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Facilities and equipment in use in secondary art programs in British Columbia Varro, Timothy Joseph 1989-12-31

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F A C I L I T I E S AND EQUIPMENT I N USE I N SECONDARY ART PROGRAMS IN B R I T I S H COLUMBIA  by Ed  (Secondary)  TIMOTHY JOSEPH VARRO University of British  C o l u m b i a 19  A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE  REQUIREMENTS FOR THE DEGREE OF MASTERS OF ARTS  in THE Visual  FACULTY OF GRADUATE and Performing  Arts  We a c c e p t t h i s t h e s i s a s to the required  THE  STUDIES i n Education  conforming  standard  UNIVERSITY OF BRITISH COLUMBIA April ©  1989  T i m V a r r o 1989  In presenting requirements British freely that  this thesis  in partial  f u l f i l m e n t of the  f o r an a d v a n c e d d e g r e e a t The U n i v e r s i t y  Columbia, available  permission  I agree t h a t f o r reference  the Library  shall  and s t u d y .  I further  gain  copying or p u b l i c a t i o n shall  It is  of t h i s thesis f o r  n o t be a l l o w e d w i t h o u t  written  permission.  T.  Visual  and P e r f o r m i n g A r t s  The U n i v e r s i t y o f B r i t i s h 2075 Wesbrook P l a c e V a n c o u v e r , Canada V6T 1W5  Date:  April  agree  be g r a n t e d b y t h e Head o f my  Department o r by h i s o r h e r r e p r e s e n t a t i v e s .  financial  make i t  f o r extensive copying of t h i s t h e s i s f o r  s c h o l a r l y p u r p o s e s may  understood that  of  1989  i n Education Columbia  Varro  ii ABSTRACT  The  purpose of t h i s  i n f o r m a t i o n on  i n v e s t i g a t i o n was  e q u i p m e n t and  to compile  facilities  secondary schools  of B r i t i s h  Columbia.  c o n d u c t e d u s i n g a q u e s t i o n n a i r e w h i c h was secondary school  art  teachers.  and  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 the  data  The  taught survey  r e t u r n e d by  in was 187  iii ACKNOWLEDGEMENTS  I would l i k e Dr.  t o t h a n k my t h e s i s c o m m i t t e e  Graeme C h a l m e r s f o r t h e v i t a l  criticisms  g i v e n me t h r o u g h o u t  preparation of this thesis. Dr.  chairman,  support and c l a r i t y  my f i n a l  y e a r o f s t u d i e s and  Thanks a r e a l s o due t o  James G r a y , who t a u g h t me t h a t  intellect  n e e d n e v e r be  o p p o s e d , a n d whose c o u n s e l s u s t a i n e d me t h r o u g h difficult  w h i l e I was t e a c h i n g f u l l - t i m e .  c o m m e n t a r i e s a n d a d v i c e demanded a n a t t i t u d e  like  their and  A r t Teachers  Association  f o r supporting this  Sunday f o r h e r i n t e r e s t .  t o t h a n k Ray a n d J u d y S e p t  a s s i s t a n c e a n d my f a t h e r J o s e p h  integrity  Finally,  towards  t o e x p r e s s my a p p r e c i a t i o n t o t h e B r i t i s h  t o P r e s i d e n t Barbara  also  their  otherwise.  I would l i k e  and  Both  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  Columbia  five  y e a r s o f p a r t - t i m e c o u r s e work a n d t h e s i s  preparation,  research  of h i s  t o e x p r e s s my d e e p e s t  g r a t i t u d e t o my w i f e L i n d a .  I would  and L o r a F i n a n f o r V a r r o , whose wisdom  h a s i n s p i r e d me t h r o u g h o u t  I wish  study,  my y e a r s o f s t u d y .  a p p r e c i a t i o n and  T h i s s t u d y would n o t have been  p o s s i b l e had i t n o t been f o r h e r i n f i n i t e p a t i e n c e , t i m e l y suggestions,  and s t e a d f a s t  support.  Thank y o u .  iv  TABLE OF CONTENTS Title  Page  Page  Preface Abstract Acknowledgements List  of Tables  i i i i i v i i  CHAPTER ONE: A. Introduction B. Statement o f t h e Problem C. Research Questions D. D e f i n i t i o n o f t h e Terms E. General User Requirements 1. Size 2. General F a c i l i t y Design Notes ....... 3. General User Requirements 4. F a c i l i t y and Equipment Requirements . 5. VA2D D r a w i n g a n d P a i n t i n g F a c i l i t y .. 6. VA2D G r a p h i c s F a c i l i t y 7. VA3D C e r a m i c s , S c u l p t u r e a n d C r a f t s . F. Design o f t h e Study G. Limitations  1 1 3 5 6 7 8 9 10 10 11 11 12 12 13  CHAPTER TWO: A. Review o f t h e L i t e r a t u r e B. Review o f t h e P r e v i o u s R e s e a r c h  14 14 17  CHAPTER THREE: M e t h o d o l o g i e s a n d P r o c e d u r e s A. Research Questions B. The P i l o t Study 1. Sample 2. Instrumentation 3. Data C o l l e c t i o n C. The F i n a l Study 1. Sample 2. Instrumentation 3. Data C o l l e c t i o n  23 23 24 24 25 25 26 26 27 28  V  CHAPTER FOUR: Findings A. S e c t i o n One: D e s c r i p t i o n o f t h e Sample .. B a c k g r o u n d I n f o r m a t i o n on t h e A r t T e a c h e r s 1. Education 2. Teaching Experience 3. School Location 4. Teaching Assignment 5. Number o f S t u d e n t s S t u d y i n g A r t 6. Class Size 7. A r t Rooms 8. Use o f t h e Artroom 9. S u p p l i e s and Equipment Budgets 10. A r t Fees 11. A r t Courses Offered i n t h e Secondary School 12. P r o f e s s i o n a l Membership a n d Journal Subscription B. S e c t i o n Two: F a c i l i t i e s i n Use 1. Floor Surface 2. Location 3. F l o o r D r a i n s , S i n k s Heavy D u t y D r a i n s . 4. L i g h t i n g , and E l e c t r i c a l System 5. D i s p l a y f o r 2D a n d 3D A r t Work 6. S t o r a g e F a c i l i t i e s , Window S p a c e .... 7. V e n t i l a t i o n , Audio V i s u a l Blackout F a c i l i t i e s - C. S e c t i o n Three: Equipment and T o o l s Available 1. Ceramics Equipment A v a i l a b l e 2. G r a p h i c s Equipment A v a i l a b l e 3. Photography Equipment A v a i l a b l e 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 . 5. Drawing and P a i n t i n g Equipment Available 6. T e x t i l e s and F a b r i c s Equipment Available 7. Basic Handtools A v a i l a b l e 8. A u d i o / V i s u a l Equipment A v a i l a b l e ....  30 30 34 38 42 44 45 48 53 56 57 59 64 69 74 75 77 79 85 87 91 96 100 100 10 3 107 110 113 115 117 122  vi CHAPTER F I V E : Summary a n d C o n c l u s i o n s A. Restatement o f t h e Problem B. Conclusion C. Recommendations f o r F u r t h e r S t u d y  125 125 128  References  130  Appendix  One:  Questionnaire  136  Appendix  Two:  Letter of Transmittal  146  Appendix  Three:  Appendix  Four:  Appendix  Five:  Follow-up L e t t e r  ..  148  B r i t i s h Columbia A r t T e a c h e r s A s s o c i a t i o n Endorsement  150  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 C o m m i t t e e S t u d y Approval  152  vii LIST OF TABLES Table  Page  1.  D i v i s i o n of Space f o r a School o f 2000 Students...  2.  Sample P o p u l a t i o n of A r t Teachers by Grade  8  L e v e l and School P o p u l a t i o n  33  3.  H i g h e s t Academic P r e p a r a t i o n  35  4.  Country of Academic P r e p a r a t i o n . .  36  5.  I n s t i t u t i o n L a s t Attended  37  6.  T o t a l Years o f Teaching E x p e r i e n c e i n  B r i t i s h Columbia  39  7.  Years o f E x p e r i e n c e Teaching i n P r e s e n t S c h o o l . . . .  41  8.  School L o c a t i o n by Community P o p u l a t i o n  43  9.  F.T.E. o r P.T.E. A r t Teaching Assignment  44  viii 10.  Number o f S t u d e n t s  Studying A r t  46  10a.  Number o f S t u d e n t s  Studying A r t  47  11.  Class Size  f o r S c h o o l s W i t h G r a d e s 8-12  49  11a.  Class Size  f o r S c h o o l s W i t h G r a d e s 8-12  50  12.  Class Size  f o r S c h o o l s w i t h G r a d e s 8-10  51  13.  Class Size  f o r S c h o o l s w i t h G r a d e s 10-12  52  14.  Number o f Rooms C l a s s i f i e d  15.  Number o f Rooms D e s i g n e d  and B u i l t  16.  Number o f A r t Rooms t h a t  a r e Used  by  Other  a s A r t Rooms  54  a s A r t Rooms... 5 5  Teachers  56  17.  S u p p l i e s Budget A l l o c a t i o n  57  18.  Equipment Budget A l l o c a t i o n  58  ix 19.  A r t Fees  f o r S c h o o l s w i t h Grades  8-12  60  19a. A r t F e e s  f o r S c h o o l s w i t h Grades  8-12  61  20.  A r t Fees  f o r S c h o o l s w i t h Grades  8-10  62  21.  A r t Fees  f o r S c h o o l s w i t h Grades  10-12  63  22.  A r t Foundations Courses O f f e r e d  65  23.  Visual  Arts  2 Dimensional A r t Courses O f f e r e d  66  24.  Visual  Arts  3 Dimensional A r t Courses O f f e r e d  67  25.  Special  26.  P r o f e s s i o n a l Membership  70  27.  Journal  Subscriptions..  71  Subscriptions  72  27a. J o u r n a l  28.  or Locally  Developed A r t Courses  A r t Room F l o o r S u r f a c e M a t e r i a l  68  76  X  29.  A r t Room L o c a t i o n i n t h e S c h o o l  78  30.  Floor Drains  79  31.  Number o f S i n k s  32.  Sink Conditions  33.  Sinks Equipped  34.  Artificial  35.  2 Dimensional  i n the A r t F a c i l i t y  i n the A r t F a c i l i t y  82  w i t h Heavy D u t y D r a i n  Lighting  3 Dimensional  84  86  Display F a c i l i t i e s  Within the  Artroom and t h e School  36.  81  88  Display F a c i l i t i e s  Within the  A r t r o o m and t h e S c h o o l  89  Q u a l i t y o f t h e D i s p l a y Areas  90  37.  The G e n e r a l  38.  Storage  Facilities  Centralized Within the School.. 9 2  38a.  Storage  Facilities  Adjacent  t o t h e A r t Room  93  xi 39.  Window S p a c e  95  40.  V e n t i l a t i o n System Q u a l i t y  97  41.  Workman's C o m p e n s a t i o n B o a r d A p p r o v e d  Ventilation  System  Blackout F a c i l i t i e s  98  99  42.  Audio/Visual  43.  C e r a m i c s Equipment A v a i l a b l e  101  43a. C e r a m i c s E q u i p m e n t A v a i l a b l e  102  44.  104  G r a p h i c s Equipment A v a i l a b l e  44a. G r a p h i c s E q u i p m e n t 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.  P h o t o g r a p h y Equipment A v a i l a b l e  108  45a. P h o t o g r a p h y E q u i p m e n t A v a i l a b l e  109  xii 46.  Film/Television  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.  D r a w i n g / P a i n t i n g Equipment A v a i l a b l e  48.  Fabrics  49.  Basic  Handtools  Equipment A v a i l a b l e  49a. B a s i c  Handtools  Equipment A v a i l a b l e  49b.  Basic  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.  114  and T e x t i l e s E q u i p m e n t A v a i l a b l e  H6  118  .  ng  Audio/Visual  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 The  A.  Problem  INTRODUCTION This  s t u d y was b o r n  the general secondary  small very  o u t o f my n e e d t o know more a b o u t  s t a t e o f a r t equipment and f a c i l i t i e s i n  schools  experience  in British  Columbia.  i s one o f r e b u i l d i n g  rural  My  existing  teaching  a r t programs i n a  s c h o o l and i m p l e m e n t i n g new a r t c o u r s e s  l a r g e urban school.  study  The i n i t i a l  motivation  in a  for this  i s , ". . . b a s e d on t h e a s s u m p t i o n t h a t l e a r n i n g i s  achieved  through  inquiry,  motivated  by c u r i o s i t y  interests  and v a l u e s  p.  ONE  that inquiry  and t h a t c u r i o s i t y  effectively  evolves  out of the  o f t h e l e a r n e r " (M. E r i c k s o n 1977,  2 2 ) ; a s w e l l a s an u n d e r s t a n d i n g  values  i s most  are manifested  t h a t those  i n the manipulation  i n t e r e s t s and  o f m a t e r i a l s and  t h e h a n d l i n g o f equipment. My e x p e r i e n c e programs i n both other in  rural  and u r b a n a r e a s  added meaning t o  s t u d i e s o f t h e s t a t u s o f a r t equipment and  British  study  i n r e b u i l d i n g and implementing a r t  Columbia  secondary  schools.  would add t o t h a t d a t a bank.  initial  step,  f o r t h e most i m p o r t a n t  facilities  Consequently,  Yet, t h i s task—the  this  i s only the s o r t i n g and  2 making use o f t h i s  information—is s t i l l  to  e t a l (1980),  do i t ? C o n n e l l y  final  action  research  (p. 3 5 ) .  a better position accurately  Simply,  i ti s the  with the r e s p o n s i b i l i t y  ( i n t h e classroom)  of taking  on i n f o r m a t i o n p r o v i d e d b y  Armed w i t h  such  data,  t o make a c o m p a r a t i v e  evaluate t h e i r  Who i s  b e l i e v e t h a t ". . . i n t h e  a n a l y s i s we t h e t e a c h e r s d o . "  t e a c h e r who i s c h a r g e d  t o be done.  own c l a s s r o o m  a r tteachers  are i n  c h e c k a n d more f a c i l i t i e s and  equipment. Within  a s o c i e t y a t any g i v e n time  the potential f o r  change i s n o t r e a d i l y measurable, n o r i s t h e l i k e l i h o o d o f any  particular  certain  time  change o r s e t o f changes o c c u r r i n g w i t h i n a  easily  established.  This data  c o u l d b e u s e d on  a p r o f e s s i o n a l b a s i s , t o make r e c o m m e n d a t i o n s and  improvements.  I t i s exceptionally d i f f i c u l t to  d e t e r m i n e what p r o g r a m p o s s i b i l i t i e s new s e c o n d a r y on  school a r t f a c i l i t i e s  allow  c o u l d be a c a t a l y s t  education  research  any i n f o r m a t i o n taught.  This  t o f u r t h e r renewal o f a r t  i n t o programs and f a c i l i t i e s .  Reviewing t h e r e s u l t s with  f o r developing  without  t h e c o n d i t i o n s under which a r t i s b e i n g  study  f o r changes  of this  study  and comparing  them  t h e p a s t d a t a may e n h a n c e t h e p i c t u r e o f w h e t h e r a r t  facilities  a r e b e t t e r o f f o r worse than  they  used t o be.  3 Finally of  data  from t h i s  more p r a c t i c a l  for  teaching  B.  study  could assist  i n t h e development  and f u n c t i o n a l f a c i l i t i e s  and environments  and l e a r n i n g a r t .  STATEMENT OF THE PROBLEM We h a v e 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 t h e secondary  schools  a n d how t h e s e  type  i n the province;  level  i n various  facilities  affect the  o f a r t program o f f e r e d . It  i s assumed t h a t t h e r e a r e s e v e r a l u n d e r l y i n g  concerns about t h e c o n d i t i o n s under which a r t i s taught a t the  secondary school  type  level  of information,  conversations  (Gray,  MacGregor,  1985).  