o n a l equipment, i n c l u d i n g the approximate dimensions f o r t h i s m u l t i p u r p o s e f a c i l i t y a re l o c k a b l e w a l l cupboards, deep a d j u s t a b l e s h e l v e s , deep paper and c a r d s t o r a g e s h e l v e s , a flammable l i q u i d s s t o r a g e , a heavy duty work bench, an e t c h i n g p r e s s , k i l n s , p o t t e r y wheels, a wedging counter and a dry mount p r e s s (p. 3.4.3.2). 5. THE VISUAL ARTS 2 DIMENSIONAL, DRAWING AND PAINTING OR DESIGN FACILITY The r e q u i r e d f a c i l i t i e s f o r a c t i v i t i e s i n a v i s u a l a r t s 2 di m e n s i o n a l drawing and p a i n t i n g d e s i g n , o r a r t fou n d a t i o n s c l a s s are l i s t e d as s i m i l a r , p l u s the equipment a d d i t i o n o f a l i g h t - t a b l e , and s u i t a b l e s t o r a g e (p. 3.4.3.3). 6. THE VISUAL ARTS 2 DIMENSIONAL, GRAPHICS FACILITY Along w i t h the standard d r y i n g r a c k s , e t c h i n g p r e s s , flammables s t o r a g e and l i g h t - t a b l e s , the requirements f o r g r a p h i c s a c t i v i t i e s i n a g r a p h i c s f a c i l i t y might i n c l u d e " t y p i c a l " a d d i t i o n a l equipment such as a p r i n t i n g room, a word p r o c e s s o r , s i l k s c r e e n s t a t i o n s , an o f f s e t p r e s s , and i t s r e l a t e d equipment. 12 7. THE VISUAL ARTS 3 DIMENSIONAL CERAMICS, SCULPTURE AND CRAFTS FACILITY The t y p i c a l f a c i l i t i e s and equipment r e q u i r e d f o r these a c t i v i t i e s "might" i n c l u d e a d d i t i o n a l equipment, such as a hot p l a t e , a g r i n d e r / s h a r p e n e r , a bandsaw. T y p i c a l major equipment l i s t e d f o r such a f a c i l i t y i s as f o l l o w s : p o t t e r y wheels ( e l e c t r i c o r k i c k ) k i l n s , wedging counter, work bench, looms and s p i n n i n g wheels (p. 3.4.3.5). F. DESIGN OF THE STUDY The i n i t i a l i n v e s t i g a t i o n began with an a n a l y s i s o f s e v e r a l surveys p r e v i o u s l y conducted i n the p r o v i n c e o f B r i t i s h Columbia, the p r o v i n c e o f A l b e r t a , and the U n i t e d S t a t e s (Ford 1964, C a s s i d y 19 67, MacGregor 1969, C o l t o n 1965, Hodder 1972, John 1974, Woodcock 1979, Gray and MacGregor 1985, Chapman 1982 and N.A.E.A. 1969). The f a c t t h a t some o f these s t u d i e s o r i g i n a t e i n A l b e r t a and the U n i t e d S t a t e s does not l i m i t t h e i r v a l i d i t y and i n c l u s i o n i n t h i s study. T h i s i s because a r t programs i n North America do not v a r y s u b s t a n t i a l l y i n e i t h e r p h i l o s o p h i c a l content or methodology (MacGregor 1969, p. 2 ) . The p o p u l a t i o n and s e t t i n g f o r t h i s study a re the secondary a r t t e a c h e r s i n the p r o v i n c e o f B r i t i s h Columbia. These s c h o o l s e n r o l l grades 8-12 i n c l u s i v e l y . The study employed an ex pos t f a c t o r e s e a r c h d e s i g n u t i l i z i n g survey r e s e a r c h procedures. The survey i t s e l f was conducted u s i n g a q u e s t i o n n a i r e . A copy of the q u e s t i o n n a i r e i s i n c l u d e d as Appendix 1. The q u e s t i o n n a i r e s were sent throughout the p r o v i n c e by m a i l t o p e r s o n n e l i n v o l v e d i n t e a c h i n g a r t a t the secondary l e v e l . The primary purpose was t o o b t a i n an i n d i c a t i o n o f the t y p e s o f a r t programs o f f e r e d and i n f o r m a t i o n c o n c e r n i n g f a c i l i t i e s and equipment employed. G. LIMITATIONS The l i m i t a t i o n s o f t h i s study are a t l e a s t t w o - f o l d . F i r s t , t he study attempts t o d e a l o n l y w i t h the p h y s i c a l s e t t i n g o f the a r t room, not wit h how the space i s a c t u a l l y used. Second, d e s p i t e an attempt t o p i l o t and t e s t the survey instrument, t h e r e may s t i l l be some l a c k o f c o m p r e h e n s i b i l i t y r e s u l t i n g i n some f a u l t y o r inadequate responses. Only e x t e n s i v e p i l o t i n g would have prevented t h i s . However, time and budget c o n s t r a i n t s d i d not permit such t e s t i n g . 14 CHAPTER TWO A. Review o f the L i t e r a t u r e This study of f a c i l i t i e s and equipment i s i n no way intended to exhaust a l l the p o s s i b i l i t i e s f o r improving or b u i l d i n g an a r t program. A h i s t o r i c a l review of the related l i t e r a t u r e i n B r i t i s h Columbia has revealed that t h i s type of a r t education research has contributed i n measuring, understanding, and evaluating e x i s t i n g a r t programs (John 1974, Hodder 1972, Woodcock 1979, Colton 1965). Unfortunately, for some a r t teachers, the equipment, to o l s , and f a c i l i t i e s become useful only i n developing s k i l l as an end i n i t s e l f . In t h i s regard, John Michael (1980), suggests that under such conditions; The a r t curriculum, then becomes a seri e s of s k i l f u l l y executed exercises ... that the product becomes s u p e r f i c i a l with no "soul" or expression. I t i s the wise art teacher who appropriately develops s k i l l of the students as a means to create a r t ... yet ... s k i l l should always be a secondary consideration and should contribute to the expression so as to bring about a harmonious integ r a t i o n (1980, p. 18). Not o n l y does t h i s a t t i t u d e do l i t t l e t o enhance the p u b l i c image o f d e d i c a t e d i n d i v i d u a l s who devote t h e i r l i v e s • > t o t he a r t s , i t a l s o s e r i o u s l y underestimates the importance of any a e s t h e t i c c o n s i d e r a t i o n s t h a t must come i n t o p l a y w h i l e the t e c h n i c a l s k i l l i s taught and used. Although the B.C. A r t guide was d e s i g n e d t o a s s i s t the c l a s s r o o m a r t t e a c h e r i n d e v e l o p i n g a sound a r t c u r r i c u l u m , i t s purpose was not t o " o f f e r " a complete, d e t a i l e d , comprehensive p l a n . However, f o r d e v e l o p i n g a v i a b l e and e f f e c t i v e a r t program i t c l e a r l y i d e n t i f i e s a wide v a r i e t y o f methods, i d e a s , techniques, equipment and f a c i l i t i e s t o be used. I t i n c l u d e s o p p o r t u n i t i e s f o r s t u d e n t s t o see and f e e l v i s u a l r e l a t i o n s h i p s ; t o develop i m a g i n a t i o n and p e r s o n a l imagery and t o engage i n t h e p r a c t i c a l p r o d u c t i o n of a r t work (p. 9 ) . A l s o , the guide encourages the a r t t e a c h e r t o t e a c h s t u d e n t s how t o l e a r n about a r t . The a r t s t u d e n t i s expected t o demonstrate a knowledge o f , and use o f a v a r i e t y of mediums and t e c h n i q u e s . The student i s a l s o encouraged t o develop c o n s i d e r a t i o n s f o r imagery, the elements and p r i n c i p l e s o f d e s i g n , h i s t o r i c a l and contemporary developments, and reasoned c r i t i c i s m . The c u r r i c u l u m i s t o be c o n c e i v e d as p r o v i d i n g developmental a c t i v i t i e s f o r 16 s t u d e n t s , as w e l l as having an i n t e l l e c t u a l dimension. T h i s r e q u i r e s t h a t a r t t e a c h e r s approach the t e a c h i n g of a r t i n a more a n a l y t i c a l , s e l f - e v a l u a t i v e , and c r i t i c a l f a s h i o n i n r e l a t i o n t o s o c i e t y . F i r s t t h e r e s h o u l d be a c o n s t a n t r e - e v a l u a t i o n o f implementation t e c h n i q u e s w i t h more a t t e n t i o n t o s p e c i f i c s . For example, more a t t e n t i o n must be p l a c e d on s p e c i f i c e f f o r t , s p e c i f i c purpose, s p e c i f i c g o a l s , s p e c i f i c p h i l o s o p h y , and s p e c i f i c equipment and f a c i l i t i e s . Perhaps, s t i l l i n the 20th c e n t u r y , the o l d adage t h a t a workman i s no b e t t e r than h i s t o o l s h o l d s t r u e . For example, i n the implementation o f l e a r n i n g outcomes i n ceramics, the B r i t i s h Columbia Secondary Art Guide suggests t h a t ; a student s h o u l d demonstrate knowledge o f , and the a b i l i t y t o use, the a p p l i c a t i o n o f m a t e r i a l s , t o o l s and equipment, i n p r o c e s s e s i n a r t (p. 75). Some o f the p o s s i b i l i t i e s i n r e l a t i o n t o ceramics equipment are suggested. They a r e : p u g m i l l s , dough mixers, k i c k and e l e c t r i c wheels, b a l l m i l l s , e x t r u d e r s , e l e c t r i c and gas k i l n s (p. 76-77). The a r t c u r r i c u l u m guide c o n t i n u e s t o suggest t h a t i n a l l mediums such as drawing and p a i n t i n g equipment such as: drawing boards, paper c u t t e r s , l i g h t t a b l e s , e a s e l s , 17 a i r b r u s h e s and spray p a i n t s (p. 107-108). For g r a p h i c s and photography the equipment l i s t i s f a r more e x t e n s i v e and a l i s t o f p o s s i b i l i t i e s i s p r o v i d e d . They a r e ; e t c h i n g p r e s s e s , o f f s e t p r e s s e s , p h otographic mechanical t r a n s f e r p r o c e s s o r s , b i n d i n g equipment, c o n t a c t p r i n t e r s , l a y o u t cameras, vacuum t a b l e s , p l a t e burners, a i r b r u s h e s , t y p e s e t t i n g and word p r o c e s s i n g equipment, l i g h t t a b l e s , cameras, l e n s e s , t r i p o d s , e n l a r g e r s , e t c . (p. 140-141). The l i s t o f t o o l s and equipment i n s c u l p t u r e a p p l i c a t i o n s i s j u s t as e x t e n s i v e , r a n g i n g from a r c welders t o hand made t o o l s (p. 171). In t e x t i l e s , equipment such as drum c a r d e r s , sewing machines, looms, s p i n n i n g wheels, and dye v a t s a re suggested (p. 194). Review of the Previous Research In the summer o f 1958, the U n i v e r s i t y o f B r i t i s h Columbia hosted the second B r i t i s h Columbia A r t Resource Conference. In attendance were r e p r e s e n t a t i v e s from a l l r e g i o n s o f t h e p r o v i n c e , and a member r e p r e s e n t i n g the newly formed Canada A r t s C o u n c i l . T h i s conference, which was devoted w h o l l y t o d i s c u s s i o n and e v a l u a t i o n o f the s t a t u s o f the a r t s in B r i t i s h Columbia, i d e n t i f i e d a v a r i e t y o f needs f o r each o f the areas i n the a r t s . Along w i t h numerous 18 s u g g e s t i o n s t o improve funding and f a c i l i t i e s was t h e recommendation t h a t t h e r e be a thorough i n v e s t i g a t i o n o f a r t s f a c i l i t i e s d e t a i l i n g s p e c i f i c a t i o n s , s i z e , c o s t s and m a t e r i a l s (Walton 1958, p. 34). Furthermore, i t was recommended t h a t t h i s i n f o r m a t i o n be made r e a d i l y a v a i l a b l e t o groups and communities t h a t were p l a n n i n g new a r t s f a c i l i t i e s (p. 27). In order t o do t h i s , an e x t e n s i v e s t a t i s t i c a l survey was undertaken, but not u n t i l 1963. In 1963, A l f r e d C o l t o n , a graduate student a t Western Washington S t a t e C o l l e g e , began t h i s r e s e a r c h as p a r t o f h i s t h e s i s requirements. The study, "A Survey of the Educational resources in the Visual Arts in Brit i s h Columbia", was a survey o f a l l the r e l a t e d a r t s a g e n c i e s . Completed i n 1964, i t was an important s t e p towards i d e n t i f y i n g i n f o r m a t i o n on v a r i o u s a r t programs throughout B r i t i s h Columbia and the f i r s t survey t o be made a v a i l a b l e t o a r t s p l a n n i n g groups and the B r i t i s h Columbia A r t Teachers A s s o c i a t i o n membership ( C o l t o n 1965, p. I ) . For some the lo n g awaited study became the b a s i s from which f u t u r e developments i n a r t e d u c a t i o n c o u l d proceed ( C o l t o n , 1965 p. I ) . For a r t t e a c h e r s , t h i s study was the f i r s t t h a t p r o v i d e d a c c u r a t e i n f o r m a t i o n on the s t a t u s o f a r t f a c i l i t i e s and course o f f e r i n g s i n the B r i t i s h Columbia s c h o o l system. However, i n r e l a t i o n t o the improvement of f a c i l i t i e s and equipment i n secondary a r t programs, the d i r e c t impact o f t h i s study i s d i f f i c u l t t o a s s e s s . In 1971, G e o f f r e y Hodder, an a s s i s t a n t p r o f e s s o r a t the U n i v e r s i t y o f V i c t o r i a , began the f i r s t s p e c i f i c i n q u i r y i n t o a r t i n the secondary s c h o o l s i n B r i t i s h Columbia. For Hodder, t h i s p r o j e c t was born out o f the f r u s t r a t i o n he ex p e r i e n c e d i n f a i l i n g t o f i n d answers r e l a t e d t o secondary s c h o o l a r t f a c i l i t i e s i n the p r o v i n c e . The body o f knowledge c o n c e r n i n g the a r t programs o f f e r e d and the f a c i l i t i e s a v a i l a b l e was, a c c o r d i n g t o Hodder, v e r y l i g h t indeed (Hodder 1973, p. 2). In h i s study, Art Programs and F a c i l i t i e s i n Secondary Schools in Bri t i s h Columbia (1972), Hodder s t a t e d t h a t g r e a t s t r i d e s had been made i n the a r t area a t the secondary l e v e l i n some s c h o o l s and some d i s t r i c t s , and t h a t those l e s s f o r t u n a t e s c h o o l s would h o p e f u l l y b e n e f i t from t h i s generous s h a r i n g o f knowledge by t h e i r c o l l e a g u e s ... a l l o w i n g them t o check, compare and improve t h e i r s i t u a t i o n s (p. 35). While t h e r e was evidence t o support the f a c t t h a t improvements were o c c u r r i n g a f t e r the Hodder study, the r e a l i t y r e f l e c t e d i n a s i m i l a r study suggested otherwise. L a u r i e John (1974), as p a r t o f h i s course work a t the U n i v e r s i t y o f B r i t i s h Columbia, undertook a survey examining 20 much the same p o p u l a t i o n as Hodder d i d two ye a r s p r e v i o u s l y . He r e p o r t e d t h a t some of the same i s s u e s t h a t were r a i s e d and d i s c u s s e d e a r l i e r s t i l l needed t o be adequately addressed. He i d e n t i f i e d these as communication, c o n d i t i o n s and t e a c h e r t r a i n i n g (p. 16, 49). The f i r s t , a l a c k o f or f a u l t y communication between a r t e d u c a t i o n t h e o r e t i c i a n s / r e s e a r c h e r s and p r a c t i t i o n e r s , p revented new r e s e a r c h from having impact on classroom a c t i v i t i e s . P o s s i b l y , however, t h i s l a c k o f or f a u l t y communication i s not an important f a c t o r , s i n c e i t i s h i g h l y u n l i k e l y t h a t even good r e s e a r c h w i l l make any c o n t r i b u t i o n i f i t remains e s s e n t i a l l y w i t h i n a c l o s e d system. No amount of good t h i n k i n g by i t s e l f w i l l address the u b i q u i t o u s problem o f f a u l t y communication (Sarason 1972, i n F u l l a n , p. 206). I t (research) c l e a r l y needs a mode f o r t r a n s l a t i n g and d i s s e m i n a t i n g the newly d i s c o v e r e d knowledge (John 1974, p. 10). Secondly, t h e r e appeared t o be; "no consensus on an adequate p h i l o s o p h y amongst a r t educators . . . " (p. 16). Many a r t t e a c h e r s simply chose t o d u p l i c a t e t o a g r e a t e x t e n t o n l y the " a c t i o n s " accomplished by p r o f e s s i o n a l a r t i s t s , w i t h no thought t o a r t e d u c a t i o n t h e o r y (p. 49). In 1978, The N a t i o n a l Task Force on A r t s and E d u c a t i o n o f the Canadian Conference of t h e A r t s launched a n a t i o n a l 21 i n q u i r y i n t o the a r t s and e d u c a t i o n i n Canada. In the s p r i n g o f 1978, as p a r t of t h i s i n q u i r y , a B r i t i s h Columbia Committee on t h e A r t s and E d u c a t i o n was e s t a b l i s h e d . T h i s s t e e r i n g committee was r e s p o n s i b l e f o r c o l l e c t i n g i n f o r m a t i o n on a r t s and e d u c a t i o n i n B r i t i s h Columbia, c o m p i l i n g a r e p o r t , and making recommendations. One of the recommendations a t the secondary e d u c a t i o n a l l e v e l f e l l under p r o v i s i o n s of s p e c i a l i z e d r e s o u r c e s . Once a g a i n , the survey i d e n t i f i e d s e v e r a l major concerns o f a r t t e a c h e r s . One of the concerns s t r e s s e d was t h a t i t i s v i t a l i n the a r t s t o have s p e c i a l i z e d s u p p o r t i v e h e l p a v a i l a b l e t o the s c h o o l s and t o i n d i v i d u a l t e a c h e r s . Another was t h a t t h e r e s t i l l e x i s t e d a need t o " e c o n o m i c a l l y and e f f e c t i v e l y " (p. x i i ) upgrade the q u a l i t y o f a r t s e d u c a t i o n i n the s c h o o l s . I t was recommended t h a t a h i g h e r p r i o r i t y be g i v e n t o p r o v i s i o n of adequate f a c i l i t i e s w i t h i n the s c h o o l s (p. x i i i ) . While i t appears t h a t s e v e r a l s t u d i e s have attempted t o survey the c o n d i t i o n s of a r t programs i n an e f f o r t t o improve the s t a t u s of a r t e d u c a t i o n , any quest f o r sources o f i n f o r m a t i o n c o n c e r n i n g a r t f a c i l i t i e s and equipment being used today a t the secondary l e v e l i n d i c a t e s how such a compact, a c c e s s i b l e data bank of t h e s e r e s o u r c e s i s l a c k i n g . absence o f a d e f i n i t e p a t t e r n t o pursue i n f o r m a t i o n as t o k i n d s of t r a i n i n g and o t h e r knowledge co n c e r n i n g the v i s u a l a r t s , and where i t may be a v a i l a b l e has been, no doubt, an unconscious source o f d e f e a t or p r o g r e s s and o f f r u s t r a t i o n ( C o l t o n 1965, p. 3). Yet, as r e c e n t l y as 1985, Gray and MacGregor determined t h a t ; The nature of r e s e a r c h c o n c e r n i n g a v a r i e t y of i n t e r l o c k i n g r e l a t i o n s h i p s such as course content, t h e o r y , p r o d u c t i o n , implementation and e v a l u a t i o n w i t h t e a c h e r p e r s o n a l i t y c h a r a c t e r i s t i c s , v a l u e s , s o c i a l s k i l l s , p r o f e s s i o n a l a c t i v i t i e s and p r e - s e r v i c e t r a i n i n g , were s t i l l r e l a t i v e l y u n s t u d i e d and unmonitored (p. 25). I f we hope t o improve our f a c i l i t i e s and equipment now, i t i s c r u c i a l t h a t i n f o r m a t i o n which we possess about our equipment and f a c i l i t i e s be shared w i t h o t h e r a r t t e a c h e r s , i f not, a r t t e a c h e r s o r ; a r t e d u c a t i o n s themselves, who have masses o f such i n f o r m a t i o n a t t h e i r " f i n g e r t i p s " and who do not seem t o r e a l i z e t h e i r unique p o s i t i o n , w i l l by t h e i r v e r y s i l e n c e promote f u r t h e r i s o l a t i o n of the s p e c i a l i z e d a r t f i e l d s ( C o l t o n 1965, p. 2-3). CHAPTER THREE METHODOLOGIES & PROCEDURES T h i s c h a p t e r r e s t a t e s the r e s e a r c h q u e s t i o n s and the s u b s i d i a r y q u e s t i o n s . The p i l o t study, s e l e c t i o n o f the sample p o p u l a t i o n , i n s t r u m e n t a t i o n and data c o l l e c t i o n p rocedures are d e s c r i b e d . A. RESEARCH QUESTIONS Questions o f concern are: 1. Under what c o n d i t i o n s i s a r t taught i n the secondary s c h o o l s ? 