This  e x c h a n g e d i n f o r m a l l y i n d i s c u s s i o n s and  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" situations.  Although  information  teachers  i n terms o f d e v e l o p i n g  facility  upgrading  research  on s p e c i a l  there  i s important  their  of specialized  extent, book,  isolated  own p r o g r a m s a n d i n  i s n o t t h a t much i n f o r m a t i o n o r  artfacilities  and equipment.  f u r t h e r compounded i n t h a t t h e v i s u a l areas  t o some a r t  arts,  This i s  as i n other  knowledge, have been, t o a l a r g e  f r o m one a n o t h e r .  Michael  Fullan,  in his  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 c h a n g e i s t o happen, teachers understand .  themselves  and  and  effected,  t h e r e must be  conditions For  order"  accelerated social  can  educational  teachers prepare  changes.  Michael  knowledge, a p r i m a r y process,  Teachers  do  does not  support)  individually doing.  He  cultural  situation f o r the  Fullan  or c o l l e c t i v e l y  Teachers  own;  changes  i s most  the  urgent.  inevitable  suggests  that  f o r , (or t h e i r  reflection  this change  culture  or a n a l y s i s  either  a b o u t what t h e y  seldom i n v i t e  each o t h e r  b e i n g p r i v a t e has  a long  are  into  tradition  118).  being p r i v a t e persons,  situation  and  the  states:  not have time  their classes, (p.  1982)•  f u n c t i o n a s s o c i a t e d with the  i s neglected.  be  existing  o f a r t programs o u t s i d e t h e i r  n e e d t o e x a m i n e t h e p r e s e n t day then  understand  i n s t a n c e , many a r t t e a c h e r s a r e unaware o f  yet, with  Only  others  change can  knowledge o f  Fullan  by  must f i r s t  B e f o r e any  a thorough  ( M a c G r e g o r 1969,  range o r the nature And  (p. 1 0 7 ) .  require that  be u n d e r s t o o d  . . i n o r d e r t o c o n s i d e r c h a n g e , we  stability  By  i t will  are missed.  o p p o r t u n i t i e s t o improve  one's  By b e i n g aware o f a l t e r n a t i v e s ,  g r e a t e r range of c h o i c e s i s p o s s i b l e .  a  5  S i n c e t h e secondary l e v e l a r t t e a c h e r i s t h e prime mover and b e s t knows the a r t programs, c o u r s e s and facilities  i n t h e i r s c h o o l s , an a c c u r a t e d e s c r i p t i o n o f a r t  f a c i l i t i e s and equipment can b e s t be c o l l e c t e d from them. T h e r e f o r e , a study o f t h e c u r r e n t c o n d i t i o n s w i t h r e s p e c t t o f a c i l i t i e s and equipment b e i n g used by secondary a r t t e a c h e r s i n B r i t i s h Columbia  was conducted.  The purpose o f t h e study was t o survey t h e f a c i l i t i e s and equipment i n use i n secondary a r t programs and p r o v i d e a s i n g l e comprehensive i n B r i t i s h Columbia.  source o f r e f e r e n c e f o r a r t educators T h i s c o m p i l a t i o n o f f a c t s and  i n f o r m a t i o n i s now a v a i l a b l e t o t e a c h e r s who want t o l e a r n more about a r t f a c i l i t i e s o t h e r than t h e i r own, as a b a s i s for  C.  improving t h e i r own a r t programs.  RESEARCH QUESTIONS  Q u e s t i o n s o f concern a r e : 1.  Under what p h y s i c a l 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 o f equipment a r e a v a i l a b l e t o secondary art  3.  teachers?  What types o f f a c i l i t i e s a r e b e i n g used developed i n secondary a r t programs?  and/or  6 4.  What s p e c i f i c art  5.  As  a r t courses are offered  programs i n B r i t i s h a result  o f t h e 1983  in  secondary  Columbia? publication  of the  1981  Secondary Art Guide, a r e t h e a r t s t u d e n t s i n British  Columbia  improved 6.  e x p e r i e n c i n g and  working  with  facilities?  What a r e t h e y e a r l y b u d g e t s f o r s u p p l i e s and equipment?  D.  DEFINITION OF  TERMS  For the purposes defined  and  used  Facility This  as  of t h i s  indicated  - a s d e f i n e d by  includes lighting,  cupboards,  sinks,  distinctions  study,  following  the p h y s i c a l  windows, f l o o r s ,  are  s o on.  considered:  environment.  walls,  specially and  equipped  areas  nonor  e l a b o r a t e n e s s o f a f a c i l i t y d e p e n d s i n p a r t on t h e n a t u r e  of  sub-areas,  ceramics dark and  such  as a m u l t i p u r p o s e  or sculpture, a graphic a r t s  room f o r p h o t o g r a p h y ) , storage  and  The  broad  extensiveness  its  or general a r t f a c i l i t i e s .  shelves,  A l s o , two  w h i c h have r a t h e r complex s p e c i f i c a t i o n s , specialized  terms  here.  c a r p e t i n g and  s h o u l d be  the  room, a 3-D  room f o r  room  includes a  (which  a teacher preparation area  (B.C. Schools F a c i l i t i e s  Building Manual 1 9 8 5 ) .  7 Equipment - t h i s t e r m the  B r i t i s h Columbia Secondary A r t Guide 8-12 ( 1 9 8 3 ) .  states of  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  i n reference to specialized  tools  and equipment  a r t media  that  t o u s e t h e equipment  p r o c e s s e s o f a r t a s one o f t h e l e a r n i n g o u t c o m e s . i n c l u d e s most t h i n g s t h a t a r e t o o l a r g e o r h e a v y tool  i n t h e use  t h a t t h e student should demonstrate  knowledge o f , and t h e a b i l i t y  as a hand  It  yet, are generally  lightweight  and Equipment  t o be used  and easy t o  move. Art  Teacher - a n y p e r s o n t e a c h i n g c o u r s e s l i s t e d o r  suggested Grades  i n the British  Columbia  Secondary A r t Guide,  8-12.  Secondary School - d e f i n e d a s a s c h o o l t h a t  enrolls  g r a d e s 8-12, o r a n y c o m b i n a t i o n o f t h e s e .  E.  GENERAL USER REQUIREMENTS The  purpose o f t h i s  requirements which Generally,  section  i s to discuss  apply t o f a c i l i t i e s  these s p e c i f i c a t i o n s  include  a c o u s t i c and atmospheric c o n d i t i o n s , equipment is  and m a t e r i a l s  t h e need  include  storage.  i n an a r t program. layout,  visual,  u s e and s t o r a g e o f  On a more s p e c i f i c  f o r c e r t a i n types o f space.  l a r g e a n d medium g r o u p  those  These  level  facilities  areas, photography  dark  8 rooms, c e r a m i c s  area,  rooms, a n d g r a p h i c  1.  arts  that  t h e a r t program.  (Study of Educational F a c i l i t i e s 1970)  This  a b o u t 700 w i l l  i s approximately  35%.  the f a c i l i t i e s required t o serve  a n d a maximum o f 120 s t u d e n t s  anticipate  h i s o r h e r own room,  feet  should  be a l l o c a t e d  the division  register  F o r s u c h an  an average o f  a t a n y one t i m e w o u l d  employment o f f o u r f u l l - t i m e  with  for  sculpture  rooms.  i n a s c h o o l o f 2,000 s t u d e n t s ,  enrollment, 90  preparation area,  SIZE I t was p r o j e c t e d  in  teacher  Also, a total  a r tteachers  o f 4,300 s q u a r e  f o r such a program.  o f space i s p r o v i d e d  each  A  i n Table  suggestion 1.  Table 1 - D i v i s i o n o f S p a c e f o r a S c h o o l o f 2,000 S t u d e n t s Art  Rooms  Sq.  Multipurpose  Room  3-D Room Graphics  Ft.  1,750 950  Room  900  Teacher Preparation Area  200  Storage  500  TOTAL  4,300  9 GENERAL F A C I L I T Y DESIGN NOTES The  ideal  l o c a t i o n w o u l d b e on t h e m a i n o r g r o u n d  floor  f o r reasons  of access.  S i n c e a r t rooms a r e q u i t e o f t e n  noisy  their  acoustical  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 a l l o w a n c e  w o u l d be g i v e n t o t h e a r t room a r e a . height  i s 3,000 cm.  approximately  3-4m w i t h 2  unused w a l l ;  The  should  resistant. and  flexible  from s p e c i a l  connections 8-10  1985 p .  on  reflection  and  factor.  chemical  i n c l u d e a 500-700  task illumination  exposure;  l u x ambience blackout  (British  lighting  Columbia  3.4.3.6).  system s h o u l d be s u p p l i e d f o r e x t r a c t i n g  work s t a t i o n s : and p r i n t i n g  have sediment t r a p s .  least  and s k i d  with northern  B u i l d i n g Manual,  photo developing  all  a n d a 40-60% l i g h t  L i g h t i n g should  A ventilation air  of tackboard  t o windows, a n d p o s s i b l y a d j u s t a b l e t r a c k  to provide Schools  The p r e f e r r e d c e i l i n g  a maximum a r e a  be r e s i l i e n t ,  some n a t u r a l l i g h t  screens  2  The w a l l s must i n c l u d e a w r i t i n g b o a r d  remaining floor  o f 130m  areas.  The e l e c t r i c a l  for specially  110 v o l t s  silkscreening  outlets.  areas,  kilns,  The s i n k s s h o u l d a l l s e r v i c e should  include  r e q u i r e d equipment p l u s a t  10 3.  GENERAL USER REQUIREMENTS The  British  (1985) s t a t e s To  o u t an a r t program  following  facilities  i n a secondary  are required:  m u l t i p u r p o s e room, a 3-D room, g r a p h i c s teacher (p.  4.  preparation  room, a n d  school,  a room, a  storage  3.4.3.2).  THE F A C I L I T Y AND EQUIPMENT According  Manual  B u i l d i n g Manual  that:  carry  the  Columbia Schools F a c i l i t i e s  to the B r i t i s h  (1985), t h e t y p i c a l  required  f o rvarious  REQUIREMENTS  Columbia Schools  Building  multipurpose a r t f a c i l i t i e s  activities  such as drawing and  painting,  weaving and s t i t c h e r y , f a b r i c  graphics,  printmaking,  sculpture,  dyeing  and p r i n t i n g ,  3D c o n s t r u c t i o n a n d  c e r a m i c s , may c o m p r i s e ; a main w o r k i n g a r e a ,  a  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  screen,  a storage  would appear, t h a t considerable learning, the  facility this  flexibility  and a darkroom  facility  (p. 3.4.3.2).  i s required  t o permit  teacher's  lectures,  t o have small-group  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  potential to suit  It  short,  a number o f s i t u a t i o n s a n d f u n c t i o n s .  11 Listed  as a d d i t i o n a l equipment,  including the  approximate dimensions f o r t h i s multipurpose  f a c i l i t y are  l o c k a b l e w a l l c u p b o a r d s , deep a d j u s t a b l e s h e l v e s , and  card  storage  heavy duty wheels, (p.  5.  shelves,  a flammable l i q u i d s  work b e n c h , an e t c h i n g p r e s s ,  a wedging c o u n t e r  deep  storage,  kilns,  paper a  pottery  and a d r y mount p r e s s  3.4.3.2).  THE VISUAL ARTS 2 DIMENSIONAL, DRAWING AND PAINTING OR DESIGN F A C I L I T Y The  required f a c i l i t i e s  2 dimensional foundations addition  foractivities  d r a w i n g and p a i n t i n g d e s i g n ,  class are l i s t e d  of a light-table,  as s i m i l a r ,  i n a visual  arts  or a r t  p l u s t h e equipment  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 Along  with  the standard  flammables s t o r a g e graphics "typical"  activities  and l i g h t - t a b l e s , i n a graphics  etching  related  silkscreen  facility  equipment.  stations,  press,  t h e requirements f o r might  a d d i t i o n a l equipment such as a p r i n t i n g  word p r o c e s s o r , its  drying racks,  FACILITY  an o f f s e t  include room, a  p r e s s , and  12 7.  THE VISUAL ARTS 3 DIMENSIONAL CERAMICS, SCULPTURE AND CRAFTS  FACILITY  The t y p i c a l  facilities  and equipment  activities  "might" i n c l u d e a d d i t i o n a l  hot p l a t e ,  a grinder/sharpener,  equipment  listed  f o r such  (electric  bench,  looms a n d s p i n n i n g w h e e l s  F.  or kick) k i l n s ,  equipment,  a bandsaw.  a facility  wheels  r e q u i r e d f o r these such  Typical  major  i s as f o l l o w s :  wedging  counter,  as a  pottery  work  (p. 3.4.3.5).  DESIGN OF THE STUDY The  initial  i n v e s t i g a t i o n began w i t h  several  surveys  British  Columbia, t h e p r o v i n c e o f A l b e r t a , and t h e U n i t e d  States 1965,  ( F o r d 1964, C a s s i d y  19 67, M a c G r e g o r  1969, C o l t o n  1985, Chapman 1982 a n d N.A.E.A. 1 9 6 9 ) .  some o f t h e s e  United this  i n the province of  H o d d e r 1972, J o h n 1974, Woodcock 1979, G r a y a n d  MacGregor that  p r e v i o u s l y conducted  an a n a l y s i s o f  studies originate  S t a t e s does n o t l i m i t  study.  T h i s i s because a r t programs substantially  methodology  ( M a c G r e g o r 1969, p . 2 ) .  a r t teachers  and i n c l u s i o n i n  i n North  America  i n e i t h e r p h i l o s o p h i c a l content or  The p o p u l a t i o n a n d s e t t i n g secondary  i n A l b e r t a and t h e  their validity  do n o t v a r y  The f a c t  forthis  i n the province  study  are the  of British  Columbia.  These s c h o o l s e n r o l l grades employed an ex p o s t research procedures. a questionnaire. Appendix The mail  facto research design u t i l i z i n g The s u r v e y  itself  survey  was c o n d u c t e d  using  A copy o f t h e q u e s t i o n n a i r e i s i n c l u d e d as  q u e s t i o n n a i r e s were s e n t t h r o u g h o u t  The p r i m a r y  facilities  t h e p r o v i n c e by  i n v o l v e d i n t e a c h i n g a r t a t t h e secondary purpose  was t o o b t a i n a n i n d i c a t i o n o f  t h e t y p e s o f a r t programs o f f e r e d  G.  The s t u d y  1.  t o personnel  level.  8-12 i n c l u s i v e l y .  and equipment  and i n f o r m a t i o n c o n c e r n i n g  employed.  LIMITATIONS The  First, setting  limitations  the study  o f t h i s study a r e a t l e a s t  attempts  two-fold.  to deal only with the physical  o f t h e a r t room, n o t w i t h how t h e s p a c e  i s actually  used. Second, d e s p i t e an attempt instrument,  t h e r e may s t i l l  comprehensibility responses. this. such  Only  resulting  and t e s t  the survey  be some l a c k o f i n some f a u l t y  or  e x t e n s i v e p i l o t i n g would have  However, t i m e testing.  to pilot  inadequate prevented  and b u d g e t c o n s t r a i n t s d i d n o t p e r m i t  14 CHAPTER  A.  TWO  Review o f the L i t e r a t u r e  T h i s study of f a c i l i t i e s and equipment i s i n no  way  intended t o exhaust a l l the p o s s i b i l i t i e s f o r improving 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 t h e  related  l i t e r a t u r e i n B r i t i s h Columbia has r e v e a l e d t h a t t h i s of  or  type  a r t e d u c a t i o n r e s e a r c h has c o n t r i b u t e d i n measuring,  understanding, 1974,  and e v a l u a t i n g e x i s t i n g a r t programs  Hodder 1972,  Woodcock 1979,  Unfortunately, t o o l s , and as an end suggests The  (John  C o l t o n 1965).  f o r some a r t t e a c h e r s , the equipment,  f a c i l i t i e s become u s e f u l o n l y i n d e v e l o p i n g in itself.  In t h i s regard, John M i c h a e l  (1980),  t h a t under such c o n d i t i o n s ; a r t c u r r i c u l u m , then becomes a s e r i e s of  s k i l f u l l y executed  e x e r c i s e s ... t h a t the  product  becomes s u p e r f i c i a l with no " s o u l " or e x p r e s s i o n . It  i s the wise a r t t e a c h e r who  develops  skill  appropriately  of the students as a means t o  c r e a t e a r t ... y e t ... s k i l l  should always be  a  secondary c o n s i d e r a t i o n and s h o u l d c o n t r i b u t e t o t h e e x p r e s s i o n so as t o b r i n g about a harmonious integration  (1980, p.  18).  skill  Not public  o n l y does t h i s  a t t i t u d e do  little  image o f d e d i c a t e d i n d i v i d u a l s who  t o enhance devote  the  their  lives  •>  to  the a r t s ,  of  any  i t also  Although classroom  a r t teacher  effective  methods,  be  used.  designed  to assist  a complete,  a r t work  (p. 9 ) .  Also,  the guide  identifies  a wide  e q u i p m e n t and  to develop  to  develop  principles  t o see  imagination  techniques.  The  student  use  i s also  developments, conceived  and  reasoned  and  and  and  teach is  of a  variety  encouraged  c o n s i d e r a t i o n s f o r imagery, t h e elements of design, h i s t o r i c a l  to  production  a r t student  t o d e m o n s t r a t e a k n o w l e d g e o f , and  mediums and  variety  encourages the a r t t e a c h e r t o The  and  facilities  t o engage i n t h e p r a c t i c a l  t o l e a r n about a r t .  of  the  detailed,  However, f o r d e v e l o p i n g a v i a b l e  relationships;  i m a g e r y and  play  used.  I t includes opportunities f o r students  s t u d e n t s how  be  importance  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 ,  ideas, techniques,  visual  expected  and  A r t g u i d e was  a r t program i t c l e a r l y  of  of  i s taught  not to " o f f e r "  comprehensive p l a n .  personal  skill  t h e B.C.  p u r p o s e was  feel  the  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  while the t e c h n i c a l  its  s e r i o u s l y underestimates  and  contemporary  criticism.  as p r o v i d i n g developmental  The  curriculum i s to  activities  for  16 students,  as w e l l  requires that  intellectual  a r t t e a c h e r s approach  more a n a l y t i c a l , relation  a s h a v i n g an  self-evaluative,  to society.  dimension.  the teaching of a r t i n a  and  critical  fashion i n  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 i m p l e m e n t a t i o n t e c h n i q u e s w i t h more to  specifics.  specific  attention  F o r example, more a t t e n t i o n must be p l a c e d on  effort,  philosophy,  and  Perhaps,  specific specific  still  purpose,  specific  e q u i p m e n t and  goals,  specific  facilities.  i n t h e 20th c e n t u r y , t h e o l d adage  a workman i s no b e t t e r t h a n h i s t o o l s h o l d s t r u e . example,  i n the implementation of l e a r n i n g  ceramics,  This  that  For  outcomes i n  B r i t i s h Columbia Secondary Art Guide s u g g e s t s  the  that; a student should demonstrate ability tools  t o use,  and  k n o w l e d g e o f , and  the a p p l i c a t i o n  equipment,  suggested.  They a r e :  e l e c t r i c wheels, kilns  (p. The  all  to ceramics  equipment  p u g m i l l s , dough m i x e r s ,  ball mills,  extruders, e l e c t r i c  kick  and  and  gas  76-77). a r t c u r r i c u l u m guide continues to suggest that i n  mediums s u c h a s d r a w i n g  drawing  materials,  i n p r o c e s s e s i n a r t (p. 7 5 ) .  Some o f t h e p o s s i b i l i t i e s i n r e l a t i o n are  of  the  boards,  paper  and  cutters,  painting  equipment such  light tables,  easels,  as:  17 airbrushes  and spray  paints  (p. 107-108).  photography t h e equipment l i s t list  of possibilities  presses,  offset  processors,  binding  i s f a r more e x t e n s i v e  i s provided.  presses,  They a r e ;  equipment, c o n t a c t  a n d word p r o c e s s i n g  cameras, l e n s e s ,  and a  etching  photographic mechanical t r a n s f e r  c a m e r a s , vacuum t a b l e s , p l a t e b u r n e r s , typesetting  F o r g r a p h i c s and  printers,  airbrushes,  equipment,  tripods, enlargers,  layout  etc.  light  tables,  (p. 140-141).  list  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  just  as extensive,  tools  (p. 171).  carders, vats  ranging  f r o m a r c w e l d e r s t o h a n d made  In t e x t i l e s ,  e q u i p m e n t s u c h a s drum  sewing machines, looms, s p i n n i n g  a r e suggested  (p.  The  wheels, and dye  194).  Review of the Previous Research I n t h e summer o f 1958, t h e U n i v e r s i t y o f B r i t i s h Columbia h o s t e d t h e second B r i t i s h Conference. regions  Columbia A r t Resource  I n a t t e n d a n c e were r e p r e s e n t a t i v e s  of the province,  a n d a member r e p r e s e n t i n g  formed Canada A r t s C o u n c i l . devoted wholly  from a l l  This  conference,  t o d i s c u s s i o n and e v a l u a t i o n  the  arts in B r i t i s h  Columbia,  identified  for  each o f t h e areas i n t h e a r t s .  t h e newly  w h i c h was of the status of  a v a r i e t y o f needs  Along with  numerous  18 suggestions  t o improve f u n d i n g  and f a c i l i t i e s  was t h e  r e c o m m e n d a t i o n t h a t t h e r e be a t h o r o u g h i n v e s t i g a t i o n o f arts  facilities  materials  detailing  ( W a l t o n 1958, p . 3 4 ) .  recommended t h a t t h i s to  specifications,  size,  Furthermore,  (p. 2 7 ) .  statistical In  survey  thesis  In order  t o do t h i s ,  new a r t s  an e x t e n s i v e  was u n d e r t a k e n , b u t n o t u n t i l 1963.  1963, A l f r e d  Washington S t a t e  i t was  i n f o r m a t i o n b e made r e a d i l y a v a i l a b l e  g r o u p s a n d c o m m u n i t i e s t h a t were p l a n n i n g  facilities  c o s t s and  Colton,  College,  requirements.  a graduate student  began t h i s  The study,  research  a t Western  as p a r t o f h i s  "A Survey of the  Educational resources i n the V i s u a l Arts i n B r i t i s h Columbia", was a s u r v e y o f a l l t h e r e l a t e d a r t s Completed  i n 1964, i t was a n i m p o r t a n t  identifying British to  information  which  first art  Columbia A r t  ( C o l t o n 1965, p .  some t h e l o n g a w a i t e d s t u d y  1965 p . I ) .  that provided  facilities  For a r tteachers, accurate  and course  I).  became t h e b a s i s  f u t u r e developments i n a r t education  (Colton,  throughout  t o b e made a v a i l a b l e  groups and t h e B r i t i s h  T e a c h e r s A s s o c i a t i o n membership For  towards  on v a r i o u s a r t p r o g r a m s  Columbia and t h e f i r s t survey  arts planning  step  agencies.  information  could  this  from  proceed  study  was t h e  on t h e s t a t u s o f  offerings i n the British  Columbia  school  system.  facilities direct In  However, i n r e l a t i o n  and equipment i n s e c o n d a r y  impact  of this  study  a r t programs, t h e  isdifficult  to assess.  1971, G e o f f r e y Hodder, a n a s s i s t a n t p r o f e s s o r a t t h e  University  of Victoria,  began t h e f i r s t  i n t o a r t i n t h e secondary Hodder, t h i s experienced school  t o t h e improvement o f  schools i n B r i t i s h  p r o j e c t was b o r n in failing  art facilities  specific  Columbia.  indeed  For  o u t o f t h e f r u s t r a t i o n he  to find  answers r e l a t e d  i n the province.  t o secondary  T h e body o f  knowledge c o n c e r n i n g t h e a r t programs o f f e r e d facilities  inquiry  and t h e  a v a i l a b l e was, a c c o r d i n g t o H o d d e r , v e r y  light  ( H o d d e r 1973, p . 2 ) .  I n h i s s t u d y , A r t Programs and F a c i l i t i e s i n Secondary Schools i n B r i t i s h Columbia (1972), H o d d e r s t a t e d t h a t  great  s t r i d e s h a d b e e n made i n t h e a r t a r e a a t t h e s e c o n d a r y  level  in  some s c h o o l s a n d some d i s t r i c t s ,  fortunate sharing  s c h o o l s would h o p e f u l l y b e n e f i t  o f knowledge by t h e i r  t o check,  and t h a t  less  from t h i s  generous  c o l l e a g u e s ... a l l o w i n g them  compare a n d i m p r o v e t h e i r  While  those  situations  (p.  t h e r e was e v i d e n c e t o s u p p o r t t h e f a c t  35).  that  i m p r o v e m e n t s were o c c u r r i n g a f t e r t h e H o d d e r s t u d y , t h e reality  reflected  L a u r i e John University  i n a similar  (1974),  study  suggested  otherwise.  a s p a r t o f h i s c o u r s e work a t t h e  of British  Columbia,  undertook  a survey  examining  20 much t h e same p o p u l a t i o n He r e p o r t e d and  that  discussed  a s H o d d e r d i d two y e a r s  some o f t h e same i s s u e s  earlier  still  He i d e n t i f i e d  and  t r a i n i n g ( p . 16, 4 9 ) .  The art  first,  education  these as communication,  a l a c k o f o r f a u l t y communication  theoreticians/researchers  p r e v e n t e d new r e s e a r c h  from h a v i n g  activities.  however, t h i s  Possibly,  communication  i s n o t an i m p o r t a n t  unlikely  even good r e s e a r c h  if  that  t h a t were r a i s e d  needed t o be a d e q u a t e l y  addressed. teacher  previously.  i t remains e s s e n t i a l l y w i t h i n  conditions  between  and p r a c t i t i o n e r s ,  i m p a c t on c l a s s r o o m lack of or faulty  factor, since will  i t i s highly  make a n y c o n t r i b u t i o n  a closed  system.  No amount  o f g o o d t h i n k i n g by i t s e l f w i l l  address t h e ubiquitous  problem o f f a u l t y communication  ( S a r a s o n 1972, i n F u l l a n , p .  206). and  I t (research)  disseminating  clearly  n e e d s a mode f o r t r a n s l a t i n g  t h e newly d i s c o v e r e d  knowledge  ( J o h n 1974,  p. 1 0 ) . Secondly, there adequate philosophy  a p p e a r e d t o b e ; "no c o n s e n s u s on a n amongst a r t e d u c a t o r s  Many a r t t e a c h e r s extent  only  artists, In  simply  . . . " (p.  16).  chose t o d u p l i c a t e t o a  great  t h e " a c t i o n s " accomplished by p r o f e s s i o n a l  w i t h no t h o u g h t t o a r t e d u c a t i o n 1978, T h e N a t i o n a l  theory  Task F o r c e on A r t s  of t h e Canadian Conference o f t h e A r t s  (p.  49).  and E d u c a t i o n  launched a n a t i o n a l  21 inquiry spring  into of  the  1978,  C o m m i t t e e on This  a r t s and  education  as p a r t o f t h i s  t h e A r t s and  compiling  a r t s and  Education  recommendations a t the  One  identified  of the  schools still (p.  to (p.  I t was  collecting  One  level  teachers.  quality  the  in  the the  that  there  effectively"  of a r t s education  recommended t h a t a h i g h e r  p r o v i s i o n of adequate f a c i l i t i e s  fell  available to  and  the  teachers.  A n o t h e r was  "economically  of  Once a g a i n ,  that i t i s v i t a l  supportive help  individual  x i i ) upgrade the  in  the  priority  w i t h i n the  be  given  schools  xiii). While  survey  the  improve t h e of  to  Columbia  Columbia,  s e v e r a l major concerns o f a r t  e x i s t e d a need t o  schools.  resources.  c o n c e r n s s t r e s s e d was  and  in British  secondary e d u c a t i o n a l  a r t s t o have s p e c i a l i z e d  the  established.  making recommendations.  under p r o v i s i o n s of s p e c i a l i z e d survey  was  responsible for  education  a r e p o r t , and  In  inquiry, a British  s t e e r i n g c o m m i t t e e was  i n f o r m a t i o n on  i n Canada.  i t appears t h a t s e v e r a l s t u d i e s have attempted c o n d i t i o n s o f a r t p r o g r a m s i n an status of a r t education,  information concerning  used today at the compact,  art facilities  secondary l e v e l  a c c e s s i b l e data  any  effort  quest and  for  bank o f t h e s e  to sources  equipment  i n d i c a t e s how resources  to  such  being  a  i s lacking.  absence of 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 o f t r a i n i n g knowledge c o n c e r n i n g the v i s u a l may  Yet,  be  a v a i l a b l e has  b e e n , no  and  arts,  doubt,  other  and an  unconscious  source of defeat or progress  frustration  ( C o l t o n 1965,  as  recently  as  The  nature  1985,  p.  where i t  and  of  3).  G r a y and  MacGregor  determined  that ; of research concerning  interlocking theory,  relationships  production,  skills,  and  unmonitored  If  we  is  crucial  if  content,  evaluation values,  and  relatively  facilities  t h a t i n f o r m a t i o n w h i c h we facilities  of  pre-  unstudied  25).  hope t o improve our  equipment and  and  activities  were s t i l l  (p.  course  characteristics,  professional  service training,  as  implementation  with teacher personality social  such  a variety  be  shared  and  e q u i p m e n t now,  possess  about  our  with other a r t teachers,  not, art  teachers or; a r t educations  have masses o f such "fingertips" unique  and  position,  promote f u r t h e r fields  will  do  not  by  p.  of the  2-3).  