2. What types of equipment are a v a i l a b l e t o secondary a r t t e a c h e r s ? 3. What types o f f a c i l i t i e s are b e i n g used and/or developed i n secondary a r t programs? 4. What s p e c i f i c a r t courses are o f f e r e d i n secondary a r t programs i n B r i t i s h Columbia? 5. As a r e s u l t o f the 1983 p u b l i c a t i o n o f t h e new a r t guide, are the a r t s t u d e n t s i n B r i t i s h Columbia e x p e r i e n c i n g and working w i t h improved f a c i l i t i e s ? 6. What are the y e a r l y budgets f o r s u p p l i e s and equipment? B. PILOT STUDY Be f o r e p r e p a r i n g the f i n a l form of the q u e s t i o n n a i r e , the items were t e s t e d i n a s m a l l group p i l o t run. T h i s p i l o t study a s s i s t e d the r e s e a r c h e r i n t e s t i n g the r e l i a b i l i t y and r e l e v a n c e of the q u e s t i o n n a i r e i n t h a t i t allo w e d f o r i d e n t i f i c a t i o n of a m b i g u i t i e s , mechanical d i f f i c u l t i e s and f o r r e f i n i n g the content and format of the q u e s t i o n n a i r e . The r e s e a r c h e r encouraged the p i l o t study respondents t o comment about the instrument i t s e l f , t o i n d i c a t e any d i f f i c u l t i e s they may have e x p e r i e n c e d i n completi n g t h e q u e s t i o n n a i r e . 1. SAMPLE Wiersma (1986) suggests t h a t "a p i l o t study group need not be a random sample of p r o s p e c t i v e respondents, but t h a t members o f the group should be f a m i l i a r w i t h the v a r i a b l e s under study and sho u l d be i n a p o s i t i o n t o make v a l i d judgements about the items" (p. 192-194). Borg and G a l l (1983) s t a t e t h a t " f o r some p i l o t s t u d i e s o n l y two o r t h r e e s u b j e c t s a r e s u f f i c i e n t , and i t i s r a r e l y n e c e s s a r y t o i n c l u d e more than twenty" (p. 100). The i n i t i a l c o n t a c t with the respondents was made i n a s m a l l p i l o t study conducted i n November, 1988 w i t h i n the Burnaby School D i s t r i c t #41. Four a r t t e a c h e r s were s e l e c t e d from the Burnaby s c h o o l d i s t r i c t . Each o f the respondents r e c e i v e d an e x p l a n a t i o n c l a r i f y i n g t he purpose o f the study and a request t o comment on any a s p e c t o f the instrument i n spaces p r o v i d e d . A l l the p i l o t study q u e s t i o n n a i r e s were r e t u r n e d w i t h i n a three-week p e r i o d . In a d d i t i o n t o the f o u r a r t t e a c h e r s c o n t a c t e d , the p i l o t q u e s t i o n n a i r e was openly e v a l u a t e d and d i s c u s s e d i n a B r i t i s h Columbia A r t Teachers A s s o c i a t i o n e x e c u t i v e c o u n c i l meeting d u r i n g November, 1988. T h i s d i s c u s s i o n was u s e f u l i n a l l o w i n g the r e s e a r c h e r t o address concerns t h a t were a t f i r s t o v e r l o o k e d . 2. INSTRUMENTATION The p i l o t q u e s t i o n n a i r e developed by the r e s e a r c h e r c o n s i s t e d o f 63 q u e s t i o n s , d i v i d e d i n t o t h r e e c a t e g o r i e s . S e c t i o n one requested background i n f o r m a t i o n ; s e c t i o n two r e q u i r e d i n f o r m a t i o n on the a r t f a c i l i t y ; s e c t i o n t h r e e sought i n f o r m a t i o n on the s p e c i f i c equipment used i n the a r t program. 3 . DATA COLLECTION The p i l o t q u e s t i o n n a i r e was a d m i n i s t e r e d i n e a r l y November, 1988 t o f o u r Burnaby a r t t e a c h e r s . A l l the respondents r e t u r n e d the q u e s t i o n n a i r e by mid-November, some wi t h a n e c d o t a l comments and s u g g e s t i o n s . These comments a s s i s t e d the r e s e a r c h e r i n improving the comprehensiveness of the survey instrument. C. FINAL STUDY 1. SAMPLE The f i n a l q u e s t i o n n a i r e surveyed two hundred and e i g h t y - n i n e secondary s c h o o l a r t t e a c h e r s i n B r i t i s h Columbia, e x c l u d i n g the p i l o t study respondents. Although the Department of E d u c a t i o n D i r e c t o r y (1987) r e p o r t s t h a t t h e r e are 312 secondary s c h o o l s i n B r i t i s h Columbia, t h i r t y - t h r e e have e n r o l l m e n t s i n grades o t h e r than 8-12. These t h i r t y - t h r e e s c h o o l s were not i n c l u d e d i n the study. Of the two hundred and e i g h t y - n i n e s c h o o l s c o n t a c t e d , two hundred and seventy-nine were p u b l i c s c h o o l s . The remaining t e n were from the F e d e r a t i o n o f Independent S c h o o l s . For the purpose o f making the study as comprehensive as p o s s i b l e no d i s t i n c t i o n between independent o r p u b l i c s c h o o l s i s noted. 27 2. INSTRUMENTATION The f i n a l q u e s t i o n n a i r e remained i n much the same format as the p i l o t study q u e s t i o n n a i r e . However, t h r e e changes were made. The f i r s t was made t o q u e s t i o n 16, S e c t i o n One. Here a d i s t i n c t i o n between equipment and s u p p l i e s budgets was i n t r o d u c e d . The second change was made t o q u e s t i o n 19, i n the same s e c t i o n , where e x t r a space was p r o v i d e d f o r more e l a b o r a t e answers c o n c e r n i n g s p e c i a l l y d e s i g n e d a r t c o u r s e s . The t h i r d change was made i n S e c t i o n Three, t o q u e s t i o n s 1, 4, 7, 10, 13, 16 and 21. Each was p r o v i d e d w i t h an e x t r a space f o r " o t h e r " equipment and t o o l s . The e i g h t page q u e s t i o n n a i r e c a l l e d f o r anonymous responses f o r a t o t a l of s i x t y - t h r e e q u e s t i o n s d i v i d e d i n t o t h r e e c a t e g o r i e s . See Appendix 1. S e c t i o n One d e a l t w i t h background i n f o r m a t i o n and i n c l u d e d 21 q u e s t i o n s . Demographic i n f o r m a t i o n about the respondents was asked f o r , such as the h i g h e s t academic p r e p a r a t i o n , the i n s t i t u t i o n l a s t attended, y e a r s o f e x p e r i e n c e t e a c h i n g a r t i n B.C. s c h o o l s , the s i z e of the community and s c h o o l , grades taught, the t o t a l number of s t u d e n t s e n r o l l e d i n a r t c l a s s e s , the p r e s e n t c l a s s s i z e , a l i s t o f a l l the a r t courses taught i n the s c h o o l , any p r o f e s s i o n a l a s s o c i a t i o n membership, and what p r o f e s s i o n a l j o u r n a l s , i f any, were s u b s c r i b e d t o . 28 S e c t i o n Two e n t i t l e d " F a c i l i t i e s i n Use," a g a i n c o n s i s t e d o f twenty-one q u e s t i o n s . Here, i n f o r m a t i o n was r e q u e s t e d on s p e c i f i c f l o o r s u r f a c e s , the number o f s i n k s , e l e c t r i c a l o u t l e t s , the form of l i g h t i n g , the a v a i l a b i l i t y o f s t o r a g e , 2D and 3D d i s p l a y cases, window space, desks, v e n t i l a t i o n systems and b l a c k o u t f a c i l i t i e s . F i n a l l y , S e c t i o n Three asked the respondents t o i n d i c a t e , , by c h e c k i n g spaces which p i e c e s o f equipment and t o o l s they had a v a i l a b l e i n t h e i r a r t rooms. 3. DATA COLLECTION In December of 1988, the f i n a l q u e s t i o n n a i r e was mailed t o 112 members o f the B r i t i s h Columbia A r t Teachers' A s s o c i a t i o n , i t i n c o r p o r a t e d the suggested improvements d i s c o v e r e d i n the p i l o t study. See Appendix 1. The procedures f o r a d m i n i s t e r i n g the q u e s t i o n n a i r e i n c l u d e d a l e t t e r o f t r a n s m i t t a l (see Appendix 2) and a postage-paid, s e l f - a d d r e s s e d r e t u r n envelope. T h i s was f o l l o w e d up w i t h a f u r t h e r m a i l i n g t o 177 a r t t e a c h e r s who were not c u r r e n t members o f t h e B r i t i s h Columbia A r t Teachers' A s s o c i a t i o n . T h i s i n c l u d e d another l e t t e r o f t r a n s m i t t a l (see Appendix 3), a s e l f - a d d r e s s e d p o s t - p a i d envelope. I t was d i r e c t e d t o the a t t e n t i o n of the a r t t e a c h e r . Accompanying t h i s second q u e s t i o n n a i r e was a l e t t e r of endorsement from Barbara Sunday, the B r i t i s h Columbia A r t Teachers A s s o c i a t i o n p r e s i d e n t . A copy of t h i s l e t t e r appears as Appendix 4. During the f o l l o w up study, t e a c h e r s t r i k e s d i s r u p t e d the c o n t a c t with some of the respondents. D e s p i t e the s e v e r a l t e a c h e r s t r i k e s , the study was c o n t i n u e d . Of t h e f i r s t 112 respondents c o n t a c t e d , 66 r e t u r n e d a completed q u e s t i o n n a i r e , f o r a response r a t e of 58%. Of the 177 a d d i t i o n a l q u e s t i o n n a i r e s mailed, 121 responded w i t h a completed q u e s t i o n n a i r e f o r a response r a t e o f 68%. The t o t a l response r a t e f o r the e n t i r e sample p o p u l a t i o n of 289 i s 187 (64%). 30 CHAPTER FOUR FINDINGS The r e s u l t s o f the study are p r e s e n t e d i n the o r d e r of the r e s e a r c h q u e s t i o n s they answer, and are, t h e r e f o r e grouped under the headings of Background I n f o r m a t i o n ; F a c i l i t i e s , and Equipment; and T o o l s i n Use. The i n f o r m a t i o n i n t h i s chapter r e p r e s e n t s the f i n d i n q s o f the f i n a l q u e s t i o n n a i r e and, as such, does not i n c l u d e the p i l o t study. SECTION ONE A. DESCRIPTION OF THE SAMPLE BACKGROUND INFORMATION ON THE ART TEACHER The Department o f E d u c a t i o n D i r e c t o r y (1987) r e p o r t s t h e r e are 312 B r i t i s h Columbia secondary s c h o o l s . However, a c r o s s c h e c k w i t h the addresses l i s t e d f o r t h e s e s c h o o l s r e v e a l e d t h a t 33 e n r o l l e d grades o t h e r than 8-12. These 33 p u b l i c s c h o o l s were not i n c l u d e d i n the study. Of the remaining 279 s c h o o l s , a l l were c o n t a c t e d by m a i l . The F e d e r a t i o n o f Independent Schools D i r e c t o r y (1988- 1989) l i s t s 16 secondary s c h o o l s t h a t e n r o l l grades 8-12. Of the s i x t e e n , a r e p r e s e n t a t i v e sample o f 10 were chosen, and m a i l e d a q u e s t i o n n a i r e . A t o t a l o f 187 (64%) r e t u r n e d a completed q u e s t i o n n a i r e . These 187 respondents are r e p r e s e n t a t i v e o f both the p u b l i c s c h o o l system and the F e d e r a t i o n o f Independent Schools i n B r i t i s h Columbia. Out o f the t o t a l o f 289 h i g h s c h o o l s , c o n t a c t e d by m a i l , 37 (12%) were s c h o o l s t h a t e n r o l l e d grades 10-12. One hundred s i x t y - f i v e (57%) of the s c h o o l s e n r o l l grades 8-12 and 87 (30%) were s c h o o l s t h a t e n r o l l e d grades 8-10. Of the t o t a l 187 respondents who r e t u r n e d completed q u e s t i o n n a i r e s , 30 (16%) were from s c h o o l s t h a t e n r o l l e d grades 1 0 - 1 2 . A t o t a l o f 106 (56%) o f the respondents taught i n s c h o o l s t h a t e n r o l l e d grades 8-12 r e t u r n e d a completed q u e s t i o n n a i r e , and 51 (27%) o f the respondents who taught i n s c h o o l s t h a t e n r o l l e d grades 8-10 r e t u r n e d completed q u e s t i o n n a i r e s . These f i g u r e s can be seen i n T a b l e 2. In a d d i t i o n t o c o l l e c t i n g d ata on f a c i l i t i e s and equipment i n use, S e c t i o n One of the q u e s t i o n n a i r e requested demographic i n f o r m a t i o n on the a r t t e a c h e r . S i n c e the 187 respondents r e p r e s e n t s c h o o l s w i t h a v a r i e t y o f p o p u l a t i o n s r a n g i n g from 135 t o 1,850, the data on student e n r o l l m e n t was c o l l a p s e d t o form t h r e e c a t e g o r i e s ; c a t e g o r y one w i t h an e n r o l l m e n t o f 500 o r l e s s , c a t e g o r y two w i t h an e n r o l l m e n t between 500 and 1,000, and c a t e g o r y t h r e e w i t h an enr o l l m e n t of over 1,000 see T a b l e 2. A l l respondents answered t h i s q u e s t i o n . These t h r e e d i s t i n c t c a t e g o r i e s enabled the r e s e a r c h e r t o b e t t e r handle the data, and t o p r e s e n t i t i n a c l e a r e r manner. In the s c h o o l s t h a t e n r o l l e d grades 8-12, 39 (20%) had fewer than 500 s t u d e n t s , and 39 (20%) e n r o l l e d s t u d e n t s between 500 and 1,000. Twenty-eight (14%) of the s c h o o l s e n r o l l i n g Grades 8-12 had student p o p u l a t i o n s over 1,000. Of the s c h o o l s t h a t o f f e r e d grade 8-10, 24 (12%) e n r o l l a student p o p u l a t i o n l e s s than 500, 2 5 (13%) e n r o l l between 500 and 1000, and 2 (1.06%) e n r o l l over 1,000 s t u d e n t s . F i n a l l y , i n s c h o o l s t h a t e n r o l l o n l y t h e s e n i o r grades, (10-12) 4, (2%) e n r o l l l e s s than 500 s t u d e n t s , 15 (8%) e n r o l l between 500-1,000, and 11 (5%) e n r o l l over 1,000 s t u d e n t s . T a b l e 2 p r e s e n t s the s c h o o l e n r o l l m e n t s of the sample p o p u l a t i o n . 33 T a b l e 2 - Sample P o p u l a t i o n o f A r t Teachers by Grade L e v e l and P o p u l a t i o n Response o f Sample Sample P o p u l a t i o n P o p u l a t i o n N % Grades 8-12 up t o 500 39 20.85 501-1000 39 20.85 1001-over 28 14.97 S u b t o t a l 106 56.68 Grades 8-10 up t o 500 24 12.83 501-1000 25 13.36 1001-over 2 1.06 S u b t o t a l 51 27.27 Grades 10-12 up t o 500 4 2.13 501-1000 15 8.02 1001-over 11 5.88 S u b t o t a l 30 16.04 T o t a l 187 100.00 * F i g u r e s u n a v a i l a b l e from the 1987 Department o f E d u c a t i o n D i r e c t o r y o f Schools, and the F e d e r a t i o n o f Independent Schools i n B r i t i s h Columbia 1. EDUCATION In terms of the h i g h e s t academic p r e p a r a t i o n , a t o t a l o f 105 (56%) o f the respondents h o l d a B a c h e l o r o f E d u c a t i o n degree w i t h an a r t major or c o n c e n t r a t i o n . T h i s i s f o l l o w e d by a t o t a l of 41 respondents (21%) who h o l d graduate degrees a t the Master's l e v e l , and 35 respondents (18%) who h o l d a B a c h e l o r of A r t s , o r Bachelor o f F i n e A r t s degree. There was no i n d i c a t i o n g i v e n t h a t any respondents had begun or completed d o c t o r a l s t u d i e s . T a b l e 3 p r e s e n t s the responses a c c o r d i n g t o the e n r o l l m e n t c a t e g o r i e s . Table 3 - Hi g h e s t Academic P r e p a r a t i o n o f Respondent Group E d u c a t i o n o f B.A./B.F.A. B.Ed. M.A./M.Ed./ the Sample M.F.A. P o p u l a t i o n N % N % N % Grades 8-12 up t o 500 * 8 4.27 25 13.36 5 2.67 501-1000 ** 6 3.20 24 12.83 8 4.27 1001-over 6 3.20 14 7.48 8 4.27 S u b t o t a l 20 10.69 63 33.68 20 10.69 Grades 8-10 up t o 500 * 3 1.60 15 8 . 01 5 2 . 67 501-1000 * 7 3.74 15 8.02 2 1. 06 1001-over 1 .53 1 .53 0 0. 00 S u b t o t a l 11 5.88 31 16. 51 7 3.7 Grades 10-12 up t o 500 1 .53 2 1. 06 1 . 53 501-1000 * 1 .53 6 3.20 7 3 .74 1001-over * 2 1.06 3 1.60 5 2.67 S u b t o t a l 4 2.13 11 5.88 13 6.95 T o t a l 35 18.71 105 56.61 40 21. 39 * Seven non responses t o t h i s q u e s t i o n Of the respondents who i n d i c a t e d t h e i r h i g h e s t academic p r e p a r a t i o n 167 (89%) s t a t e d they were educated i n Canada. Twelve (6%) i n d i c a t e d they were t r a i n e d i n the U n i t e d S t a t e s , w h i l e 6 (3%) i n d i c a t e d they were t r a i n e d i n o t h e r c o u n t r i e s . These f i n d i n g s are p r e s e n t e d i n T a b l e 4. Table 4 Country of Highest Academic T r a i n i n g / E d u c a t i o n o f Respondent Group Country of E d u c a t i o n and Canada U n i t e d S t a t e s Other T r a i n i n g o f the Sample P o p u l a t i o n N % N % N % Grades 8-12 up t o 500 35 18.71 3 1.60 1 .53 501-1000 36 19.25 1 .53 2 1.06 1001-over 26 13.90 0 0.00 2 1.06 S u b t o t a l s 97 51.87 4 2 .13 5 2.67 Grades 8-10 up t o 500 23 12.29 0 0.00 1 .53 501-1000 *19 10.16 5 2.67 0 0. 