who  their  seem t o r e a l i z e  t h e i r very  isolation  ( C o l t o n 1965,  themselves,  information at  who  i t  their  silence  specialized  art  CHAPTER THREE  METHODOLOGIES & PROCEDURES T h i s c h a p t e r r e s t a t e s t h e r e s e a r c h q u e s t i o n s and t h e subsidiary  questions.  The p i l o t  study,  selection  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 d a t a procedures  A.  of the  collection  are described.  RESEARCH QUESTIONS Questions 1.  o f concern a r e :  U n d e r what c o n d i t i o n s i s a r t t a u g h t secondary  2.  schools?  What t y p e s o f e q u i p m e n t a r e a v a i l a b l e t o art  3.  What t y p e s o f f a c i l i t i e s  5.  i n secondary  What s p e c i f i c art  guide,  Columbia  a r e being used  i n secondary  Columbia?  o f t h e 1983 p u b l i c a t i o n o f t h e  new  are the a r t students i n B r i t i s h  e x p e r i e n c i n g and w o r k i n g  facilities?  and/or  a r t programs?  a r t courses are offered  programs i n B r i t i s h  As a r e s u l t art  secondary  teachers?  developed 4.  i n the  with  improved  6.  What a r e t h e y e a r l y b u d g e t s f o r s u p p l i e s a n d equipment?  B.  PILOT STUDY Before  the  preparing  the f i n a l  form o f t h e q u e s t i o n n a i r e ,  i t e m s were t e s t e d i n a s m a l l  pilot  study  assisted the researcher  reliability allowed  group p i l o t  and r e l e v a n c e  of ambiguities,  and f o r r e f i n i n g  questionnaire.  The r e s e a r c h e r  the content  any d i f f i c u l t i e s  completing  1.  and format o f t h e  encouraged t h e p i l o t  study  itself,  to  may h a v e e x p e r i e n c e d  in  the questionnaire.  SAMPLE Wiersma  not  they  i n that i t  mechanical  r e s p o n d e n t s t o comment a b o u t t h e i n s t r u m e n t indicate  This  i n testing the  of the questionnaire  for identification  difficulties  run.  (1986) s u g g e s t s t h a t  "a p i l o t  b e a random s a m p l e o f p r o s p e c t i v e  members o f t h e g r o u p s h o u l d under study  and s h o u l d  subjects  be f a m i l i a r w i t h  (p. 192-194).  " f o r some p i l o t  are sufficient,  i n c l u d e more t h a n t w e n t y "  group  respondents,  but that  valid  Borg and G a l l  s t u d i e s o n l y two o r t h r e e  and i t i s r a r e l y n e c e s s a r y (p.  need  the variables  b e i n a p o s i t i o n t o make  judgements about t h e items" (1983) s t a t e t h a t  study  100).  to  The small  initial  pilot  study  Burnaby School selected  contact  with  conducted  District  t h e r e s p o n d e n t s was made i n a  i n November,  #41.  Four a r t teachers  from t h e Burnaby s c h o o l  district.  r e s p o n d e n t s r e c e i v e d an e x p l a n a t i o n of the study instrument  and a r e q u e s t  were r e t u r n e d  questionnaire  British  A l l the p i l o t  2.  evaluated  November,  1988.  of the  study  w i t h i n a three-week  openly  allowing the researcher  first  t h e purpose  period.  contacted,  the  and d i s c u s s e d  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  meeting during in  was  Each o f the  clarifying  In a d d i t i o n t o the four a r t teachers pilot  were  t o comment o n a n y a s p e c t  i n spaces provided.  questionnaires  1988 w i t h i n t h e  T h i s d i s c u s s i o n was  in a  council useful  t o a d d r e s s c o n c e r n s t h a t were a t  overlooked.  INSTRUMENTATION The  consisted  pilot  questionnaire  o f 63 q u e s t i o n s ,  S e c t i o n one r e q u e s t e d required  information  sought i n f o r m a t i o n program.  d e v e l o p e d by t h e  divided into three  background  information;  on t h e a r t f a c i l i t y ;  on t h e s p e c i f i c  researcher categories. s e c t i o n two  section  equipment used  three i n the a r t  3.  DATA COLLECTION The  pilot  November,  1988  respondents with  of  the  the  t o f o u r Burnaby a r t t e a c h e r s .  comments and  suggestions.  researcher i n improving  survey  FINAL STUDY  1.  SAMPLE  e i g h t y - n i n e secondary  there are  excluding the p i l o t  312  secondary  These t h i r t y - t h r e e  h u n d r e d and ten  study  schools  comments  comprehensiveness  h u n d r e d and  two  hundred in  and  British  respondents.  in British  Although  Columbia,  i n grades other than  s c h o o l s were n o t  included i n the  seventy-nine  were p u b l i c  schools.  The  were from t h e F e d e r a t i o n o f Independent S c h o o l s .  distinction  noted.  8-12. study.  eighty-nine schools contacted,  t h e p u r p o s e o f making t h e no  some  D i r e c t o r y (1987) r e p o r t s t h a t  t h i r t y - t h r e e have e n r o l l m e n t s  t h e two  A l l the  These  school a r t teachers  the Department o f E d u c a t i o n  Of  the  f i n a l questionnaire surveyed  Columbia,  in early  instrument.  C.  The  administered  r e t u r n e d t h e q u e s t i o n n a i r e by mid-November,  anecdotal  assisted  q u e s t i o n n a i r e was  study  two  remaining For  as comprehensive as p o s s i b l e  between i n d e p e n d e n t o r p u b l i c  schools i s  27 2.  INSTRUMENTATION The  final  q u e s t i o n n a i r e remained  format as the p i l o t  study  c h a n g e s were made.  The  S e c t i o n One.  questionnaire. was  However,  Here a d i s t i n c t i o n between equipment  and  introduced.  i n the  The  s e c o n d c h a n g e was  f o r more e l a b o r a t e a n s w e r s c o n c e r n i n g  designed  a r t courses.  to questions  provided tools.  with The  responses three  an  S e c t i o n One 21  preparation,  asked  the  10,  13,  21.  16  and  f o r anonymous divided  information  f o r , s u c h as t h e h i g h e s t  a r t courses  into  1.  background  last  a r t i n B.C.  was  and  and  Demographic i n f o r m a t i o n about  institution  attended,  schools,  of  size  of  the  taught  i n the  were s u b s c r i b e d  to.  the  academic  years  the t o t a l  a s s o c i a t i o n membership, and  i f any,  Each  equipment  e n r o l l e d i n a r t c l a s s e s , the present  professional  specially  made i n S e c t i o n  of s i x t y - t h r e e questions Appendix  was  c h a n g e was  school, grades taught,  of a l l the  journals,  7,  d e a l t with  teaching  community and  list  See  questions.  r e s p o n d e n t s was  students  4,  third  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  for a total  experience  The  e x t r a space f o r "other"  categories.  included  1,  made  same s e c t i o n , where e x t r a s p a c e  provided  Three,  three 16,  19,  first  same  made t o q u e s t i o n  s u p p l i e s b u d g e t s was to question  i n much t h e  the  number class  school,  of  size,  any  what p r o f e s s i o n a l  a  28 S e c t i o n Two  entitled  " F a c i l i t i e s i n Use,"  consisted  o f twenty-one q u e s t i o n s .  requested  on  electrical of  specific  o u t l e t s , the  storage,  2D  ventilation  i n d i c a t e , , by  3.  and  3D  form o f  lighting,  blackout  checking  had  information number o f the  was  sinks,  availability  window s p a c e ,  desks,  facilities.  S e c t i o n Three asked the  respondents  spaces which p i e c e s  available in their  to  o f equipment  and  a r t rooms.  DATA COLLECTION I n December o f  to  surfaces, the  d i s p l a y cases,  s y s t e m s and  Finally,  t o o l s they  floor  Here,  again  112  1988,  members o f t h e  Association,  the  British  i t incorporated  discovered  i n the  procedures  for administering  letter  the  study. the  members o f t h e  177  British  a r t teachers  3),  directed  to the  who  a  The included  a  postage-paid,  followed  were n o t  up  with  current  Columbia A r t T e a c h e r s ' A s s o c i a t i o n .  included another l e t t e r  Appendix  1.  questionnaire  T h i s was  mailed  improvements  Appendix  and  was  Teachers'  suggested See  r e t u r n envelope.  further mailing to  this  pilot  Columbia A r t  o f t r a n s m i t t a l ( s e e A p p e n d i x 2)  self-addressed  This  f i n a l questionnaire  of t r a n s m i t t a l  a self-addressed post-paid a t t e n t i o n of the  second q u e s t i o n n a i r e  was  envelope.  a r t teacher.  a letter  (see It  was  Accompanying  of endorsement  from  a  Barbara  Sunday, t h e  British  Columbia A r t  Association president.  A copy o f t h i s  A p p e n d i x 4.  f o l l o w up  disrupted  During  the  the contact with  first  112  questionnaire, additional completed total is  187  respondents  study,  the  contacted,  f o r a response  66  121  r a t e f o r the e n t i r e  as  strikes Despite  continued.  returned a  r a t e o f 58%.  q u e s t i o n n a i r e f o r a response  (64%).  appears  teacher  s t u d y was  questionnaires mailed,  response  letter  some o f t h e r e s p o n d e n t s .  the s e v e r a l teacher s t r i k e s , the  Teachers  Of t h e  responded  completed 177  with  r a t e o f 68%.  Of  a The  sample p o p u l a t i o n o f  289  30  CHAPTER FOUR FINDINGS  The the  results  of the  research questions  study they  are presented  answer, and  are,  grouped under the headings of Background Facilities,  and  information  in this  final  E q u i p m e n t ; and chapter  q u e s t i o n n a i r e and,  as  Tools  i n the order  of  therefore  Information;  i n Use.  The  represents the  findinqs of  the  such,  i n c l u d e the  pilot  does not  study.  SECTION  A.  DESCRIPTION OF  SAMPLE BACKGROUND INFORMATION  THE  ART  The  Department o f E d u c a t i o n  there are  312  British with  r e v e a l e d t h a t 33 public  The 1989) the  the  279  D i r e c t o r y (1987) r e p o r t s  Columbia  secondary  addresses  listed  enrolled  s c h o o l s were n o t  remaining  schools.  f o r these  grades other than  included i n the  16  s c h o o l s , a l l were c o n t a c t e d by  secondary  However, schools  8-12.  study.  F e d e r a t i o n o f Independent Schools  lists  ON  TEACHER  a crosscheck  Of  THE  ONE  Of  These the  mail.  Directory  schools that e n r o l l  33  grades  (19888-12.  s i x t e e n , a r e p r e s e n t a t i v e s a m p l e o f 10 were c h o s e n ,  and  mailed  completed  a questionnaire. questionnaire.  r e p r e s e n t a t i v e o f both  A total  mail,  37  of the total  and  87  total 30  in British  Columbia.  schools, contacted  (57%) o f t h e s c h o o l s e n r o l l  (30%) were s c h o o l s t h a t e n r o l l e d who  o f 106  grades  enrolled  g r a d e s 8-12  returned a completed  (27%) o f t h e r e s p o n d e n t s  enrolled  g r a d e s 8-10  taught  who  taught  returned completed  T h e s e f i g u r e s c a n be s e e n i n T a b l e In a d d i t i o n t o c o l l e c t i n g  data  One  8-12  g r a d e s 8-10.  returned completed  (56%) o f t h e r e s p o n d e n t s  by  g r a d e s 10-12.  Of t h e  questionnaires,  (16%) were f r o m s c h o o l s t h a t e n r o l l e d g r a d e s  total  51  o f 289 h i g h  187 r e s p o n d e n t s  are  t h e p u b l i c s c h o o l system and t h e  (12%) were s c h o o l s t h a t e n r o l l e d  hundred s i x t y - f i v e  (64%) r e t u r n e d a  T h e s e 187 r e s p o n d e n t s  F e d e r a t i o n o f Independent Schools Out  o f 187  A  10-12.  i n schools  that  q u e s t i o n n a i r e , and  i n schools  that  questionnaires.  2. on f a c i l i t i e s  and  e q u i p m e n t i n u s e , S e c t i o n One o f t h e q u e s t i o n n a i r e  requested  d e m o g r a p h i c i n f o r m a t i o n on t h e a r t t e a c h e r .  S i n c e t h e 187  respondents  of populations  ranging  represent  schools with  f r o m 135 t o 1,850, t h e d a t a  a variety  on s t u d e n t  enrollment  was c o l l a p s e d t o f o r m t h r e e c a t e g o r i e s ; c a t e g o r y enrollment  o f 500 o r l e s s ,  b e t w e e n 500 a n d 1,000, of  over  1,000  see Table  category  and c a t e g o r y 2.  two w i t h  an  three with  A l l respondents  one w i t h  an  enrollment an  enrollment  answered  this  question.  These t h r e e d i s t i n c t  researcher  t o b e t t e r handle the data,  clearer 39  manner.  (20%)  had  students  In the  schools  enrolling  1,000.  Of  enroll  students. grades, (8%)  students.  and  schools  and  500  1,000.  1000,  Finally,  had  and  2  less  enroll  less  2 presents  population.  the  grades (20%)  11  school  8-12,  enrolled  (14%)  g r a d e 8-10, 500,  than  i t in a  of  populations  that enroll  b e t w e e n 500-1,000, and Table  39  (1.06%) e n r o l l  i n schools (2%)  and  student  than  the  to present  Twenty-eight  that offered  population  and  that enrolled  students,  G r a d e s 8-12  (10-12) 4,  enroll  sample  the  a student  b e t w e e n 500  schools  fewer than  b e t w e e n 500  c a t e g o r i e s enabled  25  over  (12%)  (13%)  over  enroll  1,000  only the  500  (5%)  24  the  senior  students,  enroll  enrollments  over of  15 1,000 the  33 Table  2 - Sample P o p u l a t i o n o f A r t T e a c h e r s b y L e v e l and P o p u l a t i o n  R e s p o n s e o f Sample Population  Sample Population N  Grades  Subtotal  Subtotal  20.85 20.85 14.97  106  56.68  24 25 2  12.83 13.36 1.06  51  27.27  4 15 11  2.13 8.02 5.88  30  16.04  187  100.00  10-12  up t o 500 501-1000 1001-over Subtotal Total  39 39 28  8-10  up t o 500 501-1000 1001-over  Grades  %  8-12  up t o 500 501-1000 1001-over  Grades  Grade  * F i g u r e s u n a v a i l a b l e f r o m t h e 1987 D e p a r t m e n t o f E d u c a t i o n D i r e c t o r y o f S c h o o l s , and t h e F e d e r a t i o n o f Independent S c h o o l s i n B r i t i s h Columbia  1.  EDUCATION In terms of the  of  105  (56%)  degree with  of the an  highest  respondents hold  a total  at  the Master's l e v e l ,  was  no  a Bachelor  a r t major or c o n c e n t r a t i o n .  by  Bachelor  academic p r e p a r a t i o n ,  o f 41  respondents and  (21%)  35  of A r t s , or Bachelor  i n d i c a t i o n given  doctoral studies.  according  to the  enrollment  of  This  (18%)  is  who  of Fine A r t s degree. r e s p o n d e n t s had  Table  3 presents  categories.  the  total  Education  hold graduate  respondents  t h a t any  completed  who  a  followed degrees hold  a  There  begun  or  responses  Table 3 - H i g h e s t Education o f t h e Sample Population  Academic  P r e p a r a t i o n o f Respondent  B.A./B.F.A. N  B.Ed.  %  N  Group  M.A./M.Ed./ M.F.A. N %  %  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  * 8 ** 6 6  4.27 3.20 3.20  25 24 14  13.36 12.83 7.48  5 8 8  2.67 4.27 4.27  20  10.69  63  33.68  20  10.69  * 3 * 7 1  1.60 3.74 .53  15 15 1  11  5.88  31  16. 51  1 * 1 * 2  .53 .53 1.06  2 6 3  1. 06 3.20 1.60  4  2.13  11  5.88  13  6.95  35  18.71  105  56.61  40  21. 39  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal  8 . 01 8.02 .53  5 2 0  2 . 67 1. 06 0. 00 7  3.7  G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  * Seven non r e s p o n s e s t o  Twelve  . 53 3 .74 2.67  this question  O f t h e r e s p o n d e n t s who i n d i c a t e d t h e i r preparation  1 7 5  167 (89%) s t a t e d t h e y  highest  were e d u c a t e d  academic  i n Canada.  (6%) i n d i c a t e d t h e y were t r a i n e d i n t h e U n i t e d  States,  while  countries.  6 (3%) i n d i c a t e d  These  findings  t h e y were t r a i n e d  are presented  i n Table  i n other 4.  Table 4 C o u n t r y o f H i g h e s t Academic Group Country of E d u c a t i o n and Training of the Sample Population Grades  Subtotals  Subtotals  Other  %  N  %  N  %  35 36 26  18.71 19.25 13.90  3 1 0  1.60 .53 0.00  1 2 2  .53 1.06 1.06  97  51.87  4  2 .13  5  2.67  23 *19 2  12.29 10.16 1.06  0 5 0  0.00 2.67 0.00  1 0 0  .53 0. 00 0.00  44  23.52  5  2.67  1  .53  3 14 * 9  1.60 7.48 4.81  1 1 1  .53 .53 .53  0 0 0  0.00 0. 00 0. 00  26  13.90  3  1.60  0  0.00  167  89.30  12  6.41  6  3.20  N  10-12  up t o 500 501-1000 1001-over Subtotals Total  United States  8-10  up t o 500 501-1000 1001-over  Grades  Canada  8-12  up t o 500 501-1000 1001-over  Grades  T r a i n i n g / E d u c a t i o n o f Respondent  *Two n o n r e s p o n s e s t o t h i s  question.  Of  t h e 167 who  (49%)  stated  indicated  British  that  that  t h e y were t r a i n e d  t h e y were t r a i n e d  C o l u m b i a a n d 34  (18%) s t a t e d  the  University  of Victoria.  the  respondent group t h a t  Table 5 indicates  these  at the University  were t r a i n e d  33  (17%) make up  i n other  by g r a d e and  provinces.  school  population.  Table 5 - I n s t i t u t i o n  I n s t i t u t i o n Last Attended o f the Sample Population Grades  Last  Attended  University o f :B r i t i s h Columbia N %  o f Respondent Group  University of V i c t o r i a N  %  Other Provinces N %  8-12  up t o 500 501-1000 1001-over  11 17 20  5.88 9.09 10. 69  11 9 2  5. 88 4 .81 1. 06  13 9 4  6.95 4.81 2 .13  Subtotal  48  25. 66  22  11.76  26  13.90  up t o 500 501-1000 1001-over  13 *14 2  6.95 7.48 1.06  5 3 0  2.67 1.60 0.00  4 2 0  2.13 1.06 0. 00  Subtotal  26  13 .90  8  4.27  6  3.20  up t o 500 501-1000 1001-over  2 11 5  1.06 5.88 2.67  1 1 2  .53 .53 1.06  0 0 1  0.00 0. 00 .53  Subtotal  18  9.62  4  2.13  1  . 53  Total  92  49.19  34  18.16  33  17.64  Grades  Grades  8-10  10-12  * 28 n o n r e s p o n s e s t o t h i s  question.  of  t h e y were t r a i n e d a t  The r e m a i n i n g  findings  i n C a n a d a , 92  38  2.  TEACHING EXPERIENCE I t was  respondents and  indicated had  15 y e a r s .  taught  that  t h e y had  and  respondents  respondents years  i n B.C.  (16%)  f o l l o w e d by  taught  (16%)  t e a c h i n g a r t i n B.C.  o f 54  art in British  T h i s was  stated 31  that a t o t a l  i n B.C.  respondents  b e t w e e n 6 and  answered t h a t t h e y had  between 16  and  of  20  6 presents these  the  Columbia between  39  i n d i c a t e d t h e y had  Table  (28%)  years.  taught  (20%) 10  who  years,  been A group o f 3 0  a r t up  findings.  11  to  5  T a b l e 6 - T o t a l Years o f Experience Teaching A r t i n B r i t i s h Columbia Years o f Experience of t h e Sample Population  Under N  5 %  6 - 10 N %  11 - 15 N %  16 - 20 N %  Schools 20 - 25 N %  25 - over N %  Grades 8-12 up t o 500 501-1000 1001-over Subtotal Grader  *14 4 _4  7.48 2 .13 2.13  10 7 6  5.34 3.74 3.20  8 15 3  4.27 8. 02 1. 60  1 6 8  .53 3.20 4.27  4 5 5  2 .13 2 . 67 2 . 67  1 2 2  . 53 1.06 1. 06  22  11.76  23  12.29  26  13.90  15  8.02  14  7.48  5  2.67  5 2 1  2.67 1.06 .53  6 7 0  3.20 3.74 0.00  7 9 1  3.74 4.81 . 53  3 6 0  1.60 3.20 0.00  3 0 0  1. 60 0. 00 0. 00  0 1 0  0. 00 . 53 0. 00  8  4.27  13  6.95  17  9.09  9  1.60  3  1. 60  1  .53  0 0 0  0.00 0.00 0.00  0 2 1  0.00 1.06 .53  2 3 7  1. 06 1.60 3.74  1 4 2  .53 2 .13 1.06  1 4 0  .53 2.13 0.00  0 3 _l  0.00 1. 60 . 53  0  0.00  3  1.60  11  5.88  7  3.74  5  2.67  _4  2.13  30  16.04  39  20.86  54  28.87  31  16.58  22  11.76  10  5.34  8-10  up t o 500 501-1000 1001-over Subtotal Grades 10-12 up t o 500 501-1000 1001-over Subtotal Total *  Two non response t o t h i s q u e s t i o n U)  40 PRESENT SCHOOL TEACHING EXPERIENCE I t was that  indicated  t h e y had  years. that  taught  enrolled  grades  (27%)  (18%)  a l s o taught  third  largest  o f 75  respondents  (40%)  a r t i n t h e i r present school l e s s than 46  8 t o 12.  (24%)  10 y e a r s .  27,  (14%)  a r t i n schools 52  of these  respondents  e n r o l l e d grades  indicated  these  Once a g a i n , t h e respondents  8 - 12.  c a n be  largest  number o f t h e  found  i n schools that  Present school teaching experience  percentages  i s presented  i n Table  7.  8-12.  t h e y had  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 b e t w e e n 11 and years.  5  been t e a c h i n g i n t h e i r  Again,  i n schools that  group,  taught  Next, a group o f  i n d i c a t e d t h e y had  s c h o o l s b e t w e e n 6 and  The  a total  Of t h e s e r e s p o n d e n t s  respondents  35  by  27,  15  15  enroll  i n years  been  (8%)  of  grades and  Table 7 - Years  Years Teaching i n Present  Grades  of Experience Teaching  i n Present  School  Under 5 N %  6 - 10 N %  11 N  15  17 17 12  18 9 8  9..62 ,4..81 4..27  2 10 3  1.. 06 5., 34 4.. 60  1 2 4  ,53 1.,06 2., 13  1 0 1  .53 0.,00 ,53  0 1 0  0.. 00 ,53 0., 00  8..02  7  3 ,74 .  2  1.,06  1  ,53  %  16 N  20  %  20 -- 25 N %  over N  25 %  8-12  up t o 500 501-1000 1001-over Subtotal  9..09 9.. 09 6..41  46  24.,59  35  18..71  15  up t o 500 501-1000 1001-over  12 9 1  6..41 4..81 .53  5 9 0  2..67 4..81 0..00  4 2 1  3 . 13 1.. 06 i.53  3 3 0  1., 60 1.,60 0..00  0 2 0  0..00 2..67 0..00  0 0 0  0., 00 0., 00 0., 00  Subtotal  22  11..76  14  7..48  7  3.,74  6  3 ,20 .  2  2. .67  0  0., 00  Grades  Grades  8-10  10-12  up t o 500 501-1000 1001-over Subtotal Total  0 5 2  0..00 2..67 1.. 06  1 2 0  .53 1..06 0..00  1 4 0  ,53 2, . 13 0., 00  1 2 6  ,53 1., 06 3.,20  1 1 3  .53 .53 1. .60  0 1 0  0., 00 ,53 0., 00  7  3..74  3  1,.60  5  2., 67  9  4.,81  5  2 .67 ,  1  , 53  52  27..80  27  22  11.,76  9  4.,81  2  1., 06  75  * Z e r o non r e s p o n s e s  40.. 10 to this  question  14 . ,43  i  3.  SCHOOL LOCATION Eighty-nine  taught  (47%) o f t h e r e s p o n d e n t s  indicated  i n s c h o o l s l o c a t e d i n suburban areas  p o p u l a t i o n o f 20,000 o r more.  with a  T h e y make up t h e l a r g e s t  g r o u p who r e t u r n e d c o m p l e t e q u e s t i o n n a i r e s . f o l l o w e d by a t o t a l schools  10,000, a n d a t o t a l in  schools  20,000. the  who t e a c h i n  areas with populations  l o c a t e d i n suburb areas w i t h  mainland,  This i s  under  o f 34 (18%) o f t h e r e s p o n d e n t s  The l a r g e s t  lower  This  o f 52 (27%) r e s p o n d e n t s  located i n rural  who  populations  o f t h e groups o f respondents  l a r g e s t group i s from t h e r u r a l  be c o n c l u d e d  are adequately Table  8.  under  i s from  i n British  Columbia  where t h e 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 .  can  teach  F r a s e r V a l l e y and Vancouver I s l a n d .  i s representative of the regions  second  they  both  urban and r u r a l  represented.  This data  areas.  The  Therefore, i t  s c h o o l a r t programs i s presented i n  T a b l e 8 - S c h o o l L o c a t i o n by P o p u l a t i o n o f Community  L o c a t i o n o f Sample Group b y P o p u l a t i o n  Grades  Rural U n d e r 10,000 N %  Sample Suburb U n d e r 10,000 N %  Rural U n d e r 20,000 N %  Suburb U n d e r 20,000 N %  33 *12 **_0  17.64 6.41 0.00  1 1 _1  .53 .53 .53  0 4 _8  0.00 2.13 4.27  5 21 17  2.67 11.22 9.09  45  24.06  3  1.60  12  6.41  43  22.99  4 1 _0  2.13 .53 0.00  1 0 _0  .53 0.00 0.00  5 6 _0  2.67 3.20 0.00  13 18 _2  6.95 9.62 1.06  1  .53  11  5.88  33  17.64  8-12  up t o 500 501-1000 1001-over Subtotal Grades  8-10  up t o 500 501-1000 1001-over Subtotal Grades  *  5  2.67  10-12  up t o 500 501-1000 1001-over  0 2 _0  0.00 1.06 0.00  1 2 _1  .53 1.06 .53  3 4 _4  1.60 2.13 2.13  0 7 _6  0.00 3.74 3.20  Subtotal  _2  1.06  _4  2.13  11  5.88  13  6.95  Total  52  27.81  8  4.28  34  18.18  89  47.59  * F o u r non r e s p o n s e s t o t h i s  question.  4.  TEACHING ASSIGNMENT Of t h e r e s p o n d e n t s who  t h e y had a f u l l total  o f 134  answered  t h e q u e s t i o n on  or p a r t - t i m e a r t t e a c h i n g assignment,  A total  o f 51  (27%)  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 . summary by g r a d e and s c h o o l  indicated  Table  they  9 provides a  enrollment.  9  F u l l - t i m e or Part-time A r t Teaching Respondent Group Teaching Assignment o f t h e Sample Group Grades  Assignment  of  Sample Full-time Part-time N % N %  8-12  up t o 500 501-1000 1001-over Subtotal Grades  21 34 23  11.22 18.18 12.29  17 5 5  9.09 2.67 2.67  78  41.71  27  14.43  12 20 _2  5.34 10.69 1.06  12 5 _0  5.34 2.67 0.00  34  18.18  17  9.09  3 * 9 10  1.60 4.81 5.34  1 5 _1  .53 2.67 .53  22  11.76  _J_  3.74  134  71.66  51  8-10  up t o 500 501-1000 1001-over Subtotal Grades  10-12  up t o 500 501-1000 1001-over Subtotal Total * Two  a  (71%) s t a t e d t h e y 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 .  Table  whether  non-responses t o t h i s  question  27.27  5.  NUMBER OF STUDENTS STUDYING In terms o f t h e l a r g e s t  being taught that  indicated  number o f s t u d e n t s who a r e  a r t i n s c h o o l , 42 r e s p o n d e n t s  i n their  studying  ART  (22%) i n d i c a t e d  s c h o o l s t h e y h a d b e t w e e n 151 a n d 200  art.  T h i s was f o l l o w e d by 40 r e s p o n d e n t s  students (21%) who  t h a t b e t w e e n 101 and 150 s t u d e n t s were s t u d y i n g  art  i n their  art  students enrollment  population.  school.  T a b l e s 10 a n d 10A p r o v i d e a summary o f f i g u r e s by grade and s c h o o l  T a b l e 10 - Number o f S t u d e n t s  Students Studying A r t i n Each S c h o o l of t h e Sample P o p u l a t i o n  Grades  0-50 N  **  %  9 i 0  4.81 .53 0.00  10  Subtotal  M  101-150 %  N  151-200 %  N  %  5.34  11 5 _0  5.88 2.67 0. 00  12 8 _1  6.41 4.27 .53  5 9 _5  2.67 4.81 2.67  16  8.55  21  11.22  19  10.16  8-10  up t o 500 501-1000 1001-over Subtotal Grades  51-100  Enrollment  8-12  up t o 500 501-1000 1001-over  Grades  S t u d y i n g A r t by Grade and S c h o o l  0 0 0  0.00 0.00 0.00  7 0 _0  3.74 0.00 0.00  9 6 0  4.81 3.20 0.00  6 7 0  3.20 3.74 0.00  0  0.00  7  3.74  15  8.02  13  6.95  0 0 0  0.00 0.00 0.00  1 3 _0  .53 1.60 0.00  0 3 _1  0. 00 1.60 .53  3 4 3  1.60 2.13 1.60  10-12  up t o 500 501-1000 1001-over  *  Subtotal  _0  0. 00  _4  2.13  4  2.13  10  5.34  Total  10  5.35  27  14 .44  40  21.39  42  22.46  * Three non-responses t o t h i s  question  Table  10A  - Number o f S t u d e n t s  Students Studying A r t i n Each School o f the Sample P o p u l a t i o n  S t u d y i n g A r t by G r a d e and S c h o o l  201-250 N %  251-300 N %  300-over N %  1 9 _4  .53 4.81 2.13  0 4 _ i  0. 00 2.13 .53  1 1 17  .53 .53 9. 09  14  7.48  5  2.67  19  10. 16  2 8 2  1.06 4.27 1.06  0 0 _0  0.00 .53 0.00  0 3 _g  0. 00 1. 60 0. 00  12  4.41  1  .53  3  1. 60  0 3 _1  0.00 1.60 .53  0 0  _1  0.00 0.00 .53  0 2 4  0. 00 1. 06 2.13  Subtotal  _4  2.13  _!  .53  6  3.20  Total  30  16.04  7  3.74  28  Grades  8-12  up t o 500 501-1000 1001-over Subtotal Grades  8-10  up t o 500 501-1000 1001-over Subtotal Grades  10-12  up t o 500 501-1000 1001-over  14 . 97  Enrollment  48 6.  CLASS  SIZE  Of t h e r e s p o n d e n t s 12 who  indicated  indicated 35.  that  A total  from s c h o o l s t h a t  the c l a s s s i z e s p e r grade,  their  o f 162  largest  sizes,  range  At the senior class  s i z e was their  181  Schools, seventy-one  40 r e s p o n d e n t s  This  8 -  (96%)  b e t w e e n 2 6 and largest  class In the  (37%) o f t h e c l a s s  b e t w e e n 26-35 s t u d e n t s , a s n o t e d level  grades  ( s e e T a b l e s 11 and 1 1 A ) .  s i z e s were r a t h e r s m a l l ,  students. grade  class  (86%) s t a t e d t h a t  s i z e was b e t w e e n 16 and 25, J u n i o r Secondary  enroll  i n Table  (21%) n o t e d t h a t  12.  their  r a n g i n g b e t w e e n 16 and 25  i n f o r m a t i o n i s p r e s e n t e d by c l a s s  a n d s t u d e n t p o p u l a t i o n i n T a b l e 13.  size,  Table  11  C l a s s S i z e F o r Schools With Grades  Class Size f o r the Sample o f t h e Population, Schools 8-12  8-12  U n d e r 15 N %  16 - 25 N %  26 - 35 N %  35 - o v e r N %  Grade 8 up t o 500 501-1000 1001-over Subtotal  7 1 0  3., 74 4, 53 0., 00  15 9 _7  8  4. ,27  31  11 4 _1  5.,88 2., 13 ,53  18 7 _3  16  8,, 55  28  13 5 _2  6..95 2., 67 1..06  15 14 _7  20  10.. 69  36  13 22 13  6.,95 11.,76 6.,95  0 1 0  0., 00 ,53 0.. 00  47  25., 13  1  , 53  5 24 12  2., 67 12 ..83 9.,09  1 2 _2  .53 1,. 06 1.. 06  46  24..59  5  2 .67 ,  8,. 02 7..48 3.,74  6 15 13  3.,20 8.,02 6.,95  1 2 1  . 53 1,. 06 . 53  19..25  34  18,.18  4  2 ., 13  8., 02 4.,81 3.,74 16.,57  Grade 9 up t o 500 501-1000 1001-over Subtotal Grade  9., 62 3.,74 1., 60 14..97  10  up t o 500 501-1000 1001-over Subtotal  I  Table  11A  - C l a s s S i z e f o r S c h o o l s w i t h Grades  C l a s s S i z e f o r the Sample o f t h e Population Schools S c h o o l s 8-12  Grade  U n d e r 15  16 - 25  26  N  N  N  %  %  - 35  35  %  N  -  over %  11  up t o 500 501-1000 1001-over Subtotal Grade  8-12  18 7 2  9. 