00 1001-over 2 1.06 0 0.00 0 0.00 S u b t o t a l s 44 23.52 5 2.67 1 .53 Grades 10-12 up t o 500 3 1.60 1 .53 0 0.00 501-1000 14 7.48 1 .53 0 0. 00 1001-over * 9 4.81 1 .53 0 0. 00 S u b t o t a l s 26 13.90 3 1.60 0 0.00 T o t a l 167 89.30 12 6.41 6 3.20 *Two non responses t o t h i s q u e s t i o n . Of the 167 who s t a t e d t h a t they were t r a i n e d i n Canada, 92 (49%) i n d i c a t e d t h a t they were t r a i n e d a t the U n i v e r s i t y o f B r i t i s h Columbia and 34 (18%) s t a t e d they were t r a i n e d a t the U n i v e r s i t y o f V i c t o r i a . The remaining 33 (17%) make up the respondent group t h a t were t r a i n e d i n o t h e r p r o v i n c e s . T a b l e 5 i n d i c a t e s these f i n d i n g s by grade and s c h o o l p o p u l a t i o n . T a b l e 5 - I n s t i t u t i o n L a s t Attended of Respondent Group I n s t i t u t i o n L a s t U n i v e r s i t y U n i v e r s i t y Attended o f the of : B r i t i s h of V i c t o r i a Other Sample Columbia P r o v i n c e s P o p u l a t i o n N % N % N % Grades 8-12 up t o 500 11 5.88 11 5. 88 13 6.95 501-1000 17 9.09 9 4 .81 9 4.81 1001-over 20 10. 69 2 1. 06 4 2 .13 S u b t o t a l 48 25. 66 22 11.76 26 13.90 Grades 8-10 up t o 500 13 6.95 5 2.67 4 2.13 501-1000 *14 7.48 3 1.60 2 1.06 1001-over 2 1.06 0 0.00 0 0. 00 S u b t o t a l 26 13 .90 8 4.27 6 3.20 Grades 10-12 up t o 500 2 1.06 1 .53 0 0.00 501-1000 11 5.88 1 .53 0 0. 00 1001-over 5 2.67 2 1.06 1 .53 S u b t o t a l 18 9.62 4 2.13 1 . 53 T o t a l 92 49.19 34 18.16 33 17.64 * 28 non responses t o t h i s q u e s t i o n . 38 2. TEACHING EXPERIENCE I t was i n d i c a t e d t h a t a t o t a l o f 54 (28%) of the respondents had taught a r t i n B r i t i s h Columbia between 11 and 15 y e a r s . T h i s was f o l l o w e d by 39 respondents (20%) who s t a t e d t h a t they had taught i n B.C. between 6 and 10 years, and 31 respondents (16%) answered t h a t they had been t e a c h i n g a r t i n B.C. between 16 and 20 y e a r s . A group o f 3 0 respondents (16%) i n d i c a t e d they had taught a r t up t o 5 y e a r s i n B.C. T a b l e 6 p r e s e n t s these f i n d i n g s . Table 6 - Total Years of Experience Teaching Art i n B r i t i s h Columbia Schools Years of Experience of the Sample Population Under N 5 % 6 - N 10 % 11 N - 15 % 16 N - 20 % 20 N - 25 % 25 - N over % Grades 8-12 up to 500 *14 7.48 10 5.34 8 4.27 1 .53 4 2 .13 1 . 53 501-1000 4 2 .13 7 3.74 15 8. 02 6 3.20 5 2 . 67 2 1.06 1001-over _4 2.13 6 3.20 3 1. 60 8 4.27 5 2 . 67 2 1. 06 Subtotal 22 11.76 23 12.29 26 13.90 15 8.02 14 7.48 5 2.67 Grader 8-10 up to 500 5 2.67 6 3.20 7 3.74 3 1.60 3 1. 60 0 0. 00 501-1000 2 1.06 7 3.74 9 4.81 6 3.20 0 0. 00 1 . 53 1001-over 1 .53 0 0.00 1 . 53 0 0.00 0 0. 00 0 0. 00 Subtotal 8 4.27 13 6.95 17 9.09 9 1.60 3 1. 60 1 .53 Grades 10-12 up to 500 0 0.00 0 0.00 2 1. 06 1 .53 1 .53 0 0.00 501-1000 0 0.00 2 1.06 3 1.60 4 2 .13 4 2.13 3 1. 60 1001-over 0 0.00 1 .53 7 3.74 2 1.06 0 0.00 _ l . 53 Subtotal 0 0.00 3 1.60 11 5.88 7 3.74 5 2.67 _4 2.13 Total 30 16.04 39 20.86 54 28.87 31 16.58 22 11.76 10 5.34 * Two non response to t h i s question U) 40 PRESENT SCHOOL TEACHING EXPERIENCE I t was i n d i c a t e d by a t o t a l o f 75 respondents (40%) t h a t they had taught a r t i n t h e i r p r e s e n t s c h o o l l e s s than 5 y e a r s . Of t h e s e respondents 46 (24%) taught a r t i n s c h o o l s t h a t e n r o l l e d grades 8 t o 12. Next, a group o f 52 respondents (27%) i n d i c a t e d they had been t e a c h i n g i n t h e i r s c h o o l s between 6 and 10 y e a r s . Again, o f t h e s e respondents 35 (18%) a l s o taught i n s c h o o l s t h a t e n r o l l e d grades 8 - 1 2 . The t h i r d l a r g e s t group, 27, (14%) i n d i c a t e d they had been t e a c h i n g a r t i n t h e i r p r e s e n t s c h o o l between 11 and 15 y e a r s . Once again, the l a r g e s t number of the 27, 15 (8%) of these respondents can be found i n s c h o o l s t h a t e n r o l l grades 8 - 12. Present s c h o o l t e a c h i n g e x p e r i e n c e i n y e a r s and percentages i s presented i n T a b l e 7. Table 7 - Years of Experience Teaching i n Present School Years Teaching i n Present Under 5 N % 6 - N 10 % 11 N - 15 % 16 N - 20 % 20 - N - 25 % over 25 N % Grades 8-12 up t o 500 17 9. .09 18 9. .62 2 1. . 06 1 ,53 1 .53 0 0. . 00 501-1000 17 9. . 09 9 ,4. .81 10 5. , 34 2 1. ,06 0 0. ,00 1 ,53 1001-over 12 6. .41 8 4. .27 3 4. . 60 4 2. , 13 1 ,53 0 0. , 00 S u b t o t a l 46 24. ,59 35 18. .71 15 8. .02 7 3 . ,74 2 1. ,06 1 ,53 Grades 8-10 up t o 500 12 6. .41 5 2. .67 4 3 . 13 3 1. , 60 0 0. .00 0 0. , 00 501-1000 9 4. .81 9 4. .81 2 1. . 06 3 1. ,60 2 2. .67 0 0. , 00 1001-over 1 .53 0 0. .00 1 i .53 0 0. .00 0 0. .00 0 0. , 00 S u b t o t a l 22 11. .76 14 7. .48 7 3. ,74 6 3 . ,20 2 2. .67 0 0. , 00 Grades 10-12 up t o 500 0 0. .00 1 .53 1 ,53 1 ,53 1 i .53 0 0. , 00 501-1000 5 2. .67 2 1. .06 4 2 . , 13 2 1. , 06 1 .53 1 ,53 1001-over 2 1. . 06 0 0. .00 0 0. , 00 6 3. ,20 3 1. .60 0 0. , 00 S u b t o t a l 7 3. .74 3 1, .60 5 2. , 67 9 4. ,81 5 2 , .67 1 , 53 T o t a l 75 40. . 10 52 27. .80 27 14 . ,43 22 11. ,76 9 4. ,81 2 1. , 06 * Zero non responses t o t h i s q u e s t i o n 3. SCHOOL LOCATION E i g h t y - n i n e (47%) of the respondents i n d i c a t e d they taught i n s c h o o l s l o c a t e d i n suburban areas w i t h a p o p u l a t i o n o f 20,000 or more. They make up the l a r g e s t group who r e t u r n e d complete q u e s t i o n n a i r e s . T h i s i s f o l l o w e d by a t o t a l of 52 (27%) respondents who t e a c h i n s c h o o l s l o c a t e d i n r u r a l areas w i t h p o p u l a t i o n s under 10,000, and a t o t a l o f 34 (18%) of the respondents who teach i n s c h o o l s l o c a t e d i n suburb areas w i t h p o p u l a t i o n s under 20,000. The l a r g e s t o f the groups of respondents i s from the lower mainland, F r a s e r V a l l e y and Vancouver I s l a n d . T h i s i s r e p r e s e n t a t i v e o f the r e g i o n s i n B r i t i s h Columbia where the l a r g e s t p o p u l a t i o n c o n c e n t r a t i o n e x i s t s . The second l a r g e s t group i s from the r u r a l a r e a s . T h e r e f o r e , i t can be concluded both urban and r u r a l s c h o o l a r t programs are adequately r e p r e s e n t e d . T h i s data i s p r e s e n t e d i n Ta b l e 8. Table 8 - School L o c a t i o n by P o p u l a t i o n of Community Sample L o c a t i o n of Sample Rur a l Suburb R u r a l Suburb Group by P o p u l a t i o n Under 10,000 Under 10,000 Under 20,000 Under 20,000 N % N % N % N % Grades 8-12 up to 500 33 17.64 1 .53 0 0.00 5 2.67 501-1000 *12 6.41 1 .53 4 2.13 21 11.22 1001-over **_0 0.00 _1 .53 _8 4.27 17 9.09 S u b t o t a l 45 24.06 3 1.60 12 6.41 43 22.99 Grades 8-10 up to 500 * 4 2.13 1 .53 5 2.67 13 6.95 501-1000 1 .53 0 0.00 6 3.20 18 9.62 1001-over _0 0.00 _0 0.00 _0 0.00 _2 1.06 S u b t o t a l 5 2.67 1 .53 11 5.88 33 17.64 Grades 10-12 up to 500 0 0.00 1 .53 3 1.60 0 0.00 501-1000 2 1.06 2 1.06 4 2.13 7 3.74 1001-over _0 0.00 _1 .53 _4 2.13 _6 3.20 S u b t o t a l _2 1.06 _4 2.13 11 5.88 13 6.95 T o t a l 52 27.81 8 4.28 34 18.18 89 47.59 * Four non responses t o t h i s q u e s t i o n . 4. TEACHING ASSIGNMENT Of the respondents who answered the q u e s t i o n on whether they had a f u l l o r p a r t - t i m e a r t t e a c h i n g assignment, a t o t a l o f 134 (71%) s t a t e d they were p r e s e n t l y t e a c h i n g a r t on a f u l l - t i m e b a s i s . A t o t a l o f 51 (27%) i n d i c a t e d they were t e a c h i n g a r t on a p a r t - t i m e b a s i s . T a b l e 9 p r o v i d e s a summary by grade and s c h o o l e n r o l l m e n t . T a b l e 9 F u l l - t i m e or P a r t - t i m e A r t Teaching Assignment o f Respondent Group Sample Teaching Assignment F u l l - t i m e P a r t - t i m e o f the Sample Group N % N % Grades 8-12 up t o 500 21 11.22 17 9.09 501-1000 34 18.18 5 2.67 1001-over 23 12.29 5 2.67 S u b t o t a l 78 41.71 27 14.43 Grades 8-10 up t o 500 12 5.34 12 5.34 501-1000 20 10.69 5 2.67 1001-over _2 1.06 _0 0.00 S u b t o t a l 34 18.18 17 9.09 Grades 10-12 up t o 500 3 1.60 1 .53 501-1000 * 9 4.81 5 2.67 1001-over 10 5.34 _1 .53 S u b t o t a l 22 11.76 _J_ 3.74 T o t a l 134 71.66 51 27.27 * Two non-responses t o t h i s q u e s t i o n 5. NUMBER OF STUDENTS STUDYING ART In terms of the l a r g e s t number of stu d e n t s who are b e i n g taught a r t i n s c h o o l , 42 respondents (22%) i n d i c a t e d t h a t i n t h e i r s c h o o l s they had between 151 and 200 students s t u d y i n g a r t . T h i s was f o l l o w e d by 40 respondents (21%) who i n d i c a t e d t h a t between 101 and 150 students were s t u d y i n g a r t i n t h e i r s c h o o l . T a b l e s 10 and 10A p r o v i d e a summary of a r t s t u d e n t s e n r o l l m e n t f i g u r e s by grade and s c h o o l p o p u l a t i o n . T a b l e 10 - Number of Students Studying A r t by Grade and School Enrollment Students Studying A r t 0-50 51-100 101-150 151-200 i n Each School of the Sample P o p u l a t i o n N % M % N % N % Grades 8-12 up t o 500 9 4.81 11 5.88 12 6.41 5 2.67 501-1000 ** i .53 5 2.67 8 4.27 9 4.81 1001-over 0 0.00 _0 0. 00 _1 .53 _5 2.67 S u b t o t a l 10 5.34 16 8.55 21 11.22 19 10.16 Grades 8-10 up t o 500 0 0.00 7 3.74 9 4.81 6 3.20 501-1000 0 0.00 0 0.00 6 3.20 7 3.74 1001-over 0 0.00 _0 0.00 0 0.00 0 0.00 S u b t o t a l 0 0.00 7 3.74 15 8.02 13 6.95 Grades 10-12 up t o 500 0 0.00 1 .53 0 0. 00 3 1.60 501-1000 0 0.00 3 1.60 3 1.60 4 2.13 1001-over * 0 0.00 _0 0.00 _1 .53 3 1.60 S u b t o t a l _0 0. 00 _4 2.13 4 2.13 10 5.34 T o t a l 10 5.35 27 14 .44 40 21.39 42 22.46 * Three non-responses t o t h i s q u e s t i o n T a b l e 10A - Number of Students Studying A r t by Grade and School Enrollment Students Studying A r t i n Each School of the 201-250 251-300 300-over Sample P o p u l a t i o n N % N % N % Grades 8-12 up t o 500 1 .53 0 0. 00 1 .53 501-1000 9 4.81 4 2.13 1 .53 1001-over _4 2.13 _ i .53 17 9. 09 S u b t o t a l 14 7.48 5 2.67 19 10. 16 Grades 8-10 up t o 500 2 1.06 0 0.00 0 0. 00 501-1000 8 4.27 0 .53 3 1. 60 1001-over 2 1.06 _0 0.00 _g 0. 00 S u b t o t a l 12 4.41 1 .53 3 1. 60 Grades 10-12 up t o 500 0 0.00 0 0.00 0 0. 00 501-1000 3 1.60 0 0.00 2 1. 06 1001-over _1 .53 _1 .53 4 2.13 S u b t o t a l _4 2.13 _ ! .53 6 3.20 T o t a l 30 16.04 7 3.74 28 14 . 97 48 6. CLASS SIZE Of the respondents from s c h o o l s t h a t e n r o l l grades 8 - 12 who i n d i c a t e d the c l a s s s i z e s per grade, 181 (96%) i n d i c a t e d t h a t t h e i r l a r g e s t c l a s s s i z e was between 2 6 and 35. A t o t a l o f 162 (86%) s t a t e d t h a t t h e i r l a r g e s t c l a s s s i z e was between 16 and 25, (see T a b l e s 11 and 11A). In the J u n i o r Secondary Schools, seventy-one (37%) of the c l a s s s i z e s , range between 26-35 stud e n t s , as noted i n Ta b l e 12. At the s e n i o r l e v e l 40 respondents (21%) noted t h a t t h e i r c l a s s s i z e s were r a t h e r s m a l l , r a n g i n g between 16 and 25 s t u d e n t s . T h i s i n f o r m a t i o n i s pr e s e n t e d by c l a s s s i z e , grade and student p o p u l a t i o n i n T a b l e 13. T a b l e 11 C l a s s S i z e For Schools With Grades 8 - 1 2 C l a s s S i z e f o r the Sample of the Under 15 16 - 25 26 - 35 35 - over P o p u l a t i o n , N % N % N % N % Schools 8 - 1 2 Grade 8 up t o 500 7 3. , 74 15 8. , 02 13 6. ,95 0 0. , 00 501-1000 1 4 , 53 9 4. ,81 22 11. ,76 1 ,53 1001-over 0 0. , 00 _7 3. ,74 13 6. ,95 0 0. . 00 S u b t o t a l 8 4 . ,27 31 16. ,57 47 25. , 13 1 , 53 Grade 9 up t o 500 11 5. ,88 18 9. , 62 5 2. , 67 1 .53 501-1000 4 2. , 13 7 3. ,74 24 12 . 83 2 1, . 06 1001-over _1 ,53 _3 1. , 60 1 2 9. ,09 _2 1. . 06 S u b t o t a l 16 8, , 55 28 14. .97 46 24. .59 5 2 , .67 Grade 10 up t o 500 13 6. .95 15 8, . 02 6 3. ,20 1 . 53 501-1000 5 2. , 67 14 7. .48 15 8. ,02 2 1, . 06 1001-over _2 1. .06 _7 3. ,74 13 6. ,95 1 . 53 S u b t o t a l 20 10. . 69 36 19. .25 34 18, .18 4 2 , . 13 I T a b l e 11A - C l a s s S i z e f o r Schools with Grades 8-12 C l a s s S i z e f o r the Sample o f the Under 15 16 - 25 26 - 35 35 - over P o p u l a t i o n Schools Schools 8-12 N % N % N % N % Grade 11 up t o 500 18 9. 62 16 8.55 1 .53 0 0.00 501-1000 7 3.74 10 5.34 16 8.55 3 1. 60 1001-over 2 1. 06 11 5.88 13 6.95 1 .53 S u b t o t a l 27 14.43 37 19.78 30 16.04 4 2 .13 Grade 12 up t o 500 21 11. 22 8 4.27 1 . 53 0 0.00 501-1000 10 5. 34 10 5.34 11 5.88 1 .53 1001-over 3 1. 60 12 6.41 12 6.41 _0 0.00 S u b t o t a l 34 18. 18 30 16.04 24 12.83 _! .53 T o t a l 105 56. 14 162 16.04 181 96.79 15 8.02 * Non responses to t h i s q u e s t i o n are d i f f i c u l t t o determine simply because of the nature of the a r t teachers assignment. 51 T a b l e 12 C l a s s S i z e For Schools With Grades 8 - 1 0 C l a s s S i z e f o r the Sample of the P o p u l a t i o n Under 15 16-25 26-35 35-over Sc h o o l s 8-10 N % N % N % N % Grade 8 up t o 500 0 0. 00 10 5. 34 12 6 .41 1 .53 501-1000 0 0. 00 6 3. 20 16 8. 550 2 1. 06 1001-over 0 0. 00 0 0. 00 2 1 .06 0 0. 00 S u b t o t a l 0 0. 00 16 8 . 55 30 16 . 04 3 1.60 Grade 9 up t o 500 1 53 14 7. 48 6 3 .20 1 .53 501-1000 0 0. 00 3 1. 60 18 9 . 62 3 1. 60 1001-over 0 0. 00 0 0. 00 1 .53 0 0. 00 S u b t o t a l 1 • 53 17 9. 09 25 13 .36 4 2.13 Grade 10 up t o 500 7 3. 74 7 3. 74 6 3 .20 1 .53 501-1000 1 53 10 5. 34 10 5 .34 2 1. 06 1001-over 0 0. 00 1 • 53 0 0 .00 0 0. 00 S u b t o t a l 8 4 . 27 18 9. 62 16 8 .55 3 1. 60 T o t a l 9 4 . 81 51 27. 27 71 37 .96 10 5.34 * Non responses t o t h i s q u e s t i o n are d i f f i c u l t t o determine simply because o f the nature o f the a r t t e a c h e r s assignment. 52 T a b l e 13 C l a s s S i z e For Schools With Grades 10 - 12 C l a s s S i z e f o r Sample o f the P o p u l a t i o n Schools 10-12 Under N 15 % 16 N - 25 % 26 N - 35 % 35 N - over % Grade 10 up t o 500 0 0 . 00 2 1.06 1 .53 0 0. 00 501-1000 1 .53 5 2.67 3 1.60 0 0. 00 1001-over 0 0 . 00 3 1.60 0 0.00 0 0. 00 S u b t o t a l 1 .53 10 5.34 4 2.13 0 0. 00 Grade 11 up t o 500 0 0 .00 2 1.06 1 .53 0 0. 00 501-1000 0 0 . 00 6 3.20 7 3.74 0 0. 00 1001-over 0 0 . 00 5 2.67 4 2 .13 0 0. 00 S u b t o t a l 0 0 . 00 13 6.95 11 5.88 0 0.00 Grade 12 up t o 500 0 0 .00 2 1.06 1 .53 0 0.00 501-1000 3 1 . 60 9 4.81 2 1.06 0 0. 00 1001-over 1 .53 6 3.20 3 1.60 0 0. 00 S u b t o t a l 4 2 . 13 17 9.09 6 3.20 0 0. 00 T o t a l 5 2 .67 40 21.39 21 11. 22 0 0. 00 * Non responses t o t h i s q u e s t i o n are d i f f i c u l t t o determine simply because of the nature o f the a r t t e a c h e r s assignment. 7. ART ROOMS Of the t o t a l number of respondents, 113 (60%) i n d i c a t e d t h e r e was o n l y one room c l a s s i f i e d as an a r t room i n t h e i r s c h o o l . S i x t y - t h r e e (33%) of the s c h o o l s i n t h i s c a t e g o r y were i n s c h o o l s t h a t e n r o l l grades 8-12. Of the t o t a l sample group, f o r t y - n i n e (26%) noted t h a t they had two rooms i n t h e i r s c h o o l t h a t were being used f o r a r t c l a s s e s . The s c h o o l s w i t h the m a j o r i t y of a r t rooms appear t o be the s c h o o l s t h a t e n r o l l grades 8-12, w i t h a p o p u l a t i o n o f 1,000 o r more. The number of a r t rooms a c c o r d i n g t o grade and s c h o o l p o p u l a t i o n can be found i n Tab l e 14. I t was i n d i c a t e d by 70 (37%) of the sample p o p u l a t i o n t h a t the room i n which they were t e a c h i n g a r t was not s p e c i f i c a l l y designed and b u i l t f o r a r t room use. Tab l e 15 p r e s e n t s t h i s d a t a . T a b l e 14 - Number of Rooms C l a s s i f i e d as A r t Rooms Number o f 1 2 3 4 5 A r t Rooms i n the School N % N % N % N % N % Grades 8-12 up t o 500 **31 16, .57 3 1 .60 2 1. ,06 1 .53 0 0. ,00 501-1000 28 14. .97 9 4 .81 2 1. . 06 1 . 53 0 0. , 00 1001-over _4 2. .13 16 8 .55 2 1. . 06 4 2. . 13 2 1. ,06 S u b t o t a l 63 33 . 68 28 14 .97 6 3 . 20 6 3 . 20 2 1. ,06 Grades 8-10 up t o 500 20 10. , 69 4 2. 13 0 0. , 00 0 0. . 00 0 0. ,00 501-1000 *18 9. . 62 6 3. 20 0 0. . 00 0 0, . 00 0 0. , 00 1001-over _0 0, .00 2 1. 06 0 0. . 00 0 0. . 00 0 0. , 00 S u b t o t a l 38 20. , 32 12 6 .41 0 0. , 00 0 0. . 00 0 0. ,00 Grades 10-12 up t o 500 4 2. ,13 0 0 .00 0 0. , 00 0 0. . 00 0 0. , 00 501-1000 6 3, .20 7 3 .74 2 1. ,06 0 0, .00 0 0, .00 1001-over 2 1, .06 2 1 .06 3 1. . 60 4 2 . 13 0 0. .00 S u b t o t a l s 12 6. .41 9 4 .81 5 2 . , 67 4 2 . , 13 0 0. , 00 T o t a l 113 60, .43 49 26 .20 11 5. .88 10 5. . 35 2 1. , 06 *Two non responses t o t h i s q u e s t i o n Table 15 - Artrooms Designed and B u i l t as Artrooms Number of Zero One Two Three Four F i v e Rooms Designed As A r t Rooms N % N % N % N % N % N 0 1 3 Grades 8-12 up t o 500 22 11. 76 14 7 . 48 1 .53 1 . 53 0 0. .00 0 0. , 00 501-1000 14 7. 48 17 9. , 09 6 3 . 20 1 , 53 0 0. , 00 0 0. , 00 1001-over 8 4. 27 _3 1. . 60 9 4. .81 2 1. , 06 4 2. . 13 1 , 53 S u b t o t a l s 44 23 . 52 34 18. , 18 16 8. .55 4 2 . 13 4 2 . , 13 1 , 53 Grades 8-10 up t o 500 8 4. 27 13 6. .95 3 1. . 60 0 0. , 00 0 0. , 00 0 0. , 00 501-1000 7 3. 