62 3.74 1. 06  16 10 11  8.55 5.34 5.88  1 16 13  .53 8.55 6.95  0 3 1  0.00 1. 60 .53  16.04  4  2 .13  0 1 _0  0.00 .53 0.00  12.83  _!  .53  96.79  15  8.02  27  14.43  37  19.78  30  21 10 3  11. 22 5. 34 1. 60  8 10 12  4.27 5.34 6.41  1 11 12  34  18. 18  30  16.04  24  105  56. 14  162  16.04  181  12  up t o 500 501-1000 1001-over Subtotal Total  * Non r e s p o n s e s 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 n a t u r e o f t h e a r t t e a c h e r s assignment.  . 53 5.88 6.41  to determine  simply because of  the  51 Table  12  Class Size  F o r S c h o o l s With Grades  Class Size f o r t h e Sample o f the Population S c h o o l s 8-10  U n d e r 15 N %  16-25 N  8-10  %  26-35 N  %  35-over N %  Grade 8 up t o 500 501-1000 1001-over  0 0 0  0. 00 0. 00 0. 00  10 6 0  5. 34 3. 20 0. 00  12 16 2  6 .41 8. 550 1 .06  1 2 0  .53 1. 06 0. 00  0  0. 00  16  8 .55  30  16 . 04  3  1.60  1 0 0  53 0. 00 0. 00  14 3 0  7. 48 1. 60 0. 00  6 18 1  3 .20 9 . 62 .53  1 3 0  .53 1. 60 0. 00  53  17  9. 09  25  13 .36  4  2.13  7 1 0  3. 74 53 0. 00  7 10 1  3. 74 5. 34 • 53  6 10 0  3 .20 5 .34 0 .00  1 2 0  .53 1. 06 0. 00  Subtotal  8  4 .27  18  9. 62  16  8 .55  3  1. 60  Total  9  4 .81  51  27. 27  71  37 .96  10  5.34  Subtotal Grade 9 up t o 500 501-1000 1001-over Subtotal Grade  1  •  10  up t o 500 501-1000 1001-over  * Non r e s p o n s e s 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 d e t e r m i n e simply because o f the nature o f the a r t t e a c h e r s assignment.  52 Table  13  C l a s s S i z e F o r S c h o o l s W i t h G r a d e s 10 - 12 Class Size f o r Sample o f t h e Population U n d e r 15 S c h o o l s 10-12 N % Grade  16 N  25 %  26 N  35 %  35 - o v e r N %  10  up t o 500 501-1000 1001-over  0 1 0  0 . 00 .53 0 . 00  1  2 5 3  1.06 2.67 1.60  1 3 0  .53 1.60 0.00  0 0 0  0. 00 0. 00 0. 00  .53  10  5.34  4  2.13  0  0. 00  0 0 0  0 .00 0 . 00 0 . 00  2 6 5  1.06 3.20 2.67  1 7 4  .53 3.74 2 .13  0 0 0  0. 00 0. 00 0. 00  0  0 . 00  13  6.95  11  5.88  0  0.00  0 3 1  0 .00 1 . 60 .53  2 9 6  1.06 4.81 3.20  1 2 3  .53 1.06 1.60  0 0 0  0.00 0. 00 0. 00  Subtotal  4  2 . 13  17  9.09  6  3.20  0  0. 00  Total  5  2 .67  40  21.39  21  11. 22  0  0. 00  Subtotal Grade  11  up t o 500 501-1000 1001-over Subtotal Grade  12  up t o 500 501-1000 1001-over  * Non r e s p o n s e s 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 d e t e r m i n e simply because o f the nature o f the a r t teachers assignment.  7.  ART ROOMS Of  the t o t a l  t h e r e was school.  Sixty-three  sample group,  that enroll  g r a d e s 8-12.  f o r t y - n i n e (26%) n o t e d  T h e number  b y 70  i n which they  data.  used  g r a d e s 8-12, w i t h  i n this  category  Of t h e t o t a l  that they  h a d two  rooms  for a r t classes.  a population of  o f a r t rooms a c c o r d i n g  s c h o o l p o p u l a t i o n c a n be f o u n d  designed  (60%) i n d i c a t e d  The  t h e m a j o r i t y o f a r t rooms a p p e a r t o be t h e  schools that enroll  indicated  113  (33%) o f t h e s c h o o l s  s c h o o l t h a t were b e i n g  schools with  o r more.  of respondents,  o n l y one room c l a s s i f i e d a s an a r t room i n t h e i r  were i n s c h o o l s  in their  number  i n Table  14.  1,000  t o g r a d e and I t was  (37%) o f t h e s a m p l e p o p u l a t i o n t h a t t h e room  were t e a c h i n g  and b u i l t  a r t was n o t s p e c i f i c a l l y  f o r a r t room u s e .  Table  15 p r e s e n t s  this  Table  14 - Number o f Rooms C l a s s i f i e d  Number o f A r t Rooms i n the School  1 N  a s A r t Rooms  2 %  N  3 %  N  4 %  N  5  %  N  %  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  **31 28 _4  16,.57 14..97 2..13  3 9 16  1 .60 4 .81 8 .55  2 2 2  1.,06 1.. 06 1.. 06  1 1 4  .53 . 53 2.. 13  0 0 2  0.,00 0., 00 1.,06  63  33 ..68  28  14 .97  6  3 .20 .  6  3 .20 .  2  1.,06  2. 13 3. 20 1. 06  0 0 0  0., 00 0.. 00 0.. 00  0 0 0  0.. 00 0,. 00 0.. 00  0 0 0  0.,00 0., 00 0., 00  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal  20 *18 _0  10., 69 9.. 62 0,.00  4 6 2  38  20., 32  12  6 .41  0  0., 00  0  0.. 00  0  0.,00  G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotals Total  4 6 2  2.,13 3,.20 1,.06  0 7 2  0 .00 3 .74 1 .06  0 2 3  0., 00 1.,06 1.. 60  0 0 4  0.. 00 0,.00 2 . 13  0 0 0  0., 00 0,.00 0..00  12  6..41  9  4 .81  5  2, . 67  4  2, . 13  0  0., 00  113  60,.43  49  26 .20  11  10  5.. 35  2  1., 06  *Two non r e s p o n s e s t o t h i s  question  5..88  Table  15 - A r t r o o m s  Designed and B u i l t  Number o f Rooms D e s i g n e d As A r t Rooms  Grades  Zero  One  %  N  as Artrooms  Two  %  N  Three  %  N  N  %  Four N  %  Five N  0  13  8-12 22 14 8  11. 76 7. 48 4. 27  14 17 _3  7 .48 . 9., 09 1.. 60  1 6 9  .53 3 .20 . 4..81  1 1 2  . 53 , 53 1., 06  0 0 4  0..00 0., 00 2.. 13  0 0 1  0., 00 0., 00 , 53  44  23 .52  34  18., 18  16  8..55  4  2 . 13  4  2, . 13  1  , 53  8 7 0  4. 27 3. 74 0. 00  13 13 _2  6..95 6..95 1..06  3 4 0  1.. 60 2 ., 13 0,.00  0 0 0  0., 00 0.. 00 0..00  0 0 0  0., 00 0..00 0..00  0 0 0  0., 00 0.. 00 0.. 00  15  8. 02  28  14,.97  7  3 .74 ,  0  0.. 00  0  0..00  0  0,. 00  1 3 _7  • 53 1. 60 3. 74  3 5 2  1,.60 2..67 1.. 06  0 5 0  0..00 2..67 0,.00  0 2 2  0..00 2., 67 2..67  0 0 0  0., 00 0.,00 0..00  0 0 0  0,. 00 0.. 00 0,. 00  Subtotals  11  5. 88  10  5..34  5  2 .67 .  4  2..13  0  0.,00  0  0..00  Total  70  37. 43  72  38..50  28  14,.97  8  4..27  4  2..13  1  .53  up t o 500 501-1000 1001-over Subtotals Grades  8-10  up t o 500 501-1000 1001-over Subtotal G r a d e s 10-12 up t o 500 501-1000 1001-over  *1 non r e s p o n s e t o t h i s  question  8.  USE OF THE ART ROOM Thirty-five  shared  respondents  (18%) i n d i c a t e d  they  a r t rooms w i t h a n o t h e r a r t t e a c h e r ; 148 (79%) s t a t e d  t h e y were t h e o n l y a r t t e a c h e r i n t h e i r of  that  39 (20%) i n d i c a t e d  used t h e i r  room.  a r t room.  A total  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  T a b l e 16 p r e s e n t s t h i s  information.  T a b l e 16 - A r t T e a c h e r s Who S h a r e Rooms w i t h O t h e r A r t Rooms that are Shared Grades  Subtotal  Subtotal  5 *10 6  2 . 67 5 . 34 3 .20  34 28 19  18 . 18 14 .97 10 .16  15 6 5  8 .02 3 .20 2 .67  24 32 23  12. 83 17. 11 12 .29  13 .90  79  42 .24  21  11 .22  81  43 .31  26  1 6 * 2  .53 3 .20 1 .06  23 19 0  12 .29 10 .16 0 .00  5 2 1  2 .67 1 . 06 .53  19 23 0  10. 16 12. 29 0. 00  9  4 .81  42  22 .45  8  4 .27  42  22. 45  0 2 3  0 .00 1 .06 1 . 60  4 13 8  1 3 1  .53 1 . 60 .53  3 12 9  1. 60 6. 41 4. 81  5  2 .67  25  13 .36  5  2 .67  24  12. 83  18 .71 148  79 . 14  39  20 .85  145  77. 54  10-12  up t o 500 501-1000 1001-over Subtotal Total  Teachers No N %  8-10  up t o 500 501-1000 1001-over  Grades  With Other Yes N %  Teachers  8-12  up t o 500 501-1000 1001-over  Grades  With A r t Teachers Yes No N N % %  areas  35  2 . 13 6 .95 4 .27  *Seven non r e s p o n s e s t o t h e s e q u e s t i o n  9.  SUPPLIES AND EQUIPMENT BUDGETS A total  o f 127 (67%) o f t h e r e s p o n d e n t s i n d i c a t e d  t h e i r y e a r l y budget 59  (31%) i n d i c a t e d  less  f o r s u p p l i e s was l e s s t h a n $2,500.00 and t h a t t h e i r y e a r l y equipment  t h a n $2,500.00.  Unfortunately,  b u d g e t was  the response t o t h i s  q u e s t i o n was p o o r , p o s s i b l y b e c a u s e i n many s c h o o l s exists  that  no e q u i p m e n t  there  budget, b u t r a t h e r a r e p l a c e m e n t budget  T a b l e 17 Supplies  Budget A l l o c a t i o n by Grades and S c h o o l  Supplies Budget N Grades  -1000 % N  2501 5000 N  %  + 5000  8-12  up t o 500 *22 501-1000 *19 1001-over 1  11. 76 10. 16 • 53 42  Subtotal Grades  %  Sample 10012500 N %  Population  13 13 6  6.95 6.95 3.20  3 2 9  1. 60 1. 06 4.81  0 0 7  0. 00 0. 00 3 .74  22. 45 32  17.11  14  7.48  7  3 .74  13 14 1  6.95 7.48 .53  3 6 0  1.60 3.20 0. 00  0 0 0  0. 00 0. 00 0. 00  5. 88 28  14.97  9  4.81  0  0. 00  4 7 0  2.13 3.74 0.00  0 3 5  0.00 1.60 2.67  0 2 5  0. 00 1. 06 2 .67  1. 60 11  5.88  8  4.27  7  3 .74  71  37.97  31  16.58  14  7. 49  8-10  up t o 500 * 7 501-1000 * 4 1001-over * 0 Subtotal  3. 74 2. 13 0. 00 11  G r a d e s 10-12 up t o 500 * 0 501-1000 3 1001-over * 0 Subtotal Total  0. 00 1. 60 0. 00 3  56  29. 94  * 15 n o n r e s p o n s e s t o t h i s  question  58 or  an o c c a s i o n a l  appears that  74  injection  o f money.  (39%) r e s p o n d e n t s may n o t know e i t h e r  s u p p l i e s b u d g e t , o r what i s a v a i l a b l e p u r c h a s e o f new e q u i p m e n t . allocation  I n any e v e n t i t  i s presented  budget a l l o c a t i o n  i n dollars  The i n f o r m a t i o n  i n Table  their  f o r the  on s u p p l i e s  17, a n d i n f o r m a t i o n on  i n T a b l e 18.  T a b l e 18 Equipment  Budget A l l o c a t i o n  Equipment Budget Grades  -1000 N  %  by Grades and S c h o o l Sample 100125012500 5000 N % N %  Population  N  + 5000 %  8-12  up t o 500 501-1000 1001-over Subtotal  *17 * 4 * 4  5 1 2  2 . 67 . 53 1.06  0 0 1  0. 00 0. 00 .53  0 0 0  0.00 0. 00 0.00  8  4.27  1  . 53  0  0.00  2 . 67 2.67 .53  2 4 0  1. 06 2.13 0.00  0 0 0  0.00 0. 00 0.00  0 0 0  0. 00 0.00 0.00  11  5.88  6  3 . 20  0  0. 00  0  0. 00  * 2 * 3 * 0  1. 06 1. 60 0.00  0 3 1  0.00 1. 60 .53  0 0 1  0.00 0.00 .53  0 0 4  0. 00 0. 00 2.13  5  2.67  4  2 .13  1  4  2 .13  41  21.92  18  9.62  2  4  2 .13  25  9.09 2 .13 2.13 13.36  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal  * 5 * 5 *_1  G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  * 122 n o n r e s p o n s e s t o t h i s  question  . 53 1. 06  10.  ART In  the  FEES t e r m s o f a r t f e e s c h a r g e d t o s t u d e n t s , 86  schools that  enroll  g r a d e e i g h t s do n o t c h a r g e a r t f e e s .  T h i s d a t a by grade l e v e l  reveals that  enroll  grade nine students, 3 8  enroll  grade  In  schools that  fee, not  10, 38  32  (17%) s c h o o l s  (20%) o f t h e s c h o o l s  (20%) do n o t c h a r g e i n d i v i d u a l  enroll  grade  and i n s c h o o l s t h a t charge a r t fees.  (45%) o f  11, 22  enroll  However,  that  that a r t fees.  (13%) do n o t c h a r g e a  grade twelve, 23  (12%) do  of those that d i d charge a r t  fees the bulk of the fee structure  f o r g r a d e s 8, 9 and  10  seemed t o be b e t w e e n t h e 0 t o $5 r a n g e , and b e t w e e n $6 t o $10 r a n g e  i n g r a d e s 11 and 12.  T a b l e s 19, 19a, 20, a n d 21  p r e s e n t t h e e x a c t f e e c h a r g e d i n e a c h g r a d e and s c h o o l per  student.  size  Table  19 - A r t F e e s C h a r g e d P e r S t u d e n t i n S c h o o l s t h a t E n r o l l  A r t Fees Per Student  Zero N  %  -5 N  6-10 i  N  %  Grades  11-20 3i  N  8-12  20 O v e r N %  Grade 8 up t o 500 501-1000 1001-over Subtotal  25 29 1  13.. 36 15..50 .53  9 5 i i  4 ,81 , 2,. 67 7,.48  4 3 _5  2 . 13 1 . 60 2 . 67  0 0 0  0..00 0., 00 0., 00  0 0 0  0., 00 0., 00 0., 00  55  29..41  28  14 , .97  12  64 . 17  0  0.,00  0  0., 00  15 9 _1  8.,02 4.,81 .53  9 10 _9  4.,81 5.. 34 4,.81  13 14 10  6. 95 7. 48 5. 34  2 3 2  1.,06 1., 60 1,,06  0 0 0  0.,00 0., 00 0.. 00  25  13.. 36  18  9,. 62  37  19. 78  7  3..74  0  0.. 00  14 12  _!  7..48 6..41 •.53  27  14,.43  Grade 9 up t o 500 501-1000 1001-over Subtotal Grade  10  up t o 500 501-1000 1001-over Subtotal  8 4,.27 9 ' 4..81 _6 3,.20  15 13 14  8 . 02 6 .95 7 .48  2 3 1  1.,06 1.,60 .53  0 0 0  0.. 00 0.,00 0..00  23  42  22 .45  6  3 ,20 .  0  0.,00  12..29  Non r e s p o n s e s 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 of the nature of the question.  to accurately  assess simply  because  T a b l e 19a Art  Fees Charged Per Student i n Schools That E n r o l l  A r t Fees p e r Student  Zero  -5  Grades  8-12 11 -20  6 -10  %  %  %  20 O v e r N %  %  N  10 8 _2  5. 34 4. 27 1. 06  5 7 _5  2.67 3.74 2.67  12 15 8  6.41 8.02 4.27  12 5 9  6.41 2.67 4.81  0 2 0  0.00 1. 06 0.00  20  10. 69  17  9.09  35  18.71  26  13 .90  2  1. 06  11 8 _2  5. 88 4. 27 1. 06  5 7 _6  2.67 3.74 3.20  12 14 8  6.41 7.48 4.27  11 6 10  5.88 3.20 5.34  0 2 0  0.00 1. 06 0. 00  21  11. 22  18  9.62  34  18.18  27  14.43  2  1.06  148  79. 14  104  55.61  160  85.56  66  35.29  4  2.13  N  N  N  G r a d e 11 up t o 500 501-1000 1001-over Subtotal G r a d e 12 up t o 500 501-1000 1001-over Subtotal Total  * non r e s p o n s e s 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 nature of the question.  t o assess simply because o f t h e  62 Table  20  A r t Fees Charged Per Student i n S c h o o l s t h a t G r a d e s 8-10  A r t Fees Per Student  Zero  %  N  -5 N  Enroll  6-10  %  11-20  %  N  %  N  Grades 8 up t o 500 501-1000 1001-over Subtotal  13 18 0  6.95 9.62 0.00  10 7 0  5. 34 3. 74 0. 00  1 0 2  . 53 0. 00 1.06  0 0 0  0.00 0. 00 0. 00  31  16.57  17  9. 09  3  1. 60  0  0. 00  3 3 1  1.60 1.60 .53  9 10 0  4. 81 5. 34 0. 00  12 11 1  6.41 5.88 .53  0 1 0  0. 00 . 53 0.00  7  3.74  19  10. 16  24  12.83  1  .53  3 4 1  1. 60 2.13 .53  9 10 0  4. 81 5. 34 0. 00  11 10 1  5.88 5.34 .53  1 1 0  . 53 . 53 0. 00  8  4.27  19  10. 16  22  11.76  2  1.06  46  24.59  55  29. 41  49  26.20  3  1.60  Grade 9 up t o 500 501-1000 1001-over Subtotal Grades  10  up t o 500 501-1000 1001-over Subtotal Total  * non r e s p o n s e s 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 simply because o f the nature o f t h e q u e s t i o n .  T a b l e 21 - A r t F e e s C h a r g e d P e r S t u d e n t i n S c h o o l s t h a t E n r o l l  A r t Fees p e r Student  Zero N  %  Grades  Sample o f t h e P o p u l a t i o n -5 6- 10 11-•20 N N N % % %  10-12 20+  N  %  G r a d e 10 2 0 1  1.06 0. 00 .53  1 3 4  .53 1.60 2.13  1 6 0  .53 3.20 0.00  1 0 0  .53 0. 00 0.00  0 1 0  0.00 .53 0.00  3  1.60  8  4.27  7  3.74  1  .53  1  .53  1 0 1  .53 0. 