74 13 6. .95 4 2 , . 13 0 0. . 00 0 0. .00 0 0. . 00 1001-over 0 0. 00 _2 1. .06 0 0, .00 0 0. .00 0 0. .00 0 0. . 00 S u b t o t a l 15 8. 02 28 14, .97 7 3 , .74 0 0. . 00 0 0. .00 0 0, . 00 Grades 10-12 up t o 500 1 • 53 3 1, .60 0 0. .00 0 0. .00 0 0. , 00 0 0, . 00 501-1000 3 1. 60 5 2. .67 5 2. .67 2 2. , 67 0 0. ,00 0 0. . 00 1001-over _7 3. 74 2 1. . 06 0 0, .00 2 2. .67 0 0. .00 0 0, . 00 S u b t o t a l s 11 5. 88 10 5. .34 5 2 . 67 4 2. .13 0 0. ,00 0 0. .00 T o t a l 70 37. 43 72 38. .50 28 14, .97 8 4. .27 4 2. .13 1 .53 *1 non response t o t h i s q u e s t i o n 8. USE OF THE ART ROOM T h i r t y - f i v e respondents (18%) i n d i c a t e d t h a t they shared a r t rooms w i t h another a r t t e a c h e r ; 148 (79%) s t a t e d they were the o n l y a r t te a c h e r i n t h e i r a r t room. A t o t a l o f 39 (20%) i n d i c a t e d t h a t t e a c h e r s from o t h e r s u b j e c t areas used t h e i r room. Ta b l e 16 p r e s e n t s t h i s i n f o r m a t i o n . T a b l e 16 - A r t Teachers Who Share Rooms w i t h Other Teachers A r t Rooms With A r t Teachers With Other Teachers t h a t a re Yes No Yes No Shared N % N % N % N % Grades 8-12 up t o 500 5 2 . 67 34 18 . 18 15 8 .02 24 12. 83 501-1000 *10 5 . 34 28 14 .97 6 3 .20 32 17. 11 1001-over 6 3 .20 19 10 .16 5 2 .67 23 12 . 29 S u b t o t a l 21 11 .22 81 43 .31 26 13 .90 79 42 . 24 Grades 8-10 up t o 500 1 .53 23 12 .29 5 2 .67 19 10. 16 501-1000 6 3 .20 19 10 .16 2 1 . 06 23 12. 29 1001-over * 2 1 .06 0 0 .00 1 .53 0 0. 00 S u b t o t a l 9 4 .81 42 22 .45 8 4 .27 42 22. 45 Grades 10-12 up t o 500 0 0 .00 4 2 . 13 1 .53 3 1. 60 501-1000 2 1 .06 13 6 .95 3 1 . 60 12 6. 41 1001-over 3 1 . 60 8 4 .27 1 .53 9 4. 81 S u b t o t a l 5 2 .67 25 13 .36 5 2 .67 24 12. 83 T o t a l 35 18 .71 148 79 . 14 39 20 .85 145 77. 54 *Seven non responses t o these q u e s t i o n 9. SUPPLIES AND EQUIPMENT BUDGETS A t o t a l o f 127 (67%) of the respondents i n d i c a t e d t h a t t h e i r y e a r l y budget f o r s u p p l i e s was l e s s than $2,500.00 and 59 (31%) i n d i c a t e d t h a t t h e i r y e a r l y equipment budget was l e s s than $2,500.00. U n f o r t u n a t e l y , the response t o t h i s q u e s t i o n was poor, p o s s i b l y because i n many s c h o o l s t h e r e e x i s t s no equipment budget, but r a t h e r a replacement budget T a b l e 17 S u p p l i e s Budget A l l o c a t i o n by Grades and School P o p u l a t i o n S u p p l i e s Budget -1000 N % N % Sample 1001- 2500 N % 2501 5000 N % + 5000 Grades 8-12 up t o 500 *22 11. 76 13 6.95 3 1. 60 0 0. 00 501-1000 *19 10. 16 13 6.95 2 1. 06 0 0. 00 1001-over 1 • 53 6 3.20 9 4.81 7 3 . 74 S u b t o t a l 42 22. 45 32 17.11 14 7.48 7 3 . 74 Grades 8-10 up t o 500 * 7 3. 74 13 6.95 3 1.60 0 0. 00 501-1000 * 4 2. 13 14 7.48 6 3.20 0 0. 00 1001-over * 0 0. 00 1 .53 0 0. 00 0 0. 00 S u b t o t a l 11 5. 88 28 14.97 9 4.81 0 0. 00 Grades 10-12 up t o 500 * 0 0. 00 4 2.13 0 0.00 0 0. 00 501-1000 3 1. 60 7 3.74 3 1.60 2 1. 06 1001-over * 0 0. 00 0 0.00 5 2.67 5 2 . 67 S u b t o t a l 3 1. 60 11 5.88 8 4.27 7 3 . 74 T o t a l 56 29. 94 71 37.97 31 16.58 14 7. 49 * 15 non responses t o t h i s q u e s t i o n 58 o r an o c c a s i o n a l i n j e c t i o n of money. In any event i t appears t h a t 74 (39%) respondents may not know e i t h e r t h e i r s u p p l i e s budget, or what i s a v a i l a b l e i n d o l l a r s f o r the purchase o f new equipment. The i n f o r m a t i o n on s u p p l i e s a l l o c a t i o n i s presented i n Tab l e 17, and i n f o r m a t i o n on budget a l l o c a t i o n i n Tab l e 18. T a b l e 18 Equipment Budget A l l o c a t i o n by Grades and School P o p u l a t i o n Sample Equipment 1001- 2501- Budget -1000 N % N 2500 % N 5000 % + 5000 N % Grades 8-12 up t o 500 *17 9.09 5 2 . 67 0 0. 00 0 0.00 501-1000 * 4 2 .13 1 . 53 0 0. 00 0 0. 00 1001-over * 4 2.13 2 1.06 1 .53 0 0.00 S u b t o t a l 25 13.36 8 4.27 1 . 53 0 0.00 Grades 8-10 up t o 500 * 5 2 . 67 2 1. 06 0 0.00 0 0. 00 501-1000 * 5 2.67 4 2.13 0 0. 00 0 0.00 1001-over *_1 .53 0 0.00 0 0.00 0 0.00 S u b t o t a l 11 5.88 6 3 . 20 0 0. 00 0 0. 00 Grades 10-12 up t o 500 * 2 1. 06 0 0.00 0 0.00 0 0. 00 501-1000 * 3 1. 60 3 1. 60 0 0.00 0 0. 00 1001-over * 0 0.00 1 .53 1 .53 4 2.13 S u b t o t a l 5 2.67 4 2 .13 1 . 53 4 2 .13 T o t a l 41 21.92 18 9.62 2 1. 06 4 2 .13 * 122 non responses t o t h i s q u e s t i o n 10. ART FEES In terms o f a r t fees charged t o s t u d e n t s , 86 (45%) of the s c h o o l s t h a t e n r o l l grade e i g h t s do not charge a r t f e e s . T h i s d a t a by grade l e v e l r e v e a l s t h a t 32 (17%) s c h o o l s t h a t e n r o l l grade n i n e students, 3 8 (20%) of the s c h o o l s t h a t e n r o l l grade 10, 38 (20%) do not charge i n d i v i d u a l a r t f e e s . In s c h o o l s t h a t e n r o l l grade 11, 22 (13%) do not charge a fe e , and i n s c h o o l s t h a t e n r o l l grade twelve, 2 3 (12%) do not charge a r t f e e s . However, of those t h a t d i d charge a r t f e e s the b u l k of the fee s t r u c t u r e f o r grades 8, 9 and 10 seemed t o be between the 0 t o $5 range, and between $6 t o $10 range i n grades 11 and 12. T a b l e s 19, 19a, 20, and 21 p r e s e n t t h e exact f e e charged i n each grade and s c h o o l s i z e p e r s t udent. T a b l e 19 - A r t Fees Charged Per Student i n Schools t h a t E n r o l l Grades 8-12 A r t Fees Per Zero -5 6-10 11-20 20 Over Student N % N i N % N 3 i N % Grade 8 up t o 500 25 13. . 36 9 4 , 81 4 2 . 13 0 0. .00 0 0. , 00 501-1000 29 15. .50 5 2, . 67 3 1 . 60 0 0. , 00 0 0. , 00 1001-over 1 .53 i i 7, .48 _5 2 . 67 0 0. , 00 0 0. , 00 S u b t o t a l 55 29. .41 28 14 , .97 12 64 . 17 0 0. ,00 0 0. , 00 Grade 9 up t o 500 15 8. ,02 9 4. ,81 13 6. 95 2 1. ,06 0 0. ,00 501-1000 9 4. ,81 10 5. . 34 14 7. 48 3 1. , 60 0 0. , 00 1001-over _1 .53 _9 4, .81 10 5. 34 2 1, ,06 0 0. . 00 S u b t o t a l 25 13. . 36 18 9, . 62 37 19. 78 7 3. .74 0 0. . 00 Grade 10 up t o 500 14 7. .48 8 4, .27 15 8 . 02 2 1. ,06 0 0. . 00 501-1000 12 6. .41 9 ' 4. 81 13 6 .95 3 1. ,60 0 0. ,00 1001-over _! • .53 _6 3, .20 14 7 .48 1 .53 0 0. .00 S u b t o t a l 27 14, .43 23 12. .29 42 22 .45 6 3 . ,20 0 0. ,00 Non responses t o t h i s q u e s t i o n are d i f f i c u l t t o a c c u r a t e l y a ssess simply because of the nature of the q u e s t i o n . T a b l e 19a A r t Fees Charged Per Student i n Schools That E n r o l l Grades 8-12 A r t Fees per Zero -5 6 -10 11 -20 20 Over Student N % N % N % N % N % Grade 11 up t o 500 10 5. 34 5 2.67 12 6.41 12 6.41 0 0.00 501-1000 8 4. 27 7 3.74 15 8.02 5 2.67 2 1. 06 1001-over _2 1. 06 _5 2.67 8 4.27 9 4.81 0 0.00 S u b t o t a l 20 10. 69 17 9.09 35 18.71 26 13 .90 2 1. 06 Grade 12 up t o 500 11 5. 88 5 2.67 12 6.41 11 5.88 0 0.00 501-1000 8 4. 27 7 3.74 14 7.48 6 3.20 2 1. 06 1001-over _2 1. 06 _6 3.20 8 4.27 10 5.34 0 0. 00 S u b t o t a l 21 11. 22 18 9.62 34 18.18 27 14.43 2 1.06 T o t a l 148 79. 14 104 55.61 160 85.56 66 35.29 4 2.13 * non responses t o t h i s q u e s t i o n are d i f f i c u l t t o assess simply because of the nature of the q u e s t i o n . 62 Tabl e 20 A r t Fees Charged Per Student i n Schools t h a t E n r o l l Grades 8-10 A r t Fees Per Zero -5 6-10 11-20 Student N % N % N % N % Grades 8 up t o 500 13 6.95 10 5. 34 1 . 53 0 0.00 501-1000 18 9.62 7 3. 74 0 0. 00 0 0. 00 1001-over 0 0.00 0 0. 00 2 1.06 0 0. 00 S u b t o t a l 31 16.57 17 9. 09 3 1. 60 0 0. 00 Grade 9 up t o 500 3 1.60 9 4. 81 12 6.41 0 0. 00 501-1000 3 1.60 10 5. 34 11 5.88 1 . 53 1001-over 1 .53 0 0. 00 1 .53 0 0.00 S u b t o t a l 7 3.74 19 10. 16 24 12.83 1 .53 Grades 10 up t o 500 3 1. 60 9 4. 81 11 5.88 1 . 53 501-1000 4 2.13 10 5. 34 10 5.34 1 . 53 1001-over 1 .53 0 0. 00 1 .53 0 0. 00 S u b t o t a l 8 4.27 19 10. 16 22 11.76 2 1.06 T o t a l 46 24.59 55 29. 41 49 26.20 3 1.60 * non responses t o t h i s q u e s t i o n are d i f f i c u l t t o a s s e s s simply because o f the nature o f the q u e s t i o n . T a b l e 21 - A r t Fees Charged Per Student i n Schools t h a t E n r o l l Grades 10-12 Sample of the P o p u l a t i o n A r t Fees per Zero -5 6- 10 11-•20 20+ Student N % N % N % N % N % Grade 10 up t o 500 2 1.06 1 .53 1 .53 1 .53 0 0.00 501-1000 0 0. 00 3 1.60 6 3.20 0 0. 00 1 .53 1001-over 1 .53 4 2.13 0 0.00 0 0.00 0 0.00 S u b t o t a l 3 1.60 8 4.27 7 3.74 1 .53 1 .53 Grade 11 up t o 500 1 .53 1 .53 1 . 53 1 . 53 0 0.00 501-1000 0 0. 00 6 3.20 4 2 . 13 3 1. 60 1 . 53 1001-over 1 .53 6 3.20 2 1. 06 0 0. 00 0 0.00 S u b t o t a l 2 1.06 13 6.45 7 3.74 4 2 . 13 1 .53 Grade 12 up to 500 1 .53 1 .53 1 .53 1 .53 0 0.00 501-1000 0 0.00 6 3.20 4 2.13 4 2 .13 1 .53 1001-over 1 .53 5 2.67 3 1.60 0 0. 00 0 0.00 S u b t o t a l 2 1.06 12 6.41 8 4.27 5 2.67 1 .53 T o t a l 7 3.74 33 17.67 22 11.76 10 53.47 3 1.60 * non responses t o t h i s q u e s t i o n are d i f f i c u l t t o assess simply because of the nature of the q u e s t i o n . 11. ART COURSES OFFERED IN THE SECONDARY SCHOOL Of those respondents i n s c h o o l grades 8-12 and 8-10 who i n d i c a t e d the a r t courses t h a t were b e i n g taught i n t h e i r s c h o o l , 144 (77%) s t a t e d t h a t they o f f e r e d A r t Foundations a t the grade e i g h t l e v e l . T h i s was f o l l o w e d by 145 (77%) respondents who i n d i c a t e d t h a t t h e i r s c h o o l s o f f e r e d A r t Foundations i n grade 9, and 161 (86%) who i n d i c a t e d t h a t A r t Foundations was o f f e r e d i n grade 10. In the s c h o o l s t h a t o f f e r e d the s e n i o r grades 11 and 12 119 (63%) o f f e r e d A r t Foundations 11 and 115 (61%) o f f e r e d A r t Foundations 12. Only s i x t y - e i g h t (36%) of those respondents who taught s e n i o r grades i n d i c a t e d t h a t they o f f e r e d an A r t Care e r s 12 course. T a b l e 22 p r o v i d e s i n f o r m a t i o n on the a r t program and the i n d i v i d u a l a r t foundations courses o f f e r e d by grade and s c h o o l p o p u l a t i o n . The V i s u a l A r t s 2 Dimensional courses appear t o be taught i n a l l grades by a t l e a s t 31% of the sample p o p u l a t i o n , (see T a b l e 23). The V i s u a l A r t s 3 Dimensional c o u r s e s a re taught by a t l e a s t 20% o f t h e sample p o p u l a t i o n , summarized i n Tab l e 24. There d i d not appear t o be t h a t many s p e c i a l t y courses o f f e r e d i n d i c a t e d by t h e sample p o p u l a t i o n , as Tab l e 25. Table 22 - A r t Foundations Courses O f f e r e d i n B r i t i s h Columbia Secondary Schools Sample A r t Foundations A r t Foundations A r t Careers 8-12 N 8 % N 9 % N 10 % N 11 % N 12 % Grades 8-12 up t o 500 36 19.25 36 19.25 38 20. 32 33 17.64 31 16.57 501-1000 34 18.18 35 18.71 33 17. 64 33 17.64 30 16.04 1001-over 27 14.43 27 14.43 26 13 . 90 27 14.43 28 14.97 S u b t o t a l 97 51.87 98 52.40 97 51. 87 93 49.73 89 47.59 Grades 8-10 up t o 500 23 12.29 22 11.76 22 11. 76 0 0.00 0 0.00 501-1000 25 13.36 22 11.76 20 10. 69 0 0.00 0 0. 00 1001-over 2 1.06 2 1.06 2 1. 06 0 0.00 0 0.00 S u b t o t a l 50 26.73 46 24.59 44 23. 52 0 0.00 0 0.00 Grades 10-12 up t o 500 0 0.00 0 0.00 3 1. 60 3 1.60 3 1.60 501-1000 0 0.00 1 .53 11 5. 88 13 6.95 13 6.95 1001-over 0 0.00 0 0.00 _6 3 . 20 10 5.34 10 5.34 S u b t o t a l 0 0.00 1 .53 20 10. 69 26 13.90 26 13.90 T o t a l 147 78.60 145 77.54 161 86. 09 119 63 .63 115 61.49 * non responses t o t h i s q u e s t i o n are d i f f i c u l t t o assess simply because of the nature of the q u e s t i o n . U1 66 T a b l e 23 V i s u a l s A r t s 2 Dimensional Courses O f f e r e d i n Secondary S c h o o l s Sample VA2D A r t Courses O f f e r e d VA2D 9 N % N VA2D 10 % N VA2D 11 % N VA2D 12 % Grades 8-12 up t o 500 10 5.34 10 5. 34 15 8.02 14 7.48 501-1000 9 4.81 7 3 .74 29 15.50 27 14.43 1001-over 11 5.88 11 5.88 25 13 . 36 22 11.76 S u b t o t a l 30 16.04 28 14.97 69 36.89 63 33 . 68 Grades 8-10 up t o 500 13 6.95 13 6.95 0 0.00 0 0. 00 501-1000 16 8.55 13 6.95 0 0.00 0 0. 00 1001-over 1 . 53 2 1. 06 0 0. 00 0 0. 00 S u b t o t a l 30 16.04 28 14.97 0 0. 00 0 0. 00 Grades 10-12 up t o 500 0 0.00 2 1.06 4 2.13 4 2. 13 501-1000 0 0.00 0 0.00 14 7.48 13 6.95 1001-over 0 0.00 0 0.00 11 5.88 11 5.88 S u b t o t a l 0 0.00 2 1.06 29 15.50 28 14.97 T o t a l 60 32.08 58 31.01 98 52.40 91 48 . 66 * non responses t o t h i s q u e s t i o n a r e d i f f i c u l t t o a s s e s s , due t o the f a c t t h a t the a r t courses o f f e r e d v a r y from year t o y e a r and from s c h o o l t o s c h o o l . 67 Table 24 V i s u a l A r t s 3 Dimensional Courses O f f e r e d i n Secondary Sc h o o l s VA3D A r t VA3D VA3D VA3D VA3D Courses O f f e r e d N 9 % N 10 % N 11 % N 12 % Grades 8-12 up t o 500 4 2 . 13 4 2 . 13 11 5 .88 12 6.41 501-1000 6 3 .20 4 2 . 13 17 9 .09 17 9.09 1001-over 10 5 . 34 i i 5 .88 23 12 .29 21 11.22 S u b t o t a l 20 10 . 69 19 10 . 16 51 27 .27 50 26.73 Grades 8-10 up t o 500 11 5 .88 11 5 .88 0 0 . 00 0 0.00 501-1000 11 5 . 88 9 4 .81 0 0 .00 0 0.00 1001-over 0 0 . 00 0 0 . 00 0 0 . 00 0 0. 00 S u b t o t a l 21 11 .22 18 9 .62 0 0 700 0 0.00 Grades 10-12 up t o 500 0 0 . 00 1 .53 1 . 53 1 .53 501-1000 0 0 . 00 1 .53 12 6 .41 11 5.88 1001-over 0 0 . 00 0 0 . 00 9 4 .81 10 5.34 S u b t o t a l 0 0 . 00 2 1 .06 22 11 .76 22 11.76 T o t a l 41 21 .92 39 20 .85 73 39 .03 72 38.50 * non responses t o t h i s q u e s t i o n a re d i f f i c u l t t o a s s e s s , due t o the f a c t t h a t the a r t co u r s e s o f f e r e d v a r y from y e a r t o year and from s c h o o l t o s c h o o l . T a b l e 25 - S p e c i a l o r L o c a l l y Developed Courses O f f e r e d i n B r i t i s h Columbia Secondary Schools S p e c i a l Sample of S p e c i a l t y or L o c a l l y Developed A r t Stage C r a f t F i l m Studies Media Res. Photo J r . Graphics Other Courses N % N % N % N % N % N % Grades 8-12 up t o 500 0 0.00 0 0. 00 0 0. 00 1 .53 1 .53 1 .53 501-1000 0 0.00 0 0. 00 0 0.00 3 1. 60 2 1. 06 5 2.67 1001-over 1 .53 1 . 53 0 0. 00 4 2 . 13 4 2. 13 1 .53 S u b t o t a l 1 .53 1 .53 0 0. 00 8 4.27 7 3.74 7 3.74 Grades 8-10 up t o 500 0 0.00 0 0. 00 0 0. 00 2 1. 06 2 1. 06 3 1. 60 501-1000 0 0.00 0 0. 00 0 0. 00 2 1. 06 1 .53 0 0. 00 1001-over 0 0.00 0 0. 00 0 0.00 0 0.00 2 1. 06 0 0. 00 S u b t o t a l 0 0.00 0 0.00 0 0. 00 4 2.13 5 2.67 3 1. 60 Grades 10-12 i up t o 500 0 0.00 0 0.00 1 .53 0 0.00 0 0.00 0 0.00 501-1000 0 0.00 0 0.00 0 0. 00 1 .53 2 1. 06 0 0. 00 1001-over 0 0.00 0 0.00 4 2.13 0 0.00 1 .53 6 3.20 S u b t o t a l 0 0.00 0 0.00 5 2. 67 1 .53 3 1. 60 6 3.20 T o t a l 1 .53 1 .53 5 2.67 13 6.95 15 8.02 16 8.55 * non responses to t h i s q u e s t i o n are d i f f i c u l t t o a ssess, due t o the f a c t t h a t a r t courses o f f e r e d v a r y from s c h o o l t o s c h o o l . co 12. PROFESSIONAL ASSOCIATION MEMBERSHIP In answer t o the q u e s t i o n c o n c e r n i n g membership i n p r o f e s s i o n a l a s s o c i a t i o n s r e l a t e d t o a r t e d u c a t i o n , a t o t a l o f 115 (61%) i n d i c a t e d t h a t they were members i n good s t a n d i n g of the p r o v i n c i a l A r t Teachers A s s o c i a t i o n . T h i r t e e n (6%) i n d i c a t e d they were members o f the Canadian S o c i e t y f o r E d u c a t i o n through A r t and 12 (6%) i n d i c a t e d t h a t they were members o f the N a t i o n a l A r t E d u c a t i o n A s s o c i a t i o n . S i x t y - s e v e n (35%) i n d i c a t e d they d i d not belong t o any p r o f e s s i o n a l a s s o c i a t i o n a t a l l . T a b l e 26 p r e s e n t s t h i s d a t a. In a r e l a t e d Question #21, the data a l s o r e v e a l e d t h a t the p r o f e s s i o n a l j o u r n a l s u b s c r i b e d t o by the m a j o r i t y of respondents, 56 (29%) was School A r t s . T a b l e s 27 and 27a p r o f i l e t h i s i n f o r m a t i o n . T a b l e 2 6 - Membership i n P r o f e s s i o n a l A s s o c i a t i o n s P r o f e s s i o n a l A s s o c i a t i o n s BCATA CSEA INSEA NAEA ATA None of Sample P o p u l a t i o n N % N % N % N % N % N % Grades 8-12 up t o 500 24 12.83 2 1.06 0 0.00 3 1.60 1 .53 14 7.48 501-1000 27 14.43 2 1.06 0 0.00 2 1.06 0 0. 00 11 5.88 1001-over 16 8.55 5 2.67 2 1.06 4 2.13 1 . 53 10 5.34 S u b t o t a l 67 35.82 9 4 .81 2 1.06 9 4.81 2 1. 06 35 18.71 Grades 8-10 up t o 500 15 8.02 0 0.00 0 0.00 1 .53 0 0. 00 9 4.81 501-1000 14 7.48 1 . 53 1 .53 1 .53 0 0. 00 10 5.34 1001-over _2 1. 06 1 .53 0 0.00 0 0.00 0 0. 00 0 0. 00 S u b t o t a l 31 16.57 2 1.06 1 .53 2 1.06 0 0. 00 19 10.16 Grades 10-12 up t o 500 3 1. 60 0 0.00 0 0.00 0 0. 00 0 0. 00 1 .53 501-1000 8 4.27 2 1.06 1 .53 1 .53 0 0. 00 7 3.74 1001-over _6 3.20 0 0.00 0 0.00 0 0.00 0 0. 00 5 2.67 S u b t o t a l 17 9.09 2 1.06 1 .53 1 .53 0 0. 00 13 6.95 T o t a l 115 61. 50 13 6.95 4 2.14 12 6.42 2 1.07 67 35.83 * non responses to t h i s q u e s t i o n are d i f f i c u l t t o assess, as a respondent may be a member of more than one p r o f e s s i o n a l a s s o c i a t i o n T a b l e 27 - J o u r n a l S u b s c r i p t i o n of Respondents J o u r n a l A r t School A r t s and S t u d i e s i n Canadian Review S u b s c r i p t i o n Education A r t s A c t i v i t i e s A r t Education o f A r t Education of Sample N % N % N % N % N % Group Grades 8-12 up t o 500 8 4.27 11 5.88 7 3.74 0 0. 00 1 .53 501-1000 4 2 .13 11 5.88 5 2. 67 1 . 53 1 .53 1001-over _7 3.74 i i 5.88 _6 3.20 3 1. 60 3 1.60 S u b t o t a l 19 10. 16 33 17.64 18 9.62 4 2 .13 5 2. 13 Grades 8-10 up t o 500 3 1.60 6 3.20 7 3 . 74 1 . 53 0 0. 00 501-1000 7 3.74 9 4.81 1 .53 2 1. 06 0 0. 00 1001-over _0 0. 00 _0 0.00 1 .53 0 0. 00 1 .53 S u b t o t a l 10 5.34 15 8.02 9 4.81 3 1. 60 1 .53 Grades 10-12 up t o 500 1 .53 1 .53 0 0. 00 0 0.00 0 0. 00 501-1000 4 2.13 6 3.20 4 2.13 0 0. 00 2 1.06 1001-over 1 3.20 1 .53 0 0.00 2 1. 06 0 0.00 S u b t o t a l 6 3.20 8 4.27 4 2.13 2 1.06 2 1. 06 T o t a l 35 18.72 56 29.95 31 16.58 9 4.81 8 4.28 * non responses t o t h i s q u e s t i o n are d i f f i c u l t t o determine as some respondents s u b s c r i b e t o more than one j o u r n a l . T a b l e 27a - J o u r n a l S u b s c r i p t i o n J o u r n a l s B.C. A r t Teachers A s s o c i a t i o n J o u r n a l N % M u l t i c u l t u r a l and C r o s s C u l t u r a l Research i n A r t Education N % Others N % None N % Grades 8-12 up t o 500 10 5.34 0 0.00 10 5.34 8 4.27 501-1000 20 10. 69 1 .53 9 4.81 9 4.81 1001-over i i 7.48 _0 0.00 4 2 .13 8 4.27 S u b t o t a l 44 23.52 1 .53 23 12.29 25 13.36 Grades 8-10 up t o 500 7 3.74 1 .53 1 .53 8 4.27 501-1000 6 3.20 0 0.00 11 5.88 6 3.20 1001-over 0 0.00 _0 0.00 0 0.00 1 .53 S u b t o t a l 13 6.95 1 .53 12 6.41 15 8.02 Grades 10-12 up t o 500 1 .53 0 0. 00 1 .53 2 1.06 501-1000 7 3.74 0 0. 00 4 2.13 2 1.06 1001-over 1 .53 0 0.00 0 0.00 4 2.13 S u b t o t a l 9 4.81 0 0.00 5 2.67 8 4.27 T o t a l 66 35.29 2 1.06 40 21.39 48 25. 66 * non responses t o t h i s q u e s t i o n are d i f f i c u l t t o determine as some respondents s u b s c r i b e t o more than one j o u r n a l . 73 The sample p o p u l a t i o n i s r e p r e s e n t a t i v e of the t o t a l p o p u l a t i o n o f the a r t t e a c h e r s i n B r i t i s h Columbia. The m a j o r i t y o f the responses 89, (47%) r e p r e s e n t s c h o o l s l o c a t e d i n urban areas of 20,000 people o r more. These communities l o c a t e d i n the Lower Mainland, F r a s e r V a l l e y and Vancouver I s l a n d are the areas i n B r i t i s h Columbia of the l a r g e s t c o n c e n t r a t i o n of p o p u l a t i o n , see T a b l e 2. The m a j o r i t y o f the s c h o o l s r e p r e s e n t e d 54 (28%) i n t h i s study, a l l have student p o p u l a t i o n between 501 and 1,000, see T a b l e 2. Demographic i n f o r m a t i o n p r o v i d e d by the respondents (A r t Teachers) r e v e a l t h a t a m a j o r i t y 105 (56%) h o l d a B a c h e l o r o f E d u c a t i o n Degree w i t h an a r t major o r c o n c e n t r a t i o n , see Table 3. A t o t a l o f 123 (65%) respondents have been t e a c h i n g a r t i n B.C. under f i f t e e n y e a r s , w h i l e 63 (33%) have taught over s i x t e e n y e a r s , see T a b l e 6. SECTION TWO B. FACILITIES IN USE School f a c i l i t i e s are t o be designed f o r the purpose o f implementing a program i n a r t e d u c a t i o n . The f a c i l i t i e s can e i t h e r r e s t r i c t or encourage a c t i v i t i e s necessary f o r the development of a complete program of a r t e d u c a t i o n ( S c h u l t z 1969, p. 8). S e c t i o n Two of the q u e s t i o n n a i r e requested i n f o r m a t i o n about the a r t f a c i l i t y i t s e l f i n c l u d i n g the p h y s i c a l environment, l i g h t i n g , windows, f l o o r , w a l l s , s h e l v e s and s i n k s . In a comparison of the data c o n c e r n i n g items such as l o c a t i o n , l i g h t i n g , m a t e r i a l s t o r a g e , d i s p l a y space and e s p e c i a l l y v e n t i l a t i o n , a need f o r g r e a t e r concern on the p a r t o f the a r t t e a c h e r , s c h o o l boards, and the B.C. M i n i s t r y of E d u c a t i o n i s i n d i c a t e d . Perhaps n e i t h e r the p r o v i n c e nor the s c h o o l boards have r e a l i z e d t h a t changes t a k i n g p l a c e i n a r t e d u c a t i o n c u r r i c u l u m today may r e q u i r e f a r g r e a t e r space and more equipment than t h a t which i s p r o v i d e d . 1. THE ART ROOM FLOOR SURFACE Most respondents 146 (78%) i n d i c a t e d t h a t t h e i r a r t room f l o o r was covered w i t h l i n o l e u m . F i f t e e n (8%) of the respondents group i n d i c a t e d t h a t they had c o n c r e t e f l o o r s . Although 2 5 respondents i n d i c a t e d they had c a r p e t on the f l o o r o f t h e i r a r t rooms, almost a l l 25 i n d i c a t e d t h a t i t was on l y used i n a v e r y s m a l l p o r t i o n o f the room. The l a r g e r p o r t i o n o f the room was e i t h e r c o n c r e t e or l i n o l e u m f i n i s h e d . The data on f l o o r s u r f a c e i s p r e s e n t e d i n Ta b l e 28. T a b l e 28 - A r t Room F l o o r Surface M a t e r i a l * F l o o r S u r f a c e Wood Concrete T i l e Carpet Linoleum M a t e r i a l of the Respondent Groun N % N % N % N % N % Grades 8-12 up t o 500 0 0.00 1 . 53 5 2. 67 1 .53 31 16.48 501-1000 0 0.00 5 2.67 4 2. 13 1 . 53 33 17.55 1001-over 0 0. 00 3 1. 60 2 1. 06 1 0. 00 23 12 .23 S u b t o t a l 0 0. 00 9 4.81 11 5. 88 2 1.06 87 46.27 Grades 8-10 up t o 500 0 0. 00 1 .53 5 2.67 0 0. 00 18 9. 62 501-1000 0 0.00 0 0. 00 2 1. 06 0 0.00 23 12.29 1001-over 0 0.00 0 0. 00 2 1.06 0 0.00 0 0. 00 S u b t o t a l 0 0.00 1 .53 9 4.78 0 0.00 41 21.92 Grades 10-12 1 up t o 500 0 0.00 0 0. 00 2 1. 06 0 0.00 2 1.06 501-1000 1 .53 3 1. 60 2 1. 06 0 0.00 9 4.78 1001-over 0 0.00 _2 1. 06 1 .53 1 .53 _7 3.74 S u b t o t a l 1 .53 5 2.67 5 2.67 1 .53 18 9.62 T o t a l 1 .53 15 8. 02 25 13.36 3 1.60 146 78. 07 * responses t o t h i s q u e s t i o n are d i f f i c u l t t o determine s i n c e a s i n g l e room can have more than one type of f l o o r s u r f a c e . CTN 77 2. ART ROOM LOCATION A t o t a l o f 184 (98%) p a r t i c i p a n t s responded t o the q u e s t i o n c o n c e r n i n g the f l o o r on which the a r t room i s l o c a t e d . One hundred and t h i r t y - t w o (70%) i n d i c a t e d t h e i r a r t room was l o c a t e d on the f i r s t f l o o r . Data on l o c a t i o n of the a r t room w i t h i n the s c h o o l can be found i n Ta b l e 29. Table 29 - A r t Room L o c a t i o n i n the School Sample Group Basement 1st F l o o r 2nd F l o o r 3rd F l o o r A r t Room L o c a t i o n N % N % N % M % Grades 8-12 up t o 500 *1 .53 3,2 17. ,11 4 2. , 13 0 0. ,00 501-1000 4 2. ,13 29 15. ,50 6 3. ,20 0 0. ,00 1001-over *2 1. .06 12 6. .41 9 4. ,81 4 2. ,13 S u b t o t a l 7 3. .74 73 39. .03 19 10. ,16 4 2. ,13 Grades 8-10 up t o 500 2 1. .06 17 9. .09 5 2. .67 0 0. .00 501-1000 0 0. .00 20 10. .69 3 1. .60 2 1. ,06 1001-over _0 0. ,00 0 0. .00 _2 1. ,06 0 0. ,00 S u b t o t a l 2 1. .06 37 19. .79 10 5. .34 2 1. .06 Grades 10-12 up t o 500 0 0. ,00 2 1. ,06 2 1. ,06 0 0. ,00 501-1000 0 0. ,00 13 6. .95 2 1. , 06 0 0. , 00 1001-over _2 1. ,06 _7 3 . ,74 _2 1. ,06 0 0. ,00 S u b t o t a l 2 1. , 06 22 11. ,76 6 3 . ,20 0 0. , 00 T o t a l 11 5. ,88 132 70. ,59 35 18. ,72 6 3 . ,20 * th r e e non responses t o t h i s q u e s t i o n . 79 3. FLOOR DRAINS, SINKS, AND HEAVY DUTY DRAINS A f l o o r d r a i n i n the a r t room i s not e s s e n t i a l . Unless the room i s r e q u i r e d t o be used as a mult i - p u r p o s e room, ceramics o r s c u l p t u r e classroom, a f l o o r d r a i n i s not u s e f u l . Only 35 respondents (18%) i n d i c a t e d t h a t they had f l o o r d r a i n s . Of these 35, 22 (62%) o f f e r V i s u a l A r t s 3 Dimensional ceramics courses. T a b l e 3 0 p r e s e n t s these f i n d i n g s . T a b l e 30 - F l o o r D r a i n s i n the A r t F a c i l i t y F l o o r D r a i n s i n A r t Rooms Yes No of Sample N % N Grades 8-12 up t o 500 * 7 3.74 30 16.04 501-1000 14 7.48 25 13.36 1001-over _2 1.06 26. 13.90 S u b t o t a l 23 12.29 81 43.31 Grades 8-10 up t o 500 3 1.60 21 11.22 501-1000 6 3.20 19 10.16 1001-over _j0 0.00 __2 1.06 S u b t o t a l 9 4.81 42 22.45 Grades 10-12 up t o 500 0 0.00 4 2.13 501-1000 3 1.60 12 6.41 1000-over _0 0.00 11 5.88 S u b t o t a l _3 1.60 27 14.43 T o t a l 35 18.71 150 80.21 * Two non responses t o t h i s q u e s t i o n ART ROOM SINKS A m a j o r i t y o f respondents 74 (39%) i n d i c a t e d t h a t they had two s i n k s i n t h e i r rooms. A l l a r t rooms had a t l e a s t one s i n k . An a d d i t i o n a l f o r t y - e i g h t (25%) i n d i c a t e d they had one s i n k . T a b l e 31 p r e s e n t s a summary o f t h e number of s i n k s i n each room. A t o t a l o f 110 t e a c h e r s (58%) noted t h a t the s i n k ( s ) they used had c l o g g i n g problems on an i n f r e q u e n t b a s i s and f o r t y respondents (21%) s t a t e d they e x p e r i e n c e no d i f f i c u l t i e s whatsoever. Table 32 p r e s e n t s t h i s d ata. Table 31 - Number of Sinks i n the A r t F a c i l i t y Number of Sinks i n A r t Rooms of 1 2 3 4 5 6 Sample Group N % N % N % N % N % N % Grades 8-12 up t o 500 * 8 4, .27 13 6, .95 8 4, .27 3 1, .60 2 1. ,06 3 1. ,60 501-1000 9 4. .81 17 9, .09 7 3 , .74 4 2, .13 0 0. , 00 2 1. ,06 1001-over 10 5. .34 _9 . 4, .81 _9 4 , .81 0 0, .00 _0 0. , 00 0 0. , 00 S u b t o t a l 27 14. ,43 39 20, .85 24 12. .83 7 3 , .74 2 1. , 06 5 2 . , 67 Grades 8-10 up t o 500 6 3. ,20 15 8, . 02 1 .53 0 0, .00 0 0. , 00 2 1. , 06 501-1000 6 3 . ,20 11 5, .88 6 3 , .20 1 .53 1 ,53 0 0. , 00 1001-over _2 6. ,06 0 0. ,00 _0 0, . 00 _0 0, .00 0 0. , 00 _0 0. , 00 S u b t o t a l 14 7. ,48 26 13 . 90 7 3 , .74 1 .53 1 1 ,53 2 1. , 06 Grades 10-12 up t o 500 0 0. ,00 2 1. ,06 1 , 53 0 0. .00 0 0. , 00 1 , 53 501-1000 4 2. ,13 3 1. , 60 3 1. . 60 3 1, .60 1 , 53 1 i ,53 1001-over _3 1. ,60 4 2. , 13 _2 1, . 06 _2 1. .06 0 0. , 00 _P_ 0. ,00 S u b t o t a l _7 3 . ,74 _9 4. ,81 _6 3. ,20 _5 2 . 67 _1 * ,53 2 1. , 06 T o t a l s 48 25. ,67 74 39. ,57 37 19, .79 13 6. .95 4 2 . , 13 9 4 . ,81 * 0 non responses t o t h i s q u e s t i o n i T a b l e 32 - A r t F a c i l i t y Sink Q u a l i t y and C o n d i t i o n s Sample Sink C o n d i t i o n s Non- Poor F a i r Good O p e r a t i o n a l N % N % N % N % Grades 8-12 up t o 500 *0 0. .00 8 4, .27 22 11. 76 7 3 . 74 501-1000 0 0. ,00 8 4, .27 23 12. 29 8 4. 27 1001-over 0 0. , 00 _5 2 , 67 15 8. 02 8 4. 27 S u b t o t a l 0 0. ,00 21 11. .22 60 32 . 08 23 12 . 29 Grades 8-10 up t o 500 0 0. . 00 4 2 , . 13 13 6 . 95 7 3 . 74 501-1000 0 0. ,00 4 2 . 13 19 10. 16 2 1. 06 1001-over _0 0. ,00 0 0. .00 _2 1. 06 _0 0. 00 S u b t o t a l 0 0. ,00 8 4 . 27 34 18 . 18 9 4. 81 Grader 10-12 up t o 500 0 0. ,00 0 0. ,00 4 2 . 13 0 0. 00 501-1000 0 0. , 00 4 2 . 13 5 2 . 67 6 3. 20 1001-over _0 0. ,00 _3 1. ,60 7 3. 74 2 1. 06 S u b t o t a l _0 0. ,00 _7 3 . 74 16 8. 55 8 4. 27 T o t a l 0 0. ,00 36 19. ,25 110 58. 82 40 21. 39 * Two non responses t o t h i s q u e s t i o n . 83 Even though 150 respondents (80%) of the sample noted t h a t t h e i r s i n k s e i t h e r seldom or never caused them drainage problems, 72 (38%) a l s o i n d i c a t e d they had no heavy duty d r a i n o r t r a p system. Table 3 3 p r e s e n t s t h i s d a t a . Table 33 - A r t F a c i l i t y Sinks Equipped with Drains and Traps Sample Sinks w i t h Traps 0 1 2 3 4 5 N % N % N % N % N % N % Grades 8-12 up t o 500 * 22 22, .76 6 3, .20 3 1. . 60 4 2 . 13 2 1. . 06 0 0. , 00 501-1000 * 13 6, .95 12 6. ,41 11 5. ,88 1 .53 1 ,53 0 0. , 00 1001-over 6 3, .20 10 5. , 34 _7 3. .74 _ 5 2. .67 0 0. ,00 0 0. ,00 S u b t o t a l 41 21, .92 30 16. . 04 21 10. , 69 10 5, .34 3 1. , 60 0 0. , 00 Grades 8-10 up t o 500 7 3. .74 11 5. .88 6 3. ,20 0 0, .00 0 0. .00 0 0. . 00 501-1000 9 4, .81 7 3 . 74 6 3 . ,20 3 1, .60 0 0. ,00 0 0. .00 1001-over _1 .53 _1 .53 _0 0. , 00 0 0, .00 0 0. ,00 _0 0. , 00 S u b t o t a l 17 9, .09 19 10. .16 12 6. .41 3 1, .60 0 0. ,00 0 0. .00 Grades 10-12 up t o 500 2 1. .06 1 i ,53 0 0. ,00 1 .53 0 0. ,00 0 0. , 00 501-1000 6 3, .20 3 1. .60 2 1. , 06 1 .53 2 1. , 06 0 0. .00 1001-over _6 3. .20 2 1. .06 _1 ,53 0 0, . 00 _2 1. , 06 _p_ 0. ,00 S u b t o t a l 14 7, .48 _6 3 . ,20 3 1. ,60 2 1. .06 4 2. , 13 __g 0. , 00 T o t a l 72 38. .50 53 28. . 34 36 19. ,25 15 8, . 02 7 3. ,74 0 0. , 00 * Three non responses t o t h i s q u e s t i o n 85 4 THE ARTIFICIAL LIGHTING AND ELECTRICAL SYSTEM Of the respondent p o p u l a t i o n 154 (82%) i n d i c a t e d they had between 4 and 11 e l e c t r i c a l o u t l e t s i n t h e i r room, and a l l f u n c t i o n e d p r o p e r l y . Only 7 (3.74%) o f the sample p o p u l a t i o n i n d i c a t e d t h a t any were n o n - o p e r a t i o n a l . Seventy-seven (41%) o f the sample p o p u l a t i o n s t a t e d t h a t the q u a l i t y o r a r t i f i c i a l l i g h t i n g was good. F i f t y - s e v e n (30%) noted t h a t i t was f a i r ; o n l y 26 (13%) i n d i c a t e d t h a t the q u a l i t y o f room l i g h t was v e r y good. The i m p l i c a t i o n c o n c e r n i n g t h e s e f i n d i n g s i n d i c a t e s t h a t i l l u m i n a t i o n i s g e n e r a l l y good and t h a t few e l e c t r i c a l problems are ex p e r i e n c e d . T a b l e 3 4 p r e s e n t s the data on a r t i f i c i a l l i g h t i n g . T a b l e 34 - A r t F a c i l i t y and the Q u a l i t y of A r t i f i c i a l L i g h t i n g Q u a l i t y o f A r t i f i c i a l Sample L i g h t i n g i n A r t Room Poor F a i r Good Very Good E x c e l l e n t o f Sample Group N % N % N % N % N % Grades 8-12 up t o 500 * 5 2. ,67 11 5. ,88 11 5. ,88 10 5. , 34 0 0. ,00 501-1000 3 1. ,60 13 6. .95 20 10. .69 2 1. ,06 1 ,53 1001-over _2 1. , 06 _5 2. ,67 12 6. ,95 3 1. ,60 _5 2. , 67 S u b t o t a l 10 5. , 34 29 15. , 50 44 23 . .52 15 8. ,02 6 3. ,20 Grades 8-10 up t o 500 1 , 53 13 6. .95 7 3 . 74 3 1. , 60 0 0. , 00 501-1000 2 1. , 06 7 3 , 74 15 8 , . 02 1 ,53 0 0. , 00 1001-over _g 0. ,00 _ l .53 1 .53 0 0. ,00 _0 0. ,00 S u b t o t a l 3 1. , 60 21 11. .22 23 12 , .29 4 2. , 13 0 0, ,00 Grades 10-12 up t o 500 0 0. , 00 1 . 53 2 1, .06 1 .53 0 0, . 00 501-1000 5 2 . ,67 2 1. . 06 3 1, . 60 4 2. , 13 1 .53 1001-over _0 0. , 00 _4 2 , . 13 _5 2, .67 2 1. . 06 0 0, . 00 S u b t o t a l 5 2. , 67 7 3 , .74 10 5. .34 7 3 , .74 1 . 53 T o t a l 18 9. , 62 57 30. .48 77 41. . 17 26 13. ,90 7 3. ,74 * Two non responses t o t h i s q u e s t i o n oo 87 5 2 DIMENSIONAL AND 3 DIMENSIONAL DISPLAY AREAS A t o t a l o f 120 (64%) i n d i c a t e d t h a t they had access t o 2 di m e n s i o n a l d i s p l a y areas i n t h e i r room and 157 (83%) elsewhere i n the s c h o o l . F i f t y - s i x (29%) and 139 (74%) noted t h a t they had use of 3 dim e n s i o n a l d i s p l a y areas i n the room and s c h o o l . T ables 35 and 36 p r e s e n t the data on 2 di m e n s i o n a l and 3 dimensional d i s p l a y areas by grade and s c h o o l s i z e . T a b l e 37 summarizes the g e n e r a l q u a l i t i e s o f th e s e d i s p l a y areas. T a b l e 3 5 - 2 Dimensional A r t F a c i l i t i e s i n the A r t Room and School 2 Dimensional * A r t Room ** School D i s p l a y F a c i l i t i e s No Yes No Yes and School N % N % N % N % Grades 8-12 up t o 500 22 11.76 15 8.02 30 16. 04 7 3.74 501-1000 24 12 .83 15 8.02 30 16. 04 8 4.27 1001-over 20 10. 69 8 4.27 26 13.90 2 1. 06 S u b t o t a l 66 35.29 38 20.32 86 45.98 17 9.09 Grades 8-10 up t o 500 18 9. 62 6 3.20 21 11.22 3 1.60 501-1000 17 9.09 8 4.27 24 12.83 1 .53 1001-over _! .53 1 .53 _1 . 53 _ i .53 S u b t o t a l 36 19.25 15 8.02 46 24.59 5 2.67 Grades 10-12 up t o 500 1 .53 3 1.60 3 1. 60 1 .53 501-1000 9 4.81 5 2.67 12 6.41 2 1.06 1001-over _8 4.27 _3 1.60 10 5. 34 _ l .53 S u b t o t a l 18 9.62 11 5.88 25 13.36 _4 2 .13 T o t a l 120 64.17 64 34.22 157 83.96 26 13 .90 * Three non responses t o t h i s q u e s t i o n ** Four non responses t o t h i s q u e s t i o n T a b l e 3 6 - 3 Dimensional A r t F a c i l i t i e s i n the A r t Room and School 3 Dimensional D i s p l a y F a c i l i t i e s * A r t Room ** School i n the A r t Room Yes No Yes No and School N % N % N % N % Grades 8-12 up t o 500 7 3.74 30 16.04 23 12 .29 14 7.48 501-1000 10 5.34 29 15.50 27 14.43 12 6.41 1001-over 9 4.81 19 10.16 21 11.22 _7 3.74 S u b t o t a l 26 13.90 78 41.71 71 39.46 33 17.64 Grades 8-10 up t o 500 8 4.27 16 8.55 19 10.16 5 2.67 501-1000 10 5.34 15 8.28 23 12.29 2 1.06 1001-over _0 0.00 _2 1.06 0 0.00 2 1.06 S u b t o t a l 18 9.62 33 17 . 64 42 22.45 9 4.81 Grades 10-12 up t o 500 2 1.06 2 1. 06 2 1.06 2 1.06 501-1000 8 4.27 6 3.20 14 7.48 1 .53 1001-over _2 1.06 _9 4.81 10 5. 34 0 0.00 S u b t o t a l 12 6.41 1 2 9.09 26 13.90 3 1.60 T o t a l 56 29.95 128 68.45 139 74.33 45 24.06 * Three non responses to t h i s q u e s t i o n ** Three non responses t o t h i s q u e s t i o n T a b l e 37 - The General Q u a l i t y of the D i s p l a y F a c i l i t i e s Sample Q u a l i t y of General Zero Poor F a i r Good Very Good E x c e l l e n t D i s p l a y Space N % N % N % N % N % N % Grades 8-12 up t o 500 * 3 1 .60 8 4, .27 11 5, .88 7 4, .27 7 3. .74 0 0, , 00 501-1000 1 • 53 10 5, .34 7 3, .74 23 12. .29 6 3. .20 3 1, . 60 1001-over _1 • 53 _6 3, .20 _8 4, .27 _9 4. .81 3 1. , 60 _1 .53 S u b t o t a l 5 2 .67 24 12, .83 26 13, .90 28 14, .97 16 8. .55 4 2, . 13 Grades 8-10 up t o 500 0 0 .00 5 2. .67 4 2. .13 10 5. .34 5 2. .67 0 0, .00 501-1000 0 0 .00 4 2, . 13 10 5, .34 11 5. .88 0 0. .00 0 0, . 00 1001-over 0 0 .00 _0 0, . 00 1 .53 1 .53 0 0. ,00 _g 0, . 