00 .53  1 6 6  .53 3.20 3.20  1 4 2  . 53 2 . 13 1. 06  1 3 0  . 53 1. 60 0. 00  0 1 0  0.00 . 53 0.00  2  1.06  13  6.45  7  3.74  4  2 . 13  1  .53  1 0 1  .53 0.00 .53  1 6 5  .53 3.20 2.67  1 4 3  .53 2.13 1.60  1 4 0  .53 2 .13 0. 00  0 1 0  0.00 .53 0.00  Subtotal  2  1.06  12  6.41  8  4.27  5  2.67  1  .53  Total  7  3.74  33  17.67  22  11.76  10  53.47  3  1.60  up t o 500 501-1000 1001-over Subtotal G r a d e 11 up t o 500 501-1000 1001-over Subtotal G r a d e 12 up t o 500 501-1000 1001-over  * non r e s p o n s e s 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 nature of the question.  t o assess simply because o f the  11.  ART COURSES OFFERED IN THE SECONDARY SCHOOL Of  those  indicated school,  respondents  eight  level.  who i n d i c a t e d  Foundations  i n grade  Foundations  was o f f e r e d  T h i s was f o l l o w e d b y 145 (77%) that their  schools offered A r t  9, a n d 161 (86%) who i n d i c a t e d i n grade  t h e s e n i o r grades  Foundations  10.  that A r t  In the schools  s e n i o r grades  (36%) o f t h o s e  indicated  that  11 a n d 12 119 (63%) o f f e r e d A r t  11 a n d 115 (61%) o f f e r e d A r t F o u n d a t i o n s  sixty-eight  course.  i n their  144 (77%) s t a t e d t h a t t h e y o f f e r e d A r t F o u n d a t i o n s  respondents  Only  8-12 a n d 8-10 who  t h e a r t c o u r s e s t h a t were b e i n g t a u g h t  a t t h e grade  offered  i n school grades  respondents  that they o f f e r e d  who  12.  taught  a n A r t C a r e e r s 12  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 t h e a r t p r o g r a m  and  the individual  a r t foundations courses offered  and  school population.  The V i s u a l A r t s 2  c o u r s e s a p p e a r t o be t a u g h t  i n a l l grades  t h e sample p o p u l a t i o n , (see T a b l e 23).  by grade  Dimensional by a t l e a s t  31% o f  The V i s u a l A r t s 3  Dimensional  c o u r s e s a r e t a u g h t by a t l e a s t  20% o f t h e s a m p l e  population,  summarized  d i d not appear t o  be  t h a t many s p e c i a l t y  i n T a b l e 24.  There  courses o f f e r e d  s a m p l e p o p u l a t i o n , a s T a b l e 25.  i n d i c a t e d by t h e  T a b l e 22 - A r t F o u n d a t i o n s C o u r s e s O f f e r e d  in British  Columbia  Secondary  Schools  Sample Art  Foundations 8-12  %  Subtotal  Subtotal  36 34 27  19.25 18.18 14.43  36 35 27  19.25 18.71 14.43  38 33 26  20. 32 17. 64 13 .90  33 33 27  17.64 17.64 14.43  31 30 28  16.57 16.04 14.97  97  51.87  98  52.40  97  51. 87  93  49.73  89  47.59  23 25 2  12.29 13.36 1.06  22 22 2  11.76 11.76 1.06  22 20 2  11. 76 10. 69 1. 06  0 0 0  0.00 0.00 0.00  0 0 0  0.00 0. 00 0.00  50  26.73  46  24.59  44  23. 52  0  0.00  0  0.00  0 0 0  0.00 0.00 0.00  0 1 0  0.00 .53 0.00  3 11 _6  1. 60 5. 88 3 .20  3 13 10  1.60 6.95 5.34  3 13 10  1.60 6.95 5.34  0  0.00  1  .53  20  10. 69  26  13.90  26  13.90  147  78.60  145  77.54  161  86. 09  119  63 .63  115  61.49  10-12  up t o 500 501-1000 1001-over Subtotal Total  %  A r t Careers 12 N %  8-10  up t o 500 501-1000 1001-over  Grades  11  8-12  up t o 500 501-1000 1001-over  Grades  N  8 N  Grades  N  A r t Foundations 10 9 % N %  * non r e s p o n s e s t o t h i s of the question.  question are d i f f i c u l t  t o assess simply because  of the nature  U1  66  T a b l e 23 Visuals Arts Schools  VA2D A r t Courses Offered  2 Dimensional  Courses  Sample VA2D 10  VA2D 9 N  O f f e r e d i n Secondary  %  %  N  VA2D 11 N  %  VA2D 12  %  N  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  10 9 11  5.34 4.81 5.88  10 7 11  30  16.04  28  5. 34 3 .74 5.88  15 29 25  8.02 15.50 13 . 36  14 27 22  7.48 14.43 11.76  14.97  69  36.89  63  33 . 68  13 13 2  6.95 6.95 1. 06  0 0 0  0.00 0.00 0. 00  0 0 0  0. 00 0. 00 0. 00  0. 00  0  0. 00  2. 13 6.95 5.88  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal  13 16 1  6.95 8.55 . 53  30  16.04  28  14.97  0  0 0 0  0.00 0.00 0.00  2 0 0  1.06 0.00 0.00  4 14 11  2.13 7.48 5.88  4 13 11  0  0.00  2  1.06  29  15.50  28  14.97  60  32.08  58  31.01  98  52.40  91  48 . 66  G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  * non r e s p o n s e s 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 t h e f a c t t h a t t h e a r t c o u r s e s o f f e r e d v a r y f r o m y e a r t o y e a r and from s c h o o l t o s c h o o l .  67  T a b l e 24 Visual Arts Schools  VA3D A r t Courses Offered  3 Dimensional Courses O f f e r e d  VA3D 9 N  %  VA3D 10 N  %  i n Secondary  VA3D 11 N  %  VA3D 12  %  N  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  4 6 10  2 . 13 3 .20 5 . 34  4 4 i i  2 . 13 2 . 13 5 .88  11 17 23  5 .88 9 .09 12 .29  12 17 21  6.41 9.09 11.22  20  10 . 69  19  10 . 16  51  27 .27  50  26.73  11 11 0  5 .88 5 . 88 0 . 00  11 9 0  5 .88 4 .81 0 . 00  0 0 0  0 . 00 0 .00 0 . 00  0 0 0  0.00 0.00 0. 00  18  9 .62  0  0 700  0  0.00  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal  21  11 .22  G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  0 0 0  0 . 00 0 . 00 0 . 00  1 1 0  .53 .53 0 . 00  1 12 9  . 53 6 .41 4 .81  1 11 10  .53 5.88 5.34  0  0 . 00  2  1 .06  22  11 .76  22  11.76  39  20 .85  73  39 .03  72  38.50  41  21 .92  * non r e s p o n s e s 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 t h e f a c t t h a t t h e a r t c o u r s e s o f f e r e d v a r y f r o m y e a r t o y e a r 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 Secondary Schools Special Art Courses Grades  in British  Columbia  Developed Photo J r . N %  Graphics N %  Other N %  8-12  Subtotal  0 0 1  0.00 0.00 .53  0 0 1  0. 00 0. 00 . 53  0 0 0  0. 00 0.00 0. 00  1 3 4  .53 1. 60 2 . 13  1 2 4  .53 1. 06 2. 13  1 5 1  .53 2.67 .53  1  .53  1  .53  0  0. 00  8  4.27  7  3.74  7  3.74  0 0 0  0.00 0.00 0.00  0 0 0  0. 00 0. 00 0. 00  0 0 0  0. 00 0. 00 0.00  2 2 0  1. 06 1. 06 0.00  2 1 2  1. 06 .53 1. 06  3 0 0  1. 60 0. 00 0. 00  0  0.00  0  0.00  0  0. 00  4  2.13  5  2.67  3  1. 60  8-10  up t o 500 501-1000 1001-over Subtotal Grades  Courses O f f e r e d  Sample o f S p e c i a l t y o r L o c a l l y Stage C r a f t Film Studies M e d i a Res. N % N N % %  up t o 500 501-1000 1001-over  Grades  Developed  i  10-12 0 0 0  0.00 0.00 0.00  0 0 0  0.00 0.00 0.00  1 0 4  .53 0. 00 2.13  0 1 0  0.00 .53 0.00  0 2 1  0.00 1. 06 .53  0 0 6  0.00 0. 00 3.20  Subtotal  0  0.00  0  0.00  5  2. 67  1  .53  3  1. 60  6  3.20  Total  1  .53  1  .53  5  2.67  13  6.95  15  8.02  16  8.55  up t o 500 501-1000 1001-over  * non r e s p o n s e s 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 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 .  a s s e s s , due  to the f a c t  that a r t courses  co  12.  PROFESSIONAL In  115  MEMBERSHIP  a n s w e r t o t h e q u e s t i o n c o n c e r n i n g membership i n  professional of  ASSOCIATION  associations  (61%) i n d i c a t e d  related t o a r t education,  that  Society  (6%) i n d i c a t e d  t h e y were members o f t h e C a n a d i a n  t h e y were members o f t h e N a t i o n a l  professional data. that of  (35%) i n d i c a t e d association  the professional  respondents, this  56  at a l l .  journal  A r t Education  that  Association.  #21,  T a b l e 26 p r e s e n t s the data also  subscribed  (29%) was S c h o o l A r t s .  information.  (6%) i n d i c a t e d  t h e y d i d n o t b e l o n g t o any  In a r e l a t e d Question  profile  Association.  f o r E d u c a t i o n t h r o u g h A r t a n d 12  Sixty-seven  total  t h e y were members i n g o o d  standing of the p r o v i n c i a l A r t Teachers Thirteen  a  this  revealed  t o by t h e  majority  T a b l e s 27 a n d 27a  Table  2 6 - Membership i n P r o f e s s i o n a l  Associations o f Sample Population Grades  Subtotal  Subtotal  24 27 16  12.83 14.43 8.55  2 2 5  1.06 1.06 2.67  0 0 2  0.00 0.00 1.06  3 2 4  1.60 1.06 2.13  1 0 1  .53 0. 00 . 53  14 11 10  7.48 5.88 5.34  67  35.82  9  4 .81  2  1.06  9  4.81  2  1. 06  35  18.71  15 14 _2  8.02 7.48 1. 06  0 1 1  0.00 . 53 .53  0 1 0  0.00 .53 0.00  1 1 0  .53 .53 0.00  0 0 0  0. 00 0. 00 0. 00  9 10 0  4.81 5.34 0. 00  31  16.57  2  1.06  1  .53  2  1.06  0  0. 00  19  10.16  3 8 _6  1. 60 4.27 3.20  0 2 0  0.00 1.06 0.00  0 1 0  0.00 .53 0.00  0 1 0  0. 00 .53 0.00  0 0 0  0. 00 0. 00 0. 00  1 7 5  .53 3.74 2.67  17  9.09  2  1.06  1  .53  1  .53  0  0. 00  13  6.95  115  61. 50  13  6.95  4  2.14  12  6.42  2  1.07  67  35.83  N  %  N  %  %  N  10-12  up t o 500 501-1000 1001-over Subtotal Total  N  N  %  None  %  N  %  ATA  8-10  up t o 500 501-1000 1001-over  Grades  Professional INSEA NAEA  CSEA  8-12  up t o 500 501-1000 1001-over  Grades  BCATA  Associations  * non r e s p o n s e s 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 , member o f more t h a n one p r o f e s s i o n a l a s s o c i a t i o n  a s a r e s p o n d e n t may  be a  T a b l e 27 - J o u r n a l Journal Subscription o f Sample Group Grades  Art Education N %  o f Respondents School Arts % N  N  A r t s and Activities % N  Studies i n A r t Education %  C a n a d i a n Review of A r t Education N %  8-12  up t o 500 501-1000 1001-over Subtotal Grades  Subscription  8 4 _7  4.27 2 .13 3.74  11 11 i i  5.88 5.88 5.88  7 5 _6  3.74 2. 67 3.20  0 1 3  0. 00 . 53 1. 60  1 1 3  .53 .53 1.60  19  10. 16  33  17.64  18  9.62  4  2 .13  5  2. 13  3 7 _0  1.60 3.74 0. 00  6 9 _0  3.20 4.81 0.00  7 1 1  3 . 74 .53 .53  1 2 0  . 53 1. 06 0. 00  0 0 1  0. 00 0. 00 .53  10  5.34  15  8.02  9  4.81  3  1. 60  1  .53  1 4 1  .53 2.13 3.20  1 6 1  .53 3.20 .53  0 4 0  0. 00 2.13 0.00  0 0 2  0.00 0. 00 1. 06  0 2 0  0. 00 1.06 0.00  6  3.20  8  4.27  4  2.13  2  1.06  2  1. 06  35  18.72  56  29.95  31  16.58  9  4.81  8  4.28  8-10  up t o 500 501-1000 1001-over Subtotal G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  * non r e s p o n s e s t o t h i s q u e s t i o n t o more t h a n one j o u r n a l .  are d i f f i c u l t  t o d e t e r m i n e a s some r e s p o n d e n t s  subscribe  T a b l e 27a - J o u r n a l  Subscription  Journals  B.C. A r t T e a c h e r s Association Journal N  Grades  Subtotal  Subtotal  10 20 i i  5.34 10. 69 7.48  0 1 _0  0.00 .53 0.00  10 9 4  5.34 4.81 2 .13  8 9 8  4.27 4.81 4.27  44  23.52  1  .53  23  12.29  25  13.36  7 6 0  3.74 3.20 0.00  1 0 _0  .53 0.00 0.00  1 11 0  .53 5.88 0.00  8 6 1  4.27 3.20 .53  13  6.95  1  .53  12  6.41  15  8.02  1 7 1  .53 3.74 .53  0 0 0  0. 00 0. 00 0.00  1 4 0  .53 2.13 0.00  2 2 4  1.06 1.06 2.13  9  4.81  0  0.00  5  2.67  8  4.27  66  35.29  2  1.06  40  21.39  48  25. 66  t o determine  a s some  10-12  up t o 500 501-1000 1001-over Subtotal Total  None N %  8-10  up t o 500 501-1000 1001-over  Grades  Others N %  8-12  up t o 500 501-1000 1001-over  Grades  %  M u l t i c u l t u r a l and CrossCultural Research i n Art Education N %  * non r e s p o n s e s 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 s u b s c r i b e t o more t h a n one j o u r n a l .  respondents  73 The  sample p o p u l a t i o n  p o p u l a t i o n of the majority located  of the  a r t teachers  r e s p o n s e s 89,  i n urban areas  communities  l o c a t e d i n the  schools  have student  Table  (Art  (47%)  in British  represented  see 54  Columbia of Table  and  2.  Demographic i n f o r m a t i o n p r o v i d e d  by  The  in this 1,000,  Teachers)  105  reveal that a majority  of Education  concentration,  see  Degree w i t h  Table  3.  an  A total  the  study,  see  a r t major of  123  r e s p o n d e n t s h a v e b e e n t e a c h i n g a r t i n B.C. years,  while 6.  63  (33%)  have t a u g h t  respondents  (56%)  over  hold  a  or  (65%) under  and  the  2.  Bachelor  Table  These  Fraser Valley  (28%)  p o p u l a t i o n b e t w e e n 501  The  schools  o r more.  Lower M a i n l a n d ,  areas  total  Columbia.  represent  c o n c e n t r a t i o n of population,  majority of the all  in British  o f 20,000 p e o p l e  Vancouver I s l a n d are the largest  i s representative of the  fifteen  sixteen years,  see  SECTION B.  TWO  F A C I L I T I E S IN School  USE  facilities  a r e t o be  designed  for  the  purpose o f implementing a program i n a r t education.  The  facilities  encourage a c t i v i t i e s of  p.  about the  of the  art facility  environment,  f o r the  windows,  floor,  material storage,  especially ventilation, a r t teacher,  Ministry  of Education  province  nor  taking place  the  information  walls, shelves  concerning  items  d i s p l a y space  a need f o r g r e a t e r c o n c e r n school boards,  i s indicated.  and  i n a r t education  the  such  on  the  B.C.  that  c u r r i c u l u m t o d a y may  more e q u i p m e n t t h a n  and  and  Perhaps n e i t h e r  s c h o o l boards have r e a l i z e d  g r e a t e r s p a c e and  provided.  (Schultz  i n c l u d i n g the p h y s i c a l  In a comparison of the data  of the  or  development  questionnaire requested itself  lighting,  location,lighting,  far  restrict  8).  S e c t i o n Two  part  necessary  either  a complete program o f a r t e d u c a t i o n  1969,  sinks.  can  the  changes require  t h a t which i s  as  1.  THE ART  ROOM FLOOR SURFACE  Most respondents room f l o o r was Fifteen  146  (78%) i n d i c a t e d t h a t  covered with linoleum.  (8%) o f t h e r e s p o n d e n t s  they had c o n c r e t e f l o o r s .  Although  group i n d i c a t e d 25 respondents  t h e y h a d c a r p e t on t h e f l o o r o f t h e i r 25 i n d i c a t e d o f t h e room.  that  i t was o n l y u s e d  The l a r g e r p o r t i o n  concrete or linoleum finished. presented  their art  i n Table  28.  that  indicated  a r t rooms, a l m o s t a l l  i n a very small  o f t h e room was The d a t a on f l o o r  portion  either surface i s  T a b l e 28 - A r t Room F l o o r  *Floor Surface Material ofthe R e s p o n d e n t Groun  Surface  Material  Wood  Concrete N %  N  %  0 0 0  0.00 0.00 0. 00  1 5 3  . 53 2.67 1. 60  0  0. 00  9  4.81  0 0 0  0. 00 0.00 0.00  1 0 0  0  0.00  1  Tile  %  N  Carpet N %  Linoleum N %  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  5 4 2  2. 