00 S u b t o t a l 0 0 .00 9 4. ,81 15 8. .02 22 11. ,76 5 2. , 67 0 0, , 00 Grades 10-12 up t o 500 1 .53 1 ,53 1 ,53 0 0. , 00 1 ,53 0 0, , 00 501-1000 0 0 .00 3 1, ,60 3 1, .60 7 3 . ,74 1 , 53 I .53 1000-over _! .53 _1 , 53 6 3 , 20 2 1. , 06 _1 ,53 _0 0, , 00 S u b t o t a l 2 1 .06 _5 2 . , 67 10 5. , 34 _9 4. ,81 3 1. , 60 _ i ,53 T o t a l 7 3 .74 38 20. , 32 51 27. ,27 59 31. ,55 24 12. , 83 5 2 , 67 Three non responses t o t h i s q u e s t i o n . VO o 6 STORAGE FACILITIES, WINDOW SPACE In t h e cases of 59 t e a c h e r s , (31%) of the sample p o p u l a t i o n , i t may be e v i d e n t t h a t f a r too l i t t l e c o n s i d e r a t i o n f o r storage space i n the classroom had taken p l a c e . One hundred and twenty-four (66%) respondents i n d i c a t e d t h a t a c e n t r a l i z e d s torage f a c i l i t y (away from the a r t room) was a v a i l a b l e . Table 38 summarizes the f i n d i n g s . However o n l y 81 t e a c h e r s (43%) i n d i c a t e d t h a t t h e r e was adequate s t o r a g e f a c i l i t i e s a d j a c e n t t o the a r t room. Tab l e 38a summarizes the f i n d i n g s c o n c e r n i n g a d j a c e n t s t o r a g e f a c i l i t i e s . T a b l e 38 - The A v a i l a b i l i t y of a C e n t r a l i z e d Storage F a c i l i t y ** Adequate * C e n t r a l i z e d Yes No Yes No Storage F a c i l i t y N % N % N % N % Grades 8-12 up t o 500 28 14. .97 8 4. .27 11 5. .88 18 9. .62 501-1000 22 11. .76 17 9. , 09 16 8. . 55 6 3. .20 1001-over 17 9. .09 10 5. . 34 10 5. . 34 10 5. .34 S u b t o t a l 67 35. ,82 35 18. , 71 37 19. , 78 34 18. , 18 Grades 8-10 up t o 500 15 8. .02 9 4. ,81 9 4. .81 6 3 . 20 501-1000 19 10. , 16 6 3 . ,20 10 5. , 34 9 4. ,81 1001-over _2 1. ,06 _0 0. , 00 _0 0. , 00 2 1. . 06 S u b t o t a l 36 19. ,25 15 8. , 02 19 10. , 16 17 9. , 09 Grades 10-12 up t o 500 3 1. ,60 1 , 53 2 1. , 06 1 .53 501-1000 10 5. , 34 5 2. , 67 5 2. , 67 5 2, .67 1001-over _8 4. ,27 _3 1. , 60 7 3 . , 74 1 .53 S u b t o t a l 21 11. ,22 _9 4. ,81 i i 7. ,48 7 3. .74 T o t a l 124 66. ,31 59 31. ,55 70 37. .43 58 31. .02 * Four non responses t o t h i s q u e s t i o n ** F i f t y - n i n e non responses t o t h i s q u e s t i o n T a b l e 38a - The A v a i l a b i l i t y of Adjacent Storage F a c i l i t i e s * **Adequate Adjacent Yes No Yes No Storage F a c i l i t i e s N % N % N % N % Grades 8-12 up t o 500 23 12. .29 14 7. .48 10 5. . 34 16 8, .55 501-1000 33 17. ,64 6 1 3, .20 19 10. . 16 14 7, .48 1001-over 25 13. ,36 _3 1. . 60 13 6. ,95 12 6, .41 S u b t o t a l 81 43. .31 23 12, .29 42 22. .45 42 22, .45 Grades 8-10 up t o 500 19 10. ,16 5 2. .67 10 5. , 34 9 4. .81 501-1000 19 10. .16 6 3. .20 16 8. .55 3 1, .60 1001-over _2 1. .06 0 0, .00 _0 0. .00 2 1, .06 S u b t o t a l 40 21. ,39 11 5, .88 26 13 . ,90 14 7, .48 Grades 10-12 up t o 500 2 1. ,06 2 1. .06 2 1. . 06 0 0. . 00 501-1000 12 6. ,41 3 1. , 60 6 3. ,20 6 3. .20 1001-over _7 3 . ,74 4 2. . 13 _5 2. .67 2 1. .06 S u b t o t a l 21 11. ,22 9 4. ,81 13 6. ,95 8 4 , .27 T o t a l 142 75. ,93 43 22 . , 99 81 43 . ,31 64 34 . , 22 * 2 non responses t o t h i s q u e s t i o n . ** 42 non responses t o t h i s q u e s t i o n . WINDOW SPACE N i n e t y - s i x per cent o f the sample p o p u l a t i o n i n d i c a t e d , t h a t t h e q u a l i t y o f t h e i r window space was e i t h e r good, 43 (22%), v e r y good 23 (12%), or e x c e l l e n t 30 (16%). T a b l e 39 p r e s e n t s t h e s e f i n d i n g s . T a b l e 39 - The Q u a l i t y o f Window Space i n the A r t Room Sample Q u a l i t y o f the Zero Poor F a i r Good Very Good E x c e l l e n t Window Space N % N % N % N % N % N % Grades 8-12 up t o 500 *4 2, .13 10 5. .34 6 3. .20 9 4. .81 2 1. .06 6 3 , .20 501-1000 4 2, .13 7 3 , .74 6 3. ,20 9 4. .81 6 3. .20 7 3 . 74 1001-over 1 .53 _7 3, .74 5 2. .67 _4 2, . 13 _5 2, .67 _6 3 , .20 S u b t o t a l 9 4, .81 24 12, .83 17 9. , 09 22 11, .76 13 6, .95 19 10, . 16 Grades 8-10 up t o 500 1 .53 8 4. .27 2 1. , 06 7 3 . , 74 2 1. .06 4 2 , . 13 501-1000 1 .53 5 2. .67 9 4. .81 7 3 . 74 2 1. . 06 1 .53 1001-over 0 0, .00 0 0, .00 _0 0. . 00 _1 . 53 _1 .53 0 0, . 00 S u b t o t a l 2 1, . 06 13 6. ,95 11 5. , 88 15 8. . 02 5 2 . , 67 5 2 . 67 Grades 10-12 up t o 500 1 .53 1 ,53 0 0. , 00 0 0. . 00 0 0. ,00 2 1, .06 501-1000 0 0. .00 3 1. , 60 2 1. ,06 3 1. , 60 4 2. . 13 3 1, . 60 1001-over _0 0, .00 _4 2 . , 13 _2 1. , 06 3 1. . 60 _1 ,53 _1 .53 S u b t o t a l _! .53 8 4. ,27 _4 2. , 13 6 3 . , 20 _5 2. .67 6 3 , .20 T o t a l 12 6. .42 45 24. ,06 32 17. , 11 43 22. ,99 23 12. , 30 30 16. .04 * Two non responses t o t h i s q u e s t i o n VO 7. VENTILATION AND AUDIO/VISUAL FACILITIES Today an important word i s " p o l l u t i o n . " P o l l u t i o n not o n l y o f the environment, but, a l s o p o l l u t i o n o f our v e r y b o d i e s . In t h i s regard, the v e n t i l a t i o n system w i t h i n an a r t room i s most c r u c i a l . Only 24 respondents (12%) i n d i c a t e d t h a t no v e n t i l a t i o n system e x i s t e d i n t h e i r room. However, t h i s 12% may be b r e a t h i n g t o x i n s , fumes, odours, d u s t s and o t h e r substances t h a t are not c o n s i d e r e d s a f e by the Workman's Compensation Board. A t o t a l o f 122 t e a c h e r s (65%) r a t e d t h e e x i s t i n g v e n t i l a t i o n system i n t h e i r room as e i t h e r poor (40%), or f a i r (25%). Only 45 (24%) i n d i c a t e d t h a t t h e i r v e n t i l a t i o n system was o f f i c i a l l y approved by the Workman's Compensation Board. T a b l e 40 p r e s e n t s t h i s d a ta. I t i s important t o note t h a t 57 (30%) o f the sample group respondents, d i d not know whether or not t h e i r v e n t i l a t i o n system was approved by the Workman's Compensation Board, or i n the case of 24 (12%) of the sample p o p u l a t i o n d i d not have any v e n t i l a t i o n system i n o p e r a t i o n w i t h i n t h e i r a r t room. T a b l e 40 - V e n t i l a t i o n System Q u a l i t y V e n t i l a t i o n Zero Poor F a i r Good Very Good E x c e l l e n t System N % N % N % N % N % N % Grades 8-12 up t o 500 8 4. ,27 13 6. ,95 11 5. .88 1 .53 4 2. , 13 0 0. ,00 501-1000 1 .53 14 7. ,48 10 5. .34 8 4 . 27 6 3. ,20 0 0. ,00 1001-over _6 3 , 20 _8 4. .27 _6 3, .20 _4 2. .13 2 1, .06 _2 1. , 06 S u b t o t a l 15 8. ,02 35 18. ,71 27 14. .43 13 6. .95 12 6. .41 2 1. ,06 Grades 8-10 up t o 500 2 1, .06 10 5, . 34 4 2, . 13 7 3. .74 1 .53 0 0. .00 501-1000 2 1. .06 11 5, .88 11 5, .88 0 0. .00 1 .53 0 0. . 00 1001-over _L .53 1 .53 0 0, . 00 _0 0. . 00 0 0, .00 _0 0. .00 S u b t o t a l 5 2, .67 22 11, .76 15 8, .02 7 3. .74 2 1, .06 0 0. .00 Grades 10-12 up t o 500 1 .53 1 .53 1 .53 0 0. . 00 1 .53 0 0. .00 501-1000 2 1, .06 8 4. , 27 3 1. .60 1 * .53 0 0. .00 1 ,53 1001-over _1 » .53 _9 4< ,81 _! .53 _0 0, .00 0 0, .00 _0 0. .00 S u b t o t a l 4 2. . 13 18 9. ,62 _5 2. .67 _1 .53 _! .53 _! ,53 T o t a l 24 12, .83 75 40. . 10 47 25, . 13 21 11, .22 15 8, .02 3 1. , 60 * Two non responses t o t h i s q u e s t i o n T a b l e 41 V e n t i l a t i o n Q u a l i t y Workman * s Yes No Compensation N % N Board Approved V e n t i l a t i o n System Grades 8-12 up t o 500 7 3.74 12 6.41 501-1000 7 3.74 12 6.41 1001-over 10 5.34 __6 3.20 S u b t o t a l 24 12.83 30 16.04 Grades 8-10 up t o 500 6 3.20 8 4.27 501-1000 6 3.20 6 3.20 1001-over __0 0.00 _1 .53 S u b t o t a l 12 6.41 15 8.02 Grades 10-12 up t o 500 2 1.06 1 .53 501-1000 6 3.20 7 3.74 1001-over _1 .53 _4 2.13 S u b t o t a l _9 4.81 12 6.41 T o t a l 45 24.06 57 30.48 * E i g h t y - f i v e non responses t o t h i s q u e s t i o n AUDIO/VISUAL BLACK OUT FACILITIES E i g h t y two respondents (43%) i n d i c a t e d they had no a u d i o / v i s u a l b l a c k o u t f a c i l i t i e s i n t h e i r rooms. Tab l e p r e s e n t s t h i s d a t a . T a b l e 42 The A v a i l a b i l i t y o f A u d i o / V i s u a l B l a c k Out F a c i l i t i e s Sample A u d i o / V i s u a l Yes No B l a c k o u t F a c i l i t i e s N % N % Grades 8-12 up t o 500 *18 9.62 18 9.62 501-1000 22 11.76 17 11.76 1001-over 17 9.09 11 5.88 S u b t o t a l 57 30.48 46 24.59 Grades 8-10 up t o 500 *10 5.34 13 6.95 501-1000 16 8.55 9 4.81 1001-over __0 0.00 _2 1.06 S u b t o t a l 26 13.90 24 12.83 Grades 10-12 up t o 500 1 .53 3 1.60 501-1000 10 5.34 5 2.67 1001-over __7 3.74 __4 2.13 S u b t o t a l 18 9.62 12 6.41 T o t a l 101 54.01 82 43.85 * f o u r non responses t o t h i s q u e s t i o n 100 SECTION THREE C. EQUIPMENT AND TOOLS AVAILABLE T h i s s e c t i o n o f the q u e s t i o n n a i r e examined the s p e c i f i c p i e c e s o f equipment f o r each p a r t i c u l a r a r t course l i s t e d i n the British Columbia Secondary Art Curriculum Guide (1984). The primary purpose o f t h i s study was t o d i s c o v e r what equipment and t o o l s are i n use. The n e a r l y l i m i t l e s s nature o f the many p i e c e s o f equipment a v a i l a b l e a re pre s e n t e d by t a b l e s . These t a b l e s , 43-50 i n d i c a t e e x a c t l y by s c h o o l p o p u l a t i o n , and grade l e v e l , t he equipment and t o o l s used by the respondents i n t h e i r classrooms. T a b l e s 43-50 are pr e s e n t e d i n the same order as the r e s e a r c h q u e s t i o n s they answer. 1. AVAILABLE EQUIPMENT FOR USE IN CERAMICS CLASSES A t o t a l o f 172 (91%) of t h e sample p o p u l a t i o n i n d i c a t e d t h a t they had use of a t l e a s t one k i l n i n t h e i r classroom. Of the remaining 11 respondents who i n d i c a t e d they d i d not, 10 d i d not need a k i l n because they d i d not te a c h ceramics. There were f o u r non responses t o t h i s q u e s t i o n . The next p i e c e of equipment most o f t e n i n d i c a t e d was the e l e c t r i c wheels, used by 141 (75%) and k i c k wheels used by 85 (45%) of t h e respondents. Responses are t a b u l a t e d a c c o r d i n g t o s c h o o l s i z e and grade l e v e l i n T a b l e 43 and 43a. T a b l e 43 - Equipment A v a i l a b l e f o r Use i n Schools f o r Ceramics C l a s s e s Ceramics Equipment K i l n Enamling Pugmill S l a b - J i g g e l i n g C l a y b i n A v a i l a b l e t o the K i l n Press T o o l Sample P o p u l a t i o n N % N % N % N % N % N % Grades 8-12 up t o 500 36 19.25 8 4.27 3 1.60 2 1.06 1 .53 13 6.95 501-1000 36 19.25 13 6.95 13 6.95 1 .53 0 0.00 12 6.41 1001-over 25 13.36 12 6.41 15 8.02 2 1. 06 1 .53 11 5.88 S u b t o t a l 97 51.87 33 17. 64 31 16.57 5 2.67 2 1.06 36 19.25 Grades 8-10 up t o 500 23 12.29 11 5.88 5 2.67 1 . 53 0 0. 00 6 3 . 20 501-1000 25 13.36 6 3.20 7 3.74 0 0.00 0 0. 00 13 6.95 1001-over _2 1.06 2 1. 06 0 0. 00 0 0. 00 0 0. 00 2 1.06 S u b t o t a l 50 26.73 19 10.16 12 6.41 1 .53 0 0.00 21 11. 22 Grades 10-12 up t o 500 3 1. 60 0 0.00 1 . 53 2 1. 06 0 0. 00 2 1. 06 501-1000 15 8.02 6 3.20 4 2 .13 3 1. 60 0 0. 00 7 3.74 1001-over _7 3.74 21 11.22 4 2.13 2 1. 06 0 0. 00 5 2 . 67 S u b t o t a l 25 13.36 8 4.27 9 4.81 7 3.74 0 0. 00 14 7.48 T o t a l 172 91.97 60 32.08 52 27.80 13 6.95 2 1.06 71 37.96 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t te a c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. 1 M o Table 43a - Equipment A v a i l a b l e f o r Use i n Schools f o r Ceramics C l a s s e s Ceramics Equipment E l e c t r i c Kickwheel Banding S c a l e s Vent- Others A v a i l a b l e t o the Wheel Wheel i l a t i o n Sample P o p u l a t i o n N % N % N % N % N % N % Grades 8-12 up t o 500 24 12.83 18 9.62 5 2.67 10 5.34 16 8.55 2 1.06 501-1000 32 17.11 21 11.22 8 4.27 18 9.62 23 12.29 4 2 .13 1001-over 20 10. 69 13 6.95 _7 3.74 16 8.55 13 6.95 3 1. 60 S u b t o t a l 76 40.64 52 27.80 20 10. 69 44 23.52 52 27.80 9 4.81 Grades 8-10 up t o 500 21 11. 22 10 5.34 8 4.27 10 5.34 14 7.48 2 1. 06 501-1000 17 9. 09 11 5.88 4 2. 13 9 4.81 13 6.95 5 2.67 1001-over 2 1.06 _1 .53 _0 0. 00 0 0. 00 _0 0. 00 0 0. 00 S u b t o t a l 36 19.25 22 11.76 12 6.41 19 10.16 27 14.43 7 3.74 Grades 10-12 up t o 500 1 . 53 2 1. 06 1 .53 2 1.06 2 1. 06 0 0.00 501-1000 14 7.48 5 2.67 5 2.67 7 3.74 8 4.27 6 3.20 1001-over _3 1.60 _4 2.13 4 2.13 6 3.20 _4 2.13 1 .53 S u b t o t a l 18 9.62 11 5.88 10 5.34 15 8. 02 14 7.48 7 3.74 T o t a l 134 71.65 85 45.45 42 22.45 78 41.71 93 49.73 23 12.29 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t t e a c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. o t o 103 2. AVAILABLE EQUIPMENT FOR USE IN VISUAL ARTS 2 DIMENSIONAL GRAPHICS CLASSES. Only 89 (47%) of the sample p o p u l a t i o n i n d i c a t e d t h a t they had use o f an i n t a g l i o p r e s s . Even fewer 72 (38%) i n d i c a t e d they had use of a f i r e p r o o f s t o r a g e c a b i n e t f o r s o l v e n t s and t h i n n e r s , and t o x i c c h e m i c a l s . The m a j o r i t y o f the sample p o p u l a t i o n 109 (58%) i n d i c a t e d t h a t they were a b l e t o use d r y i n g racks i n t h e i r rooms. These responses are p r e s e n t e d i n Tab l e 44, 44a and 44b. T a b l e 44 - Equipment A v a i l a b l e f o r Use i n Schools f o r Graphics C l a s s e s G r a p h i c s Equipment O f f s e t I n t a g l i o Lithography L i n e P l a t e A v a i l a b l e t o the Press Press Press Camera Burner Sample P o p u l a t i o n N % N % N % N % N % Grades 8-12 up t o 500 2 1.06 18 9.62 4 2.13 1 .53 1 • 53 501-1000 2 1.06 22 11.76 1 .53 3 1. 60 6 3. 20 1001-over _7 3.74 12 6.41 1 .53 6 3.20 5 2. 67 S u b t o t a l 11 5.88 52 27.80 6 3.20 10 5.34 12 6. 41 Grades 8-10 up t o 500 0 0.00 12 6.41 2 1.06 1 . 53 3 1. 60 501-1000 0 0.00 10 5.34 1 .53 0 0. 00 0 0. 00 1001-over 0 0.00 0 0.00 0 0.00 0 0. 00 0 0. 00 S u b t o t a l 0 0.00 22 11.76 3 1.60 1 .53 3 1. 60 Grades 10-12 up t o 500 2 1.06 2 1.06 2 1.06 2 1.06 3 1. 60 501-1000 5 2.67 8 4.27 0 0.00 4 2.13 4 2. 13 1001-over _3 1.60 _5 2.67 1 .53 3 1. 60 4 2. 13 S u b t o t a l 10 5.34 15 8.02 3 1.60 9 4.81 11 5. 88 T o t a l 21 11.22 89 47.59 12 6.41 20 10. 69 26 13 . 90 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t teacher may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. Table 44a - Equipment A v a i l a b l e f o r Use i n Schools f o r Graphics C l a s s e s G r a p h i c s Equipment Vacuum Drying Pressure T - S h i r t A v a i l a b l e t o the Table Rack Washer Press Sample P o p u l a t i o n N % N % N % N % Grades 8-12 up t o 500 1 .53 17 9.09 1 .53 3 1.60 501-1000 6 3.20 26 13.90 4 2 .13 5 2.67 1001-over 5 2.67 18 9.62 2 1.06 0 0.00 S u b t o t a l 12 6.41 73 39.03 7 3 .74 8 4.27 Grades 8-10 up t o 500 0 0.00 8 4.27 0 0. 00 1 .53 501-1000 1 .53 12 6.41 0 0. 00 1 .53 1001-over 0 0.00 _J, .53 0 0.00 1 .53 S u b t o t a l 1 .53 21 11.22 0 0.00 3 1.60 Grades 10-12 up t o 500 2 1.06 2 1. 06 1 .53 2 1. 06 501-1000 4 2.13 12 6.41 1 . 53 3 1.60 1001-over 2 1.06 _1 .53 0 0. 00 1 .53 S u b t o t a l 8 4.27 15 8.02 2 1.06 6 3.20 T o t a l 21 11.22 109 58.28 9 4.81 17 9.09 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t t e a c h e r may or may not possess makes i t d i f f i c u l t to a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. i_, o I T a b l e 44b - Equipment A v a i l a b l e f o r Use i n Schools f o r Graphics C l a s s e s G r a p h i c s Equipment L i g h t F i r e p r o o f V e n t i l a t i o n Dry Mount of the Sample Table Cabinet System Press P o p u l a t i o n N % N % N % N % Grades 8-12 up t o 500 12 6.41 12 6.41 11 5.88 4 2.13 501-1000 24 12.83 17 9. 09 21 11.22 7 3.74 1001-over 11 5.88 14 7.48 10 5.34 _4 2.13 S u b t o t a l 47 25.13 43 22.99 42 22.45 15 8.02 Grades 8-10 up t o 500 10 5.34 7 3.74 10 5. 34 4 2 .13 501-1000 7 7.34 11 5.88 6 3.20 6 3.20 1001-over 0 0. 00 _g 0. 00 0 0. 00 0 0. 00 S u b t o t a l 17 9.09 18 9. 62 16 8.55 10 5.34 Grades 10-12 up t o 500 4 2.13 3 1. 60 3 1.60 2 1.06 501-1000 12 6.41 6 3.20 7 3.74 5 2 . 67 1001-over 5 2.67 2 1. 06 _0 0. 00 1 .53 S u b t o t a l 21 11.22 11 5.88 10 5.34 8 4.27 T o t a l 85 45.45 72 38. 50 68 36.36 33 17.64 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t t e a c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. H o 107 3. AVAILABLE EQUIPMENT FOR USE IN VISUAL ARTS 2 DIMENSIONAL PHOTOGRAPHY CLASSES The one p i e c e of equipment t h a t was most o f t e n i n d i c a t e d a v a i l a b l e f o r use i n photography c l a s s e s was a b l a c k and white 35mm photographic e n l a r g e r . E i g h t y - s e v e n (45%) o f the respondent sample noted they had use o f these p i e c e s o f equipment. Yet onl y 85 (45%) i n d i c a t e d t h a t they used 3 5mm S.L.R. cameras. S i x t y - s e v e n (35%) had use o f camera f l a s h u n i t s . Very few 18 (9%) noted t h a t they had c o l o u r p r i n t e n l a r g e r s and 7 (3%) i n d i c a t e d t h a t they were a b l e t o use l a r g e r 2x5 format cameras. T a b l e s 45 45a p r e s e n t a summary of photographic equipment i n use by grade and s c h o o l p o p u l a t i o n . T a b l e 45 - Equipment A v a i l a b l e f o r Use i n Schools f o r Photography C l a s s e s Photography C o l o r Black and 2x5 Format 35mm SLR T r i p o d L i g h t Equipment E n l a r g e r White Camera Camera Table A v a i l a b l e t o the E n l a r g e r Sample P o p u l a t i o n N % N % N % N % N % N & Grades 8-12 up t o 500 4 2.13 18 9. 62 1 .53 18 9.62 11 5.88 8 4.27 501-1000 5 2.67 18 9.62 1 .53 17 9.09 18 9.62 18 9.62 1001-over _3 1.60 16 8.55 0 0.00 16 8.55 13 6.95 12 6.41 S u b t o t a l 12 6.41 52 27.80 2 1.06 51 27.27 42 22.45 38 20.32 Grades 8-10 up t o 500 1 .53 8 4.27 0 0. 00 8 4.27 4 2.13 6 3.20 501-1000 1 .53 12 6.41 0 0. 00 12 6.41 7 3.74 5 2.67 1001-over 0 0.00 0 0.00 0 0. 00 0 0. 00 _0 0. 00 _0 0.00 S u b t o t a l 2 1.06 20 10.69 0 0. 00 20 10.69 11 5.88 11 5.88 Grades 10-12 up t o 500 1 .53 3 1.60 2 1.06 3 1.60 2 1.06 3 1.60 501-1000 2 1.06 7 3.74 2 1. 06 7 3.74 7 3.74 6 3.20 1001-over 1 .53 _5 2.67 1 1. 06 4 2.13 2 1.06 4 2.13 S u b t o t a l 4 2.13 15 8.02 5 2.67 14 7.48 11 5.88 13 6.95 T o t a l 18 9.62 87 46.52 7 3.74 85 45.45 64 34.22 62 33.15 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t te a c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. Table 45a - Equipment A v a i l a b l e f o r Use i n Schools f o r Photography C l a s s e s Photography Equipment A v a i l - F l a s h S t u d i o Tacking Dry Mount Darkroom Sink a b l e t o the L i g h t s Iron Press Thermostat Sample P o p u l a t i o n N % N % N % N % N % Grades 8-12 up t o 500 14 7.48 9 4.81 4 2 .13 5 2.67 12 6.41 501-1000 12 6.41 5 2.67 5 2.67 7 3 .74 9 4.81 1001-over 15 8.02 7 3.74 _5 2.67 6 3 .20 _9 4.81 S u b t o t a l 41 21.92 21 11.22 14 7.48 18 9.62 30 16.04 Grades 8-10 up t o 500 6 3.20 2 1.06 2 1.06 2 1.06 4 2.13 501-1000 9 4.81 4 2.13 6 3.20 6 3.20 4 2.13 1001-over 0 0.00 0 0.00 0 0. 00 0 0.00 0 0.00 S u b t o t a l 15 8.02 6 3.20 8 4.27 8 4.27 8 4.27 Grades 10-12 up t o 500 3 1.60 0 0.00 2 1. 06 2 1.06 3 1.60 501-1000 5 2.67 4 2.13 5 2.67 5 2.67 3 1.60 1001-over _3 1.60 _4 2.13 2 1.06 3 1.60 3 1.60 S u b t o t a l 11 5.88 8 4.27 9 4.81 10 5.34 9 4.81 T o t a l 67 35.82 35 18.71 31 16.57 36 19.25 47 25.13 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t te a c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. 110 4. EQUIPMENT AVAILABLE FOR USE IN FILM/TELEVISION ART COURSES In t h i s day and age of the v i d e o camera, t h e r e appears t o be l i t t l e impact o f newer media on the a r t c l a s s e s o f B r i t i s h Columbia. Seventy-seven (41%) had a v i d e o camera a v a i l a b l e i n the artroom, seventy-one (37%) a VCR machine and seventy-seven (41%) a t e l e v i s i o n t o view the v i d e o m a t e r i a l s . Super 8 and 8mm cameras are i n d i c a t e d a t 26 (31%) and 5 (2%) r e s p e c t i v e l y . T a b l e 46 and 46a p r e s e n t s t h i s d a t a . Table 46 - Equipment A v a i l a b l e f o r Use i n F i l m / T e l e v i s i o n C l a s s e s F i l m / T e l e v i s i o n Super 8 Regular 8 16mm Movie Video Video Equipment A v a i l - Movie Camera Movie Camera Camera Camera Machine a b l e t o the Sample P o p u l a t i o n N % N % N % N % N % Grades 8-12 up t o 500 3 1.60 1 .53 1 .53 24 12.83 20 10.69 501-1000 10 5.34 1 .53 0 0.00 15 8.02 12 6.41 1001-over _5 2.67 3 1.60 3 1.60 11 5.88 12 6.41 S u b t o t a l 18 9.62 5 2.67 4 2.13 50 26.73 44 23.52 Grades 8-10 up t o 500 3 1.60 0 0.00 3 1.60 10 5. 34 10 5.34 501-1000 1 .53 0 0.00 2 1.06 11 5.88 12 6.41 1001-over 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 S u b t o t a l 4 2.13 0 0.00 5 2.67 21 11.22 22 11.76 Grades 10-12 up t o 500 0 0.00 0 0.00 0 0.00 1 .53 1 .53 501-1000 3 1. 60 0 0.00 0 0.00 4 2.13 3 1.60 1001-over 1 .53 0 0.00 0 0.00 1 .53 1 .53 S u b t o t a l 4 2 .13 0 0.00 0 0.00 6 3.20 5 2.67 T o t a l 26 13.90 5 2.67 9 4.81 77 41.17 71 37.96 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t teacher may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses to t h i s q u estion. A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. Table 46a - Equipment A v a i l a b l e f o r Use i n F i l m / T e l e v i s i o n C l a s s e s F i l m / T e l e v i s i o n T e l e - Video 16mm 8mm T r i p o d S t u d i o Equipment A v a i l - v i s i o n E d i t o r Camera E d i t o r L i g h t s a b l e t o the Sample P o p u l a t i o n N % N % N % N % N I N % Grades 8-12 Up t o 500 23 12.29 3 1.60 0 0.00 2 1.06 15 8.02 6 3.20 501-1000 15 8.02 2 1.06 0 0.00 6 3.20 11 5.88 6 3.20 1001-over 12 6.41 3 1.60 1 .53 5 2.67 _5 2.67 _3 1.60 S u b t o t a l 50 26.73 8 4.27 1 .53 13 6.95 31 16.57 15 8. 02 Grades 8-10 up to 500 10 5.34 0 0.00 0 0.00 0 0.00 5 2 . 67 1 .53 501-1000 12 6.41 0 0. 00 0 0. 00 1 .53 9 4.81 2 1. 06 1001-over 0 0.00 0 0.00 0 0. 00 0 0. 00 0 0.00 0 0. 00 S u b t o t a l 22 11.76 0 0.00 0 0.00 1 . 53 14 7.48 3 1. 60 Grades 10-12 up t o 500 1 .53 0 0. 00 0 0.00 0 0.00 1 .53 2 1. 06 501-1000 3 1.60 0 0. 00 0 0. 00 2 1. 06 5 2.67 1 .53 1001-over 1 .53 0 0.00 0 0.00 1 .53 1 .53 1 .53 S u b t o t a l 5 2.67 0 0.00 0 0.00 3 1.60 7 7 . 34 4 2 .13 T o t a l 77 41.17 8 4.27 1 .53 17 9. 09 52 27.80 22 11.76 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t tea c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. 5. EQUIPMENT AVAILABLE FOR VISUAL ARTS 2 DIMENSIONAL DRAWING AND PAINTING CLASSES Of the equipment f o r the drawing and p a i n t i n g c l a s s e s , 84 (44%) o f the sample group i n d i c a t e d t h a t they had the use of f l o o r e a s e l s . E i g h t y - e i g h t (47%) i n d i c a t e d t h a t an a i r brush was a p a r t of t h e i r classroom equipment. Eighty-one (43%) i n d i c a t e d they had l i g h t t a b l e s f o r t h i s program. T a b l e 47 p r e s e n t s t h i s data a c c o r d i n g t o s c h o o l s i z e and grades. T a b l e 47 - Equipment A v a i l a b l e f o r Use i n Schools f o r Drawing and P a i n t i n g C l a s s Drawing and P a i n t i n g F l o o r Table A i r L i g h t Paper Equipment A v a i l a b l e t o E a s e l s E a s e l s Brush Ta b l e C u t t e r the Sample P o p u l a t i o n N % N % N % N % N % Grades 8-12 up t o 500 17 9.09 14 7.48 17 9.09 12 6.41 36 19.25 501-1000 21 11.22 14 7.48 26 13 .90 24 12.83 35 18.71 1001-over 15 8.02 13 6.95 16 8.55 14 7.48 24 12.83 S u b t o t a l 53 28.34 41 21.92 59 31.55 50 26.73 95 50.80 Grades 8-10 up t o 500 7 3.74 4 2 .13 6 3.20 7 3 .74 23 12.29 501-1000 6 3.20 7 3.74 7 3.74 6 3.20 20 10. 69 1001-over 0 0.00 0 0.00 _0 0.00 0 0. 00 2 1. 06 S u b t o t a l 13 6.95 11 5.88 13 6.95 13 6.95 45 24.06 Grades 10-12 up t o 500 3 1. 60 ' 2 1.06 3 1. 60 4 2.13 4 2.13 501-1000 9 4.81 5 2.67 7 3.74 11 5.88 14 7.48 1001-over _6 3.20 1 .53 _6 3.20 3 1.60 6 3.20 S u b t o t a l 18 9.62 8 4.27 16 8.55 18 9.62 24 12.83 T o t a l 84 44.49 60 32.08 88 47.05 81 43.31 164 87.70 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t te a c h e r may or may not posess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non response t o t h i s q u estion. A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. 6. EQUIPMENT AVAILABLE FOR USE IN VISUAL ARTS 2 DIMENSION TEXTILES AND FABRICS ART CLASSES I t e i t h e r appears t h a t f a b r i c s and t e x t i l e s c l a s s e s can be managed w i t h l i t t l e i n the way o f equipment o r such c l a s s e s are not being taught. F i n d i n g s are p r e s e n t e d i n Ta b l e 48. T a b l e 48, i n d i c a t e s t h a t the equipment a v a i l a b l e f o r the f a b r i c and t e x t i l e s courses i s minimal. However responses t o t h i s q u e s t i o n r e v e a l s t h a t much i n the way of equipment i s s t i l l r e q u i r e d t o p r o p e r l y t e a c h f a b r i c s and t e x t i l e c o u r s e s . Table 48 - Equipment A v a i l a b l e f o r Use i n F a b r i c s and T e x t i l e Courses F a b r i c s and T e x t i l e s Sewing Weaving B e l t V e n t i l a t i o n Equipment A v a i l a b l e t o Machine Loom Loom System the Sample P o p u l a t i o n N % N % N % N % Grades 8-12 up t o 500 5 2.67 10 5.34 5 2.67 3 1.60 501-1000 8 4.27 11 5.88 11 5.88 10 5.34 1001-over 8 4.27 ' _6 3.20 _6 3.20 _6 3.20 S u b t o t a l 21 11.22 27 14.43 22 11.76 19 10.16 Grades 8-10 up t o 500 1 .53 2 1.06 1 .53 3 1.60 501-1000 6 3.20 6 3.20 7 3.74 7 3 .74 1001-over 0 0.00 1 .53 1 .53 0 0.00 S u b t o t a l 7 3.74 9 4.81 9 10.16 10 5.34 Grades 10-12 up t o 500 0 0.00 0 0.00 0 0.00 0 0.00 501-1000 4 2.13 6 3.20 6 3.20 3 1.60 1001-over 0 0. 00 1 .53 1 .53 0 0. 00 S u b t o t a l 4 2.13 7 3.74 7 3 .74 3 1. 60 T o t a l 32 17.11 43 22.99 38 20.32 32 17.11 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t teac h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u estion. A l s o many p i e c e s o f t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. 7. BASIC HANDTOOLS AVAILABLE FOR USE IN THE ART CLASS The one p i e c e o f equipment t h a t was i n d i c a t e d most o f t e n by t h e respondents as b e i n g most a v a i l a b l e was the paper c u t t e r : 167 (89%) noted they had a t l e a s t one. The next most i n d i c a t e d b a s i c handtool was the hammer, 134 (75%). Seventy-one o f the respondents noted they had access t o them. T h i s i s f o l l o w e d by p l i e r s (129: 68%) and f i l e s (126: 67%) as the p i e c e s o f s m a l l equipment and hand t o o l s t h a t were most o f t e n i n d i c a t e d . T a b l e s 49, 49a, 49b, and 49c p r e s e n t t h i s d a ta. T a b l e 49 - B a s i c Handtools A v a i l a b l e f o r Use i n Schools B a s i c Handtools F i l e s P l i e r s C h i s e l s M a l l e t s Screw A v a i l a b l e t o D r i v e r s the Sample N % N % N % N % N % P o p u l a t i o n Grades 8-12 up t o 500 23 12.29 25 13. 36 18 9. 62 16 8. 55 19 10.16 501-1000 26 13.90 29 15. 50 19 10. 16 19 10. 16 25 13.36 1001-over 24 12.83 21 11. 22 19 10. 16 19 10. 16 20 10.69 S u b t o t a l 73 39. 03 75 40. 10 56 29. 94 54 28. 87 64 34.22 Grades 8-10 up t o 500 18 9.62 18 9. 62 16 8 . 55 14 7. 48 15 8.02 501-1000 17 9.09 17 9. 09 14 7. 48 13 6. 95 10 5.34 1001-over . 0 0. 00 _0 0. 00 _1 • 53 _0 0. 00 0 0.00 S u b t o t a l 35 18.71 35 18. 71 31 16. 57 27 14. 43 25 13.36 Grades 10-12 up t o 500 2 1.06 2 1. 06 1 • 53 0 0. 00 2 1.06 501-1000 9 4.81 11 5. 88 8 4. 27 8 4. 27 11 5.88 1001-over 7 3.74 _6 3. 20 _4 2 . 13 _4 2 . 13 5 2.67 S u b t o t a l 18 9.62 19 10. 16 13 6. 95 12 6. 41 18 9.62 T o t a l 126 67.37 129 68. 98 100 53. 47 93 49. 73 107 57.21 * The nature of t h i s question, and the l i m i t l e s s amount of equipment any a r t tea c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess t h e non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. T a b l e 49a - B a s i c Handtools A v a i l a b l e f o r Use i n Schools B a s i c Handtools Hammers S t a p l e S o l d e r V i s e s Spray A v a i l a b l e t o the Sample P o p u l a t i o n N % Guns N % Gun N % N % Gun N % Grades 8-12 up t o 500 25 13.36 24 12.83 7 3.74 14 7.48 7 7.34 501-1000 29 15. 50 29 15.50 15 8.02 12 6.41 7 7.34 1001-over 21 11.22 20 10.69 11 5.88 11 5.88 6 3.20 S u b t o t a l 75 40.10 73 39.03 33 17.64 37 19.78 20 10.69 Grades 8-10 up t o 500 16 8.55 16 8. 55 10 5.34 10 5.34 1 .53 501-1000 18 9.62 14 7.48 9 4.81 6 3.20 3 1.60 1001-over 1 .53 _g 0.00 0 0. 00 0 0. 00 0 0.00 S u b t o t a l 35 18.71 30 16.04 19 10.16 16 8.55 4 2.13 Grades 10-12 up t o 500 3 1.60 3 1. 60 2 1.06 2 1.06 2 1.06 501-1000 13 6.95 11 5.88 6 3.20 8 4.27 4 2.13 1001-over _8 4.27 _8 4.27 _4 2.13 4 2.13 4 2.13 S u b t o t a l 24 12.83 22 11.76 12 6.41 14 7.48 10 5.34 T o t a l 134 71.65 125 66.84 64 34.22 67 35.82 34 18.18 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t tea c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. T a b l e 49b - B a s i c Handtools A v a i l a b l e f o r Use i n Schools B a s i c Handtools Hand Paper Band A v a i l a b l e t o the Saw C u t t e r Saw Sample P o p u l a t i o n N % N % N Grades 8-12 up t o 500 23 12.29 31 16.57 5 2.67 501-1000 26 13.90 34 18.18 5 2.67 1001-over 23 12.24 27 14 .43 6 3.20 S u b t o t a l 72 38.50 92 49.19 16 8.55 Grades 8-10 up t o 500 14 7.48 22 11.76 2 1.06 501-1000 16 8.55 24 12 .83 1 .53 1001-over _1 .53 2 1. 06 0 0.00 S u b t o t a l 31 16.57 48 25.66 3 1. 60 Grades 10-12 up t o 500 3 1.60 4 2 .13 1 .53 501-1001 10 5.34 14 7.48 2 1.06 1001-over 6 3.20 _9 4.81 0 0.00 S u b t o t a l 19 10.16 27 14.43 3 1.60 T o t a l 122 65.24 167 89. 30 22 11.76 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t tea c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. Table 49c - Basi c Handtools A v a i l a b l e f o r Use i n Schools B a s i c Handtools D r i l l Table G r i n d e r Other A v a i l a b l e t o the Press Saw Sample P o p u l a t i o n N % N % N % N % Grades 8-12 up t o 500 5 2.67 14 7.48 6 3.20 2 1.06 501-1000 2 1.06 1 .53 9 4.81 2 1.06 1001-over 3 1.60 _4 2.13 2 1. 06 0 0.00 S u b t o t a l 10 5.34 19 10.16 17 9.09 4 2.13 Grades 8-10 up t o 500 3 1.60 3 1.60 6 3.20 1 .53 501-1000 1 .53 1 .53 4 2 .13 0 0.00 1001-over 0 0.00 0 0.00 _0 0.00 0 0.00 S u b t o t a l 4 2.13 4 2.13 10 5.34 1 .53 Grades 10-12 up t o 500 0 0.00 1 .53 0 0.00 0 0.00 501-1000 2 1.06 2 1. 06 4 2.13 0 0.00 1001-over 0 0.00 0 0.00 2 1. 06 0 0.00 S u b t o t a l 2 1.06 3 1. 60 6 3.20 0 0.00 T o t a l 16 8.55 26 13.90 33 17.64 5 26.73 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t teacher may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses to t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. 122 8. AUDIO/VISUAL EQUIPMENT AVAILABLE FOR USE IN THE ART CLASS The v i d e o m a c h i n e / t e l e v i s i o n was i n d i c a t e d a v a i l a b l e by 124 (66%) of the sample group, i n comparison t o about 75 (40%) who answered q u e s t i o n #10. Video equipment was o f t e n a v a i l a b l e through the a u d i o / v i s u a l departments or through the l i b r a r y . T a b l e s 50 and 50a p r e s e n t s the data on a v a i l a b l e a u d i o / v i s u a l equipment. Table 50 - A u d i o / V i s u a l Equipment A v a i l a b l e For Use A u d i o / V i s u a l Opaque Overhead 16mm movie 8mm movie S l i d e Equipment P r o j e c t o r P r o j e c t o r P r o j e c t o r P r o j e c t o r P r o j e c t o r A v a i l a b l e t o the Sample P o p u l a t i o n N % N % N % N % N % Grades 8-12 up t o 500 20 10.69 30 16.04 17 9.09 3 1.60 27 14.43 501-1000 22 11.76 28 14.97 13 6.95 6 3.20 26 13.90 1001-over 15 8. 02 17 9.09 _9 4.81 _7 3.74 16 8.55 S u b t o t a l 57 30.48 75 40. 10 39 20. 85 16 8.55 69 36.89 Grades 8-10 up t o 500 11 5.88 18 9.62 7 3.74 0 0.00 15 8 . 02 501-1000 12 6.41 19 10.16 9 4.81 4 2 .13 16 8.55 1001-over 0 0. 00 1 . 53 0 0. 00 0 0. 00 1 . 53 S u b t o t a l 23 12.29 38 20.32 16 8.55 4 2.13 32 17. 11 Grades 10-12 up t o 500 4 2.13 3 1. 60 2 1. 06 1 .53 3 1. 60 501-1000 12 6.41 10 5.34 6 3.20 2 1.06 13 6.95 1001-over 8 4.27 _6 3.20 5 2.67 _3 1.60 _8 4.27 S u b t o t a l 24 12.83 19 10. 16 13 6.95 6 3.20 24 12.83 T o t a l 104 55. 61 132 70.58 68 36.36 26 13.90 125 66.84 * The nature o f t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t tea c h e r may or may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s o f t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. i- 1 to CO T a b l e 50a - A u d i o / V i s u a l Equipment A v a i l a b l e f o r Use A u d i o / V i s u a l F i l m s t r i p Video/ C a s s e t t e F i l m Stereo Equipment A v a i l - P r o j e c t o r T e l e v i s i o n Deck Screen a b l e t o the Sample P o p u l a t i o n N % N % N % N % N % Grades 8-12 up t o 500 29 15.50 35 18.71 30 16. 04 30 16. 04 15 8.02 501-1000 24 12.83 25 13.36 26 13 . 90 22 11. 76 11 5.88 1001-over 16 8.55 13 6.95 10 5.34 18 9.62 8 4 .27 S u b t o t a l 69 36.89 73 39.03 66 35.29 70 37.43 34 18.18 Grades 8-10 up t o 500 13 6.95 13 6.95 12 6.41 12 6.41 5 2.67 501-1000 14 7.48 16 8.55 15 8.02 17 9 . 09 8 4.27 1001-over _ l .53 _1 .53 _1 . 53 0 0. 00 0 0. 00 S u b t o t a l 28 14.97 30 16. 04 28 14.97 29 15. 50 13 6.95 Grades 10-12 up t o 500 3 1. 60 3 1. 60 4 2.13 2 1. 06 2 1. 06 501-1000 10 5.34 11 5.88 10 5.34 10 5.34 1 .53 1001-over _7 3.74 _7 3.74 _6 3.20 _6 3.20 3 1.60 S u b t o t a l 20 10.69 21 11.22 20 10.69 18 9.62 6 3.20 T o t a l 117 62.56 124 66.31 114 60.96 117 62.56 53 28.34 * The nature of t h i s q u e s t i o n and the l i m i t l e s s amount of equipment any a r t t e a c h e r may o r may not possess makes i t d i f f i c u l t t o a c c u r a t e l y assess the non responses t o t h i s q u e s t i o n . A l s o many p i e c e s of t h i s equipment might be n o n - a p p l i c a b l e t o c e r t a i n artrooms. H CHAPTER FIVE 125 SUMMARY AND CONCLUSIONS T h i s c h a p t e r p r e s e n t s an overview o f the c o n t e n t s o f Chapter Four. There i s a restatement o f the r e s e a r c h problem, and the r e s e a r c h q u e s t i o n s , f o l l o w e d by a summary of the f i n d i n g s , and c o n c l u s i o n s . The ch a p t e r ends w i t h recommendations f o r f u r t h e r study. A. RESTATEMENT OF THE RESEARCH PROBLEM As d i s c u s s e d i n Chapter One, the aim o f the study was t o determine the c u r r e n t c o n d i t i o n s , and a v a i l a b i l i t y o f a r t f a c i l i t i e s and equipment i n secondary a r t programs throughout B r i t i s h Columbia. The purpose was t o p r o v i d e a s i n g l e comprehensive source o f r e f e r e n c e t o a r t t e a c h e r s c o n c e r n i n g a r t e d u c a t i o n f a c i l i t i e s and equipment i n B r i t i s h Columbia. B. CONCLUSIONS F i n d i n g s from the data were compiled t o e s t a b l i s h a p i c t u r e o f the c o n d i t i o n s o f the a r t f a c i l i t i e s throughout the p r o v i n c e o f B r i t i s h Columbia and t o determine what equipment i s b e i n g used i n the a r t programs. The r e s u l t i n g c o n c l u s i o n s and recommendations made are simply i n d i c a t i o n s which show the immediate outcomes of the survey q u e s t i o n n a i r e . The success o f t h i s study and i t s recommendations w i l l o n l y be measured by the q u a l i t y c a r e and r a p i d a t t e n t i o n i n which the data p r e s e n t e d i n t h i s study becomes outdated i n f u t u r e s t u d i e s of t h i s k i n d (Corton 1965, p. 87). As may be expected, some s c h o o l s have b e t t e r a r t f a c i l i t i e s than o t h e r s . Even the s i z e of any g i v e n s c h o o l b u i l d i n g i n B r i t i s h Columbia v a r y . T h i s study r e v e a l s t h a t 113 (60%) of the sample p o p u l a t i o n have one a r t room. Of these respondents, who t e a c h i n s c h o o l s of student p o p u l a t i o n s o f 500 or more, t h i s s i n g l e f a c i l i t y i s not adequate t o permit proper implementations of the a r t courses l i s t e d i n the Art Guide, grades 8-12 (1983). These c o n d i t i o n s impose c o n s i d e r a b l e burdens on the i n v o l v e d respondents i n t h a t many a r t a c t i v i t i e s such as p o t t e r y , p r i n t m a k i n g , s i l k s c r e e n i n g and s c u l p t u r e cannot be undertaken o p t i m a l l y because of r e s t r i c t e d space. I t might be s a i d , t h a t t h e i r s t u d e n t s , are i n f a c t , d e n i e d involvement i n many a r t a c t i v i t i e s t h a t are suggested i n the 127 B r i t i s h Columbia A r t C u r r i c u l u m Guide (1983). C l a s s s i z e i s another important f a c t o r i n the development of an a r t program (Hodder 1974, p. 32). Many respondents i n d i c a t e d t h a t t h e i r c l a s s s i z e was i n excess o f 26 stu d e n t s per c l a s s . Only a few noted a maximum c l a s s s i z e o f l e s s than 25 s t u d e n t s . Again many a r t a c t i v i t i e s such as s c u l p t u r e , ceramics, and printmaking are c o n t i n g e n t upon the a v a i l a b l e space. The e f f e c t o f the s u p p l i e s and equipment a l l o c a t i o n upon any a r t program i s obvious. I t i s reasonable t o assume t h a t a low budget has a r e s t r i c t i v e e f f e c t on m a t e r i a l s and equipment a v a i l a b l e . T h i s study r e v e a l s t h a t e i t h e r 122 do not know t h e i r budget a l l o c a t i o n s , or do not come t o know what t h e i r s u p p l i e s o r equipment budget i s . A l s o 153 do not supplement t h e i r s i t u a t i o n s by c h a r g i n g a r t f e e s . Ninety-one p e r c e n t (172) of the respondents i n d i c t e d t h a t they have the necessary equipment t o te a c h ceramics. N i n e t y - f o u r (50%) i n d i c a t e d they had equipment t h a t enabled them t o t e a c h i n t a g l i o p r intmaking. Ninety-two (49%) noted they were a b l e t o te a c h photography. Seventy-two (38%) had use o f v i d e o / a u d i o equipment i n the c l a s s room. Nin e t y (48%) were a b l e t o te a c h drawing and p a i n t i n g , and even l e s s 128 58 (31%) were s e t up i n a way t h a t allowed them t o te a c h a pr o p e r f a b r i c s and t e x t i l e s c l a s s . C. RECOMMENDATIONS FOR FURTHER STUDY - I t i s nece s s a r y t o help a r t t e a c h e r s d e s c r i b e program p h i l o s o p h y and r e l e v a n t a r t a c t i v i t i e s i n such a way t h a t t h e s e statements would a s s i s t i n the development of g u i d e l i n e s f o r f u n c t i o n a l a r t f a c i l i t i e s i n s c h o o l s . - I t i s necessary t h a t f u r t h e r s t u d i e s o f t h i s k i n d be p e r i o d i c a l l y completed by members of the B r i t i s h Columbia A r t Teachers A s s o c i a t i o n and the i n f o r m a t i o n p u b l i s h e d so t h a t we have up t o date data and can see changing p a t t e r n s and t r e n d s . Such data may h e l p s c h o o l s make improvements t o t h e i r own f a c i l i t i e s by p r o v i d i n g a b a s i s f o r comparison. - I t i s nece s s a r y t h a t c l a s s s i z e be reduced t o a manageable l a b r a t o r a r y number, s i m i l a r t o the i n d u s t r i a l e d u c a t i o n c l a s s s i z e s . In o r d e r f o r e i t h e r s u p p l i e s and equipment budgets t o be i n c r e a s e d , t o al l o w f o r a g r e a t e r s e l e c t i o n i n the purchase o f equipment, or f o r the a r t t e a c h e r t o be p e r m i t t e d t o charge an a r t f e e t o each student, t e a c h e r s need t o know what t h e i r budgets a r e l 129 I t i s necessary t h a t r i g o r o u s a c c r e d i t i n g of Secondary A r t programs be conducted whether or not the t e a c h e r / s has/have the equipment and f a c i l i t i e s t o implement the Secondary A r t C u r r i c u l u m should be an important p a r t of t h i s p r o c e s s . 1 3 0 REFERENCES A s s o c i a t i o n f o r E d u c a t i o n a l Communications and Technology. Evaluative checklist: an instrument f o r s e l f - e v a l u a t i n g an e d u c a t i o n a l media program i n c o l l e g e s and u n i v e r s i t i e s . (1979), Wash. D.C. Barkan, M. (1966). C u r r i c u l u m Problems i n A r t Education, In E.A. M a t t i l , E d i t o r , A Seminar in Art Education for Research and Curriculum Development, V.S.V.E., Pennsylvannia S t a t e U n i v e r s i t y , pp. 240-255. Borg, Walter R., G a l l , Meredith, D.; (1983). Educational Research An Introduction. 4th E d i t i o n , Longman Inc. p. 100. B r i t i s h Columbia Schools F a c i l i t i e s Building Manual (1985). M i n i s t r y o f Education, V i c t o r i a , B r i t i s h Columbia. B r i t i s h Columbia Arts Resource Conference (June 26, 27, 28, 1956) A l e c Walton, Chairman, U n i v e r s i t y o f B r i t i s h Columbia. 131 References - cont'd. B r i t i s h Columbia Secondary Art Curriculum Guide (1983) M i n i s t r y o f E d u c a t i o n C u r r i c u l u m Development Branch, V i c t o r i a , B r i t i s h Columbia. Bruner, J.S. (1977). The Process of Education (Revised) Cambridge: Harvard U n i v e r s i t y P r e s s . C a s s i d y , N e i l . Some R e l a t i o n s h i p s Between A r t Teacher Q u a l i f i c a t i o n s and The A r t Programs O f f e r e d i n the S e n i o r High Schools of A l b e r t a . Unpublished Master's t h e s i s , U n i v e r s i t y o f A l b e r t a , Edmonton, 1967. Chapman, L.M. (1982). Instant Art Instant Culture: The Unspoken Policy For American Schools. Teachers C o l l e g e P r e s s , Columbia U n i v e r s i t y . C o l t o n , A.S. (1965). A Survey of Educational Resources in the Visual Arts in British Columbia, P u b l i s h e d Masters T h e s i s , B.C.A.T.A. 132 References - cont'd. C o n n e l l y , F.M. e t a l (1980). Curriculum Planning for the Classroom. O n t a r i o Teachers F e d e r a t i o n , O.I.S.E. E r i c k s o n , M. (1977). Uses of H i s t o r y i n A r t E d u c a t i o n , Studies in Art Education, V o l . 18(3), pp. 22-28. Ford, Ruth G. A Study of O r g a n i z a t i o n For A r t I n s t r u c t i o n In The Elementary Schools of A l b e r t a . Unpublished Master's t h e s i s , U n i v e r s i t y of A l b e r t a , Edmonton, 1964. F u l l a n , M. (1982). The Meaning of Educational Change. Toronto: OISE Press, p. 118. Gray, James U., MacGregor, Ronald N. (1987) PROACTA: P e r s o n a l l y Relevant Observations About A r t Concepts and Teaching A c t i v i t i e s Canadian Review of Art Education Research and Issues. V o l . 14. 133 References - cont'd. Gray, J.U. (1980). B r i t i s h Columbia's A r t E d u c a t i o n i n the 80s: A N e g l e c t e d Creature i s Acknowledged Canadian A r t E d u c a t i o n i n the 8 0s, Canadian Society for Education Through Art pp. 2-7. Hodder, G.S. (1972). Art Programs and F a c i l i t i e s in Secondary Schools in B r i t i s h Columbia. F a c u l t y of E d u c a t i o n , U n i v e r s i t y of V i c t o r i a . John, L.N. (1974). A Study of Current C o n d i t i o n s i n A r t E d u c a t i o n and Proposals f o r Change Unpublished Master's T h e s i s , U n i v e r s i t y of B r i t i s h Columbia. Lahr, Stephen L.; (1984). Who Teaches A r t : A Report of Recent Surveys. Studies in Art Education. V o l . 25:2, pp. 115-120. MacGregor, Ronald N.; (1969). Art Room F a c i l i t i e s in Use in Alberta. U n i v e r s i t y of A l b e r t a . 134 References - cont'd. M i c h a e l , J.A. (1980). S t u d i o A r t Experience, The Heart of A r t E d u c a t i o n , A r t E d u c a t i o n V o l . 33(2), pp.15-19. M i l l s , E. Andrew, Thomson, D. Ross (1985). A N a t i o n a l Survey of A r t ( s ) Education. A Report On The S t a t e Of The A r t s In The S t a t e s . NAEA Ne w s l e t t e r . P l a n n i n g f a c i l i t i e s f o r a r t i n s t r u c t i o n . (1969). N a t i o n a l A r t E d u c a t i o n A s s o c i a t i o n . J.B. S c h u l t z , E d i t o r . Rush, J . (1984). E d i t o r i a l : Who Decides? S t u d i e s i n A r t Ed u c a t i o n , V o l . 25(4) pp. 203-204. Study o f E d u c a t i o n F a c i l i t i e s , (1970). M e t r o p o l i t a n Toronto School Board, 49 Jack Ave., Toronto, O n t a r i o . Wiersma, W. (1986). Research Methods i n E d u c a t i o n , An I n t r o d u c t i o n , Fourth E d i t i o n , Toronto, p. 192-94. References - Cont'd. Woodcock, George (1979) Arts and Education in British Columbia. A Report For The National Inquiry Into Arts And Education In Canada of The Canadian Conference Of The Arts. P u b l i s h e d by B.C. Committee On A r t s And Ed u c a t i o n Canadian Conference Of The A r t s . APPENDIX ONE QUESTIONNAIRE 138 6. please indicate the population of the city/town/community in which you teach. 1. ( ) rural under 10,000 2. ( ) suburb under 10,000 3. ( ) suburb under 20,000 4. ( ) urban over 20,000 7. I am presently teaching art full time( ), part time( ), N/A( ) 8. Are there any other art teachers in the same school as yourself? yes ( ), no ( ) If s o , please Indicate full time ( ), part time ( ) 9. Please circle the grades taught in your school. 1 2 3 4 5 6 7 8 9 10 11 12 10. What is the total enrollment of students in your school? 11. Please indicate the total number of students presently being taught art in your school. 0-50 51-100 101-150 151-200 201-250 251-300 301-over ( ) ( ) ( ) ( ) ( ) ( ) ( ) 12. What Is your present class size (per grade) in your art c lasses? grade 8 grade 11 grade 9 grade 12 grade 10 • 13. How many rooms In your school are classified as art rooms? 14. How many of these art rooms were specifically designed and built for art c lasses? Include special names and purposes Do other 1) art teachers share your art room? 2) teachers share your art room? yes ( ), no ( ) yes ( ), no ( ) What is your approximate yearly art budget for ; 1) supplies $ 2) equipment $ What (If any) are your art fees? grade 8 grade 9 grade 10 grade 11 grade 12 Please indicate the art courses taught in your school. ART FOUNDATIONS 1. grade 8 ( 2. grade 9 ( 3. grade 10 ( 4. grade 11 ( 5. grade 12 ( others VA2D grade 9 ( ) grade 10 ( ) grade 11 ( ) grade 12 ( ) VA3D grade 9 ( ) grade 10 ( ) grade 11 ( ) grade 12 ( ) ART CAREERS grade 12 ( ) Do you specifically create streams or student programs of the above courses? yes ( ), no ( ) if s o , please describe Are you now a member of a professional association? Yes ( ), no ( ) If so , please Indicate which one(s) B.C.A.T.A. C.S.E.A. I.N.S.E.A. N.A.E.A. A.T.A. ( ) ( ) ( ) ( ) ( ) 140 21. Do you subscribe to any professional journals? Yes ( ), no ( ) If so , please indicate which one(s) 1. ( ) Education 8. ( ) Journal of Aesthetic Education 2. ( ) Art Education 9. ( ) Canadian Review of Art Education 3. ( ) School Arts 10. ( ) Journal of Art and Design Education 4. ( ) Art Activities 11- ( ) B.C. Art Teacher's Association Journal 5. ( ) Visual Art Research 12. ( ) Journal of Multicultural and Crosscultural 6. ( ) Studies In Art Education Research in Art Education 7. ( ) Arts in Psychotherapy 13. ( ) others SECTION TWO: FACILITIES IN USE IN ART ROOMS What kind of floor surface do you have in your art room? On what floor is your art room located? 3. Do you have a floor drain in the art room? yes ( ), no ( ) 4. How many sinks do you have in the art room? 5. Which term adequately describes the operations o f the sink? N/A poor fair good non-operational clogs regularly seldom clogs never clogs ( ) ( ) ( ) ( ) 6. Are any sinks equipped with a heavy duty drain and trap system? yes ( ), no ( ) If so , how many? 7. Please Indicate the number of electric outlets you have in your art room. 0-3 4-7 8-11 12-15 15-over ( ) ( ) ( ) ( ) ( ) 141 8. Please indicate the number of electrical outlets that are non-operational. 9. What form does the artificial lighting take in your room? 1. ( ) incandescent 2. ( ) f luorescent 3. ( ) other, explain 10. Which term best describes the artificial lighting in your art room? poor fair good very good excellent ( ) ( ) ( ) ( ) ( ) 11. Are there display cases or similar facilities available for exhibition of 2 dimensional art work in your art room? yes ( ), no ( ) 12. Are there display cases of similar facilities available for exhibition of 2 dimensional art work in your school? yes ( ), no ( ) 13. Are there display cases or similar facilities available for exhibition of 3 dimensional art work in your art room? yes ( ), no ( ) 14. Are there display cases of similar facilities available for exhibition of 3 dimensional art work in your school? yes ( ), no ( ) 15. Does your school supply you with a centralized storage facility for art materials? yes ( ), no ( ) If so , is it adequate for your needs? yes ( ), no ( ) 16. Does your art room have a storage facility adjacent to it? yes ( ), no ( ) If so , is it adequate for your needs? yes ( ), no ( ) 17. Which term best describes the window space in your art room? none poor fair good very good excellent ( ) ( ) ( ) ( ) ( ) ( ) 142 18. Which term best describes the display space in your art room? none poor fair good very good excellent ( ) ( ) ( ) ( ) ( ) ( ) 19. Which term best describes the types of desks/tables used by your students in your art room? individual art tables accommodating regular classroom desks groups of students desks other 20. Which term best describes the ventilation system in your room? none poor fair good very good excellent ( ) ( ) ( ) ( ) ( ) ( ) If you have one, is it W.C.B. approved? yes ( ), no ( ) 21. Are there A/V black out facilities in your room? yes ( ), no ( ) SECTION THREE: EQUIPMENT AND TOOLS Some equipment and tools are necessary to carry on an art program. It is a basic assumption that these will be made available for all phases of instruction. Please indicate the equipment and tools that you use in your art program, and comment on the nature of this use. 1. The equipment that is available to me for classroom use in my ceramics classes is; 1. ( ) Kiln 2. ( ) enameling kiln 3. ( ) pugmlll 4. ( ) slab press 5. ( ) jiggerlng tool 6. ( ) clay bin 7. ( ) electric wheel 8. ( ) kick wheel 9. ( ) banding wheel 10. ( ) scales 11. ( ) ventilation system 12. ( ) others 2. What pieces of the above equipment require upgrading? 3. In your opinion, which of the above equipment do you need to operate a (VA3D) ceramics program? 143 4. The equipment that is available to me for classroom use in my graphics c lasses is; 1. ( ) o f f s e t press 9. ( ) t-shirt press 2. ( ) intaglio press 10. ( ) light table 3. ( ) lithography press 11. ( ) fire proof cabinet 4. ( ) line camera 12. ( ) ventilation system 5. ( ) plate burner 13. ( ) dry mount press 6. ( ) vacuum table 14. ( ) paper cutter 7. ( ) drying rack 15. ( ) others 8. ( ) pressure washer 5. What pieces of the above equipment require upgrading? 6. In your opinion, which of the above equipment do you need to operate a (VA2D) graphic program? 7. The equipment that Is available to me for classroom use in my photography classes is; 1. ( 2. ( 3. ( 4. ( 5. ( 6. ( 7. ( ) colour print enlarger ) B & W enlarger ) 2x5 format camera ) 35mm SLR camera ) camera tripod ) light table ) camera flash unit 8. ( ) studio light 9. ( ) tacking iron 10. ( ) dry mount press 11. ( ) darkroom sink thermostat 12. ( ) paper cutter 13. ( ) other 8. What pieces of the above equipment require upgrading? 9. In your opinion what pieces of the above equipment do you need to operate a Photography (VA2D) class? 144 10. The equipment that is available to me for classroom use for a film/television program is: • 1. ( ) super 8 movie camera 2. ( ) regular 8 movie camera 3. ( ) 16mm movie camera 4. ( ) video camera 5. ( ) video machine 6. ( ) television 7. ( ) video editor 8. ( ) 16mm editor 9. ( ) 8mm editor 10. ( ) camera tripod 11. ( ) studio lights 12. ( ) other 11. What pieces of the above equipment require upgrading? 12. In your opinion, what pieces of the above equipment do you need to operate a film/television (VA2D) class? 13. The equipment that is available to me for c lasses is; 1. ( ) f loor easels 2. ( ) table easels 3. ( ) air brush classroom use in my drawing and painting 4. ( ) light table 5. ( ) paper cutter 6. ( ) other 14. The pieces of the above equipment require upgrading? 15. In your opinion, which of the above equipment do you need to operate a (VA2D) painting class? 16. The equipment that is available to me for classroom use in my fabric and textiles design course Is; 1. ( ) sewing machine 4. ( ) ventilation system 2. ( )weaving loom 5. ( ) other 3. ( ) belt loom 145 17. What pieces o f the above equipment require upgrading? 18. In your opinion, which of the above equipment do ou need to operate a (VA2D) fabric and textiles design course? 19. What were the three last pieces of equipment purchased for your program? Give name and date purchased. 1. 2. 3. 20. The basic handtools that are available to me for classroom use in my art room are; 1. ( ) files 9. ( ) vises 2. ( ) pliers 10. ( ) spray gun 3. ( ) chisels 11. ( ) hand saw 4. ( ) mallets 12. ( ) paper cutter 5. ( ) screwdrivers 13. ( ) band saw ~ 6. ( ) hammers 14. ( ) drill press 7. ( ) staple guns 15. ( ) table saw 8. ( ) solder gun 16. ( ) grinder 21. What A/V equipment do you have use of in your art room? 1. ( ) opaque projector 2. ( ) overhead projector 3. ( ) 16mm movie projector 4. ( ) 8mm movie projector 5. ( ) slide projector 6. ( ) film strip projector 7. ( ) video/t.v. 8. ( ) casset te deck 9. ( ) film sc reen 10. ( ) s tereo 11. ( ) other Thank you for taking the time to complete this questionnaire. You may mall It back to me by using the enclosed stamped, se l f-addressed envelope. TIM VARRO APPENDIX TWO LETTER OF TRANSMITTAL APPENDIX THREE FOLLOW-UP LETTER APPENDIX FOUR BRITISH COLUMBIA ART TEACHERS ASSOCIATION ENDORSEMENT APPENDIX FIVE UNIVERSITY OF BRITISH COLUMBIA EHTICS REVIEW COMMITTEE STUDY APPROVAL

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