67 2. 13 1. 06  1 1 1  .53 . 53 0. 00  31 33 23  16.48 17.55 12 .23  11  5. 88  2  1.06  87  46.27  .53 0. 00 0. 00  5 2 2  2.67 1. 06 1.06  0 0 0  0. 00 0.00 0.00  18 23 0  9. 62 12.29 0. 00  .53  9  4.78  0  0.00  41  21.92  0. 00 1. 60 1. 06  2 2 1  1. 06 1. 06 .53  0 0 1  0.00 0.00 .53  2 9 _7  1.06 4.78 3.74  2.67  5  2.67  1  .53  18  9.62  25  13.36  3  1.60  146  78. 07  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal  1  G r a d e s 10-12 0 1 0  0.00 .53 0.00  0 3 _2  Subtotal  1  .53  5  Total  1  .53  15  up t o 500 501-1000 1001-over  * responses t o t h i s question are d i f f i c u l t t h a n one t y p e o f f l o o r s u r f a c e .  8. 02  t o determine  since  a s i n g l e room c a n h a v e more  CTN  77 2.  ART  ROOM LOCATION  A total  o f 184  (98%) p a r t i c i p a n t s  question concerning the f l o o r located. art of  One h u n d r e d  room was  located  on w h i c h  and t h i r t y - t w o on t h e f i r s t  t h e a r t room w i t h i n  the school  responded t o the t h e a r t room i s  (70%) i n d i c a t e d  floor.  D a t a on  their  location  c a n b e f o u n d i n T a b l e 29.  T a b l e 29 - A r t Room L o c a t i o n Sample G r o u p A r t Room Location  i n the School  Basement  1st Floor  2nd F l o o r  3rd Floor  N  N  N  M  %  %  %  %  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  *1 4 *2  .53 2.,13 1..06  3,2 29 12  17.,11 15.,50 6..41  4 6 9  7  3..74  73  39..03  19  2 0 _0  1..06 0..00 0.,00  17 20 0  9..09 10..69 0..00  2  1..06  37  0 0 _2  0.,00 0.,00 1.,06 1., 06  2., 13 3.,20 4.,81  0 0 4  0.,00 0.,00 2.,13  10.,16  4  2.,13  5 3 _2  2..67 1..60 1.,06  0 2 0  0..00 1.,06 0.,00  19..79  10  5..34  2  1..06  2 13 _7  1.,06 6..95 3 ,74 .  2 2 _2  1.,06 1., 06 1.,06  0 0 0  0.,00 0., 00 0.,00  22  11.,76  6  3 ,20 .  0  0., 00  132  70.,59  35  18.,72  6  3 ,20 .  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total * three  2 11  5.,88  non r e s p o n s e s t o t h i s  question.  79 3.  FLOOR DRAINS, SINKS, AND HEAVY DUTY DRAINS A floor drain  i n t h e a r t room i s n o t e s s e n t i a l .  t h e room i s r e q u i r e d  t o be used  ceramics o r sculpture useful. floor  Only  drains.  Dimensional  as a m u l t i - p u r p o s e  classroom,  35 r e s p o n d e n t s  a floor drain  ceramics courses.  room,  i s not  (18%) i n d i c a t e d t h a t  O f t h e s e 35, 22  Unless  they had  (62%) o f f e r V i s u a l A r t s 3 Table 30 presents  these  findings. T a b l e 30 - F l o o r D r a i n s i n t h e 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 o f Sample  Yes  No  N  %  N  * 7 14 _2  3.74 7.48 1.06  23  12.29  81  43.31  3 6 _j0  1.60 3.20 0.00  21 19 __2  11.22 10.16 1.06  9  4.81  42  22.45  0 3 _0  0.00 1.60 0.00  4 12 11  2.13 6.41 5.88  Subtotal  _3  1.60  27  14.43  Total  35  18.71  150  80.21  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  30 16.04 25 13.36 26. 13.90  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal G r a d e s 10-12 up t o 500 501-1000 1000-over  * Two n o n r e s p o n s e s  to this  question  ART ROOM SINKS A majority  o f r e s p o n d e n t s 74  t h e y h a d two s i n k s at  l e a s t one s i n k .  indicated  in their  had  rooms.  t h e y h a d one s i n k .  110 t e a c h e r s clogging  that  A l l a r t rooms h a d  An a d d i t i o n a l f o r t y - e i g h t (25%)  summary o f t h e number of  (39%) i n d i c a t e d  Table  of sinks  31 p r e s e n t s  i n e a c h room.  (58%) n o t e d t h a t  the sink(s)  p r o b l e m s on an i n f r e q u e n t  respondents  (21%) s t a t e d  difficulties  whatsoever.  basis  they experience Table  A  a total  they  used  and f o r t y  no  32 p r e s e n t s  this  data.  Table  31 - Number o f S i n k s  Number o f S i n k s i n A r t Rooms o f Sample G r o u p N  i n the A r t F a c i l i t y  1  2  3  4  %  N  * 8 9 10  4,.27 4..81 5..34  13 17 _9  6,.95 9,.09 . 4, .81  8 7 _9  4,.27 3 .74 , 4 .81 ,  3 4 0  27  14.,43  39  20,.85  24  12..83  6 6 _2  3.,20 3 ,20 . 6.,06  15 11 0  14  7.,48  26  0 4 _3  0.,00 2.,13 1.,60  2 3 4  Subtotal  _7  3 ,74 .  Totals  48  25.,67  Grades  %  N  %  6  N  %  1,.60 2,.13 0,.00  2 0 _0  1.,06 0., 00 0., 00  3 2 0  1.,60 1.,06 0., 00  7  3 .74 ,  2  1., 06  5  2, . 67  0 1 _0  0,.00 .53 0,.00  0 1 0  0., 00 2 0 ,53 0., 00 _0  1., 06 0., 00 0., 00  1  .53  1  2  1., 06  0., 00 1 , 53 1 0., 00 _P_  , 53 ,53 0.,00  ,53  2  1., 06  2, . 13  9  4 ,81 .  N  %  N  8-12  up t o 500 501-1000 1001-over Subtotal Grades  %  5  8-10  up t o 500 501-1000 1001-over Subtotal  8,. 02 5,.88 0.,00 .90 13 .  1 6 _0 7  .53 3 .20 , 0,. 00 3 .74 ,  ,53  1  G r a d e s 10-12 up t o 500 501-1000 1001-over  * 0 non r e s p o n s e s t o t h i s  1.,06 1., 60 2., 13  1 3 _2  , 53 1.. 60 1,. 06  0 3 _2  0..00 1,.60 1..06  0 1 0  _9  4.,81  _6  3.,20  _5  2 .67 .  _1  74  39.,57  37  19,.79  13  6..95  4  question  i  *  i  Table  32 - A r t F a c i l i t y  S i n k Q u a l i t y and C o n d i t i o n s  Sample Sink  Conditions  Grades  Poor  Fair  N  %  N  *0 0 0  0..00 0.,00 0., 00  8 8 _5  4,.27 4,.27 2 , 67  0.,00  21  Good  %  N  %  22 23 15  11. 76 12. 29 8. 02  7 8 8  3 .74 4. 27 4. 27  60  32 .08  23  12 .29  8-12  up t o 500 501-1000 1001-over Subtotal G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal Grader  NonOperational N %  0 0 0 _0 0  11..22  0.. 00 0.,00 0.,00  4 4 0  2 ., 13 2 . 13 0..00  13 19 _2  6 .95 10. 16 1. 06  7 2 _0  3 .74 1. 06 0. 00  0.,00  8  4 .27 .  34  18 .18  9  4. 81  10-12  up t o 500 501-1000 1001-over Subtotal Total  0 0 _0  0.,00 0., 00 0.,00  0 4 _3  0.,00 2 .13 . 1.,60  4 5 7  2 .13 2 .67 3. 74  0 6 2  0. 00 3. 20 1. 06  _0  0.,00  _7  3 .74 .  16  8. 55  8  4. 27  0  0.,00  36  19.,25  110  58. 82  40  21. 39  * Two non r e s p o n s e s t o t h i s  question.  83  that  Even though  150  t h e i r sinks  e i t h e r seldom  problems, drain  72  or trap  (38%)  respondents  also  system.  (80%)  or never  indicated  o f t h e sample caused  t h e y had  them  no h e a v y  Table 33 presents t h i s data.  noted drainage duty  Table  33 - A r t F a c i l i t y  Sinks Equipped  w i t h D r a i n s and  Traps  Sample Sinks w i t h Traps  0 N  Grades  1  %  2  %  N  3  %  N  * 22 * 13 6  22, .76 6,.95 3,.20  6 12 10  3,.20 6.,41 5., 34  3 11 _7  1.. 60 5.,88 3..74  41  21,.92  30  16.. 04  21  7 9 _1  3..74 4,.81 .53  11 7 _1  5..88 3 .74 . .53  17  9,.09  19  2 6 _6  1..06 3,.20 3..20  1 3 2  Subtotal  14  7,.48  Total  72  38..50  Subtotal  %  N  4 1 _5  2 .13 . .53 2..67  2 1 0  1.. 06 ,53 0.,00  0 0 0  0., 00 0., 00 0.,00  10., 69  10  5,.34  3  1., 60  0  0., 00  6 6 _0  3.,20 3 ,20 . 0., 00  0 3 0  0,.00 1,.60 0,.00  0 0 0  0..00 0.,00 0.,00  0 0 _0  0.. 00 0..00 0., 00  10..16  12  6..41  3  1,.60  0  0.,00  0  i,53 1..60 1..06  0 2 _1  0.,00 1., 06 ,53  1 1 0  .53 .53 0,. 00  _6  3 ,20 .  3  1.,60  2  53  28.. 34  36  19.,25  15  8-10  up t o 500 501-1000 1001-over Subtotal Grades  5  %  N  8-12  up t o 500 501-1000 1001-over  Grades  4  %  N  0..00  10-12  up t o 500 501-1000 1001-over  * T h r e e non r e s p o n s e s  to this  question  0 2 _2  0.,00 0 0 1., 06 1., 06 _p_  0., 00 0..00 0.,00  1..06  4  2., 13 __g  0., 00  8,. 02  7  3.,74  0., 00  0  85 4  THE  A R T I F I C I A L LIGHTING AND  ELECTRICAL  Of t h e r e s p o n d e n t p o p u l a t i o n had  between  all  functioned  population  4 a n d 11 e l e c t r i c a l  quality  i t was  o f room  concerning generally  these  fair;  light  only  was  26  very  room, and  non-operational.  good.  stated  that  Fifty-seven  (13%) i n d i c a t e d t h a t good.  The  findings indicates that few e l e c t r i c a l  Table 34 presents  they  (3.74%) o f t h e s a m p l e  l i g h t i n g was  g o o d and t h a t  experienced. lighting.  Only 7  (41%) o f t h e s a m p l e p o p u l a t i o n  or a r t i f i c i a l  noted that  (82%) i n d i c a t e d  outlets i n their  i n d i c a t e d t h a t any were  Seventy-seven quality  properly.  154  SYSTEM  (30%) the  implication illumination i s  problems are  t h e d a t a on  the  artificial  T a b l e 34 - A r t F a c i l i t y  and t h e Q u a l i t y  Quality of A r t i f i c i a l L i g h t i n g i n A r t Room o f Sample Group  Grades  Subtotal  Subtotal  Subtotal Total Two  %  N  % N  % N  V e r y Good Excellent % N %  *  12  10 2 3  5., 34 1.,06 1.,60  15., 50  44  23 ..52  15  8.,02  6  3.,20  13 7 _ l  6..95 3 ,74 , .53  7 15 1  3 .74 . 8 ., 02 .53  3 1 0  1., 60 ,53 0.,00  0 0 _0  0., 00 0., 00 0.,00  1., 60  21  11..22  23  12 , .29  4  2., 13  0  0,,00  0 5 _0  0., 00 2 ,67 . 0., 00  1 2 _4  . 53 1.. 06 2 .,13  2 3 _5  1,.06 1,. 60 2,.67  1 4 2  .53 2., 13 1.. 06  0 1 0  0,. 00 .53 0,. 00  5  2., 67  7  3 .74 ,  10  5..34  7  3 .74 ,  1  . 53  18  9., 62  57  30..48  77  41.. 17  26  13.,90  7  3.,74  2.,67 1.,60 1., 06  11 13 _5  5.,88 6..95 2.,67  11 20  10  5., 34  29  1 2 _g  , 53 1., 06 0.,00  3  0 1 _5  0.,00 ,53 2., 67  5.,88 10..69 6.,95  5 3 _2  10-12  up t o 500 501-1000 1001-over  *  N  Sample Good  Fair  8-10  up t o 500 501-1000 1001-over  Grades  Poor  Lighting  8-12  up t o 500 501-1000 1001-over  Grades  of A r t i f i c i a l  non r e s p o n s e s t o t h i s  question oo  87  5  2 DIMENSIONAL AND 3 DIMENSIONAL DISPLAY A t o t a l o f 120 (64%) i n d i c a t e d t h a t  2 dimensional  display  areas  elsewhere i n the school. noted  Fifty-six  they had access t o  room a n d 157 (83%) (29%) a n d 139 (74%)  t h a t they had use o f 3 d i m e n s i o n a l d i s p l a y  t h e room a n d s c h o o l . dimensional school  in their  AREAS  T a b l e s 35 a n d 36 p r e s e n t t h e d a t a on 2  and 3 d i m e n s i o n a l d i s p l a y  size.  these display  Table areas.  areas i n  a r e a s by grade and  37 s u m m a r i z e s t h e g e n e r a l q u a l i t i e s o f  Table 3 5 - 2  Dimensional A r t F a c i l i t i e s  2 Dimensional Display F a c i l i t i e s and S c h o o l  Grades  N  * A r t Room Yes N %  No  %  N  ** S c h o o l Yes % N %  8-12  up t o 500 501-1000 1001-over Subtotal Grades  No  i n t h e A r t Room a n d S c h o o l  22 24 20  11.76 12 .83 10. 69  15 15 8  8.02 8.02 4.27  30 30 26  16. 04 16. 04 13.90  7 8 2  3.74 4.27 1. 06  66  35.29  38  20.32  86  45.98  17  9.09  18 17  _!  9. 62 9.09 .53  6 8 1  3.20 4.27 .53  21 24 _1  11.22 12.83 . 53  3 1 _ i  1.60 .53 .53  36  19.25  15  8.02  46  24.59  5  2.67  1 9 _8  .53 4.81 4.27  3 5 _3  1.60 2.67 1.60  3 12 10  1. 60 6.41 5. 34  1 2 _ l  .53 1.06 .53  18  9.62  11  5.88  25  13.36  _4  2 .13  120  64.17  64  34.22  157  83.96  26  13 .90  8-10  up t o 500 501-1000 1001-over Subtotal G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  * T h r e e non r e s p o n s e s t o t h i s q u e s t i o n ** F o u r non r e s p o n s e s t o t h i s q u e s t i o n  Table 3 6 - 3 Dimensional A r t F a c i l i t i e s 3 Dimensional Display F a c i l i t i e s i n t h e A r t Room and S c h o o l Grades  * Art  **  Room  Yes N  i n t h e A r t Room a n d S c h o o l  %  School  Yes  No  %  N  No  %  N  %  N  8-12 7 10 9  3.74 5.34 4.81  30 29 19  16.04 15.50 10.16  23 27 21  12 .29 14.43 11.22  14 12 _7  7.48 6.41 3.74  Subtotal  26  13.90  78  41.71  71  39.46  33  17.64  G r a d e s 8-10 up t o 500 501-1000 1001-over  8 10 _0  4.27 5.34 0.00  16 15 _2  8.55 8.28 1.06  19 23 0  10.16 12.29 0.00  5 2 2  2.67 1.06 1.06  Subtotal  18  9.62  33  17 . 64  42  22.45  9  4.81  2 8 _2  1.06 4.27 1.06  2 6 _9  1. 06 3.20 4.81  2 14 10  1.06 7.48 5. 34  2 1 0  1.06 .53 0.00  Subtotal  12  6.41  12  9.09  26  13.90  3  1.60  Total  56  29.95  128  68.45  139  74.33  45  24.06  up t o 500 501-1000 1001-over  G r a d e s 10-12 up t o 500 501-1000 1001-over  * T h r e e non r e s p o n s e s t o t h i s q u e s t i o n ** T h r e e non r e s p o n s e s t o t h i s q u e s t i o n  Table  37  Quality Display Grades  - The G e n e r a l Q u a l i t y o f t h e D i s p l a y  of General Zero Space N %  Poor N  Facilities Sample Fair N %  %  Good N  %  V e r y Good N %  Excellent N %  8-12  up t o 500 501-1000 1001-over  *  3 1 _1  1 .60 • 53 • 53  8 10 _6  4,.27 5,.34 3,.20  11 7 _8  5,.88 3,.74 4,.27  7 23 _9  4,.27 12..29 4..81  7 6 3  3..74 3..20 1., 60  0 3 _1  0,, 00 1,. 60 .53  5  2 .67  24  12,.83  26  13,.90  28  14,.97  16  8..55  4  2,. 13  0 0 0  0 .00 0 .00 0 .00  5 4 _0  2..67 2,. 13 0,. 00  4 10 1  2..13 5,.34 .53  10 11 1  5..34 5..88 .53  5 0 0  2..67 0..00 0.,00  0 0 _g  0,.00 0,. 00 0,. 00  0  0 .00  9  4.,81  15  8..02  22  11.,76  5  2., 67  0  0,, 00  1 0  _!  .53 0 .00 .53  1 3 _1  ,53 1,,60 , 53  1 3 6  ,53 1,.60 3 ,20 ,  0 7 2  1 1 _1  ,53 , 53 ,53  0 I _0  0,, 00 .53 0,, 00  Subtotal  2  1 .06  _5  2. , 67  10  _ i  ,53  Total  7  3 .74  38  20., 32  51  Subtotal Grades  8-10  up t o 500 501-1000 1001-over Subtotal Grades  10-12  up t o 500 501-1000 1000-over  T h r e e non  responses t o t h i s  5., 34 27.,27  0., 00 3. ,74 1., 06  _9  4.,81  3  1., 60  59  31.,55  24  12., 83  5  2 , 67  question.  VO  o  6  STORAGE F A C I L I T I E S , WINDOW SPACE In  the cases  population,  i t may  consideration place.  One  indicated art  be  teachers,  h u n d r e d and  available.  adequate storage  teachers  facilities.  (66%)  storage  Table (43%)  facilities  summarizes t h e  of the  sample  little  i n the classroom  twenty-four  that a centralized  room) was  (31%)  evident that f a r too  f o r s t o r a g e space  However o n l y 81  38a  o f 59  38  had  respondents  facility  (away f r o m  summarizes t h e  indicated  taken  findings.  that there  was  a d j a c e n t t o t h e a r t room.  findings concerning  adjacent  the  storage  Table  T a b l e 38 - T h e A v a i l a b i l i t y * Centralized Storage Facility  Grades  Subtotal  No  %  N  %  28 22 17  14..97 11..76 9..09  8 17 10  4..27 9., 09 5.. 34  11 16 10  5..88 8.. 55 5.. 34  18 6 10  9..62 3..20 5..34  67  35.,82  35  18., 71  37  19., 78  34  18., 18  15 19 _2  9 8..02 6 10., 16 1.,06 _0  4.,81 3 ,20 . 0., 00  9 10 _0  4..81 5., 34 0., 00  6 9 2  3 .20 . 4.,81 1.. 06  36  19.,25  15  8., 02  19  10., 16  17  9., 09  1.,60 1 5 5., 34 4.,27 _3  , 53 2., 67 1., 60  2 5 7  1., 06 2., 67 3, . 74  1 5 1  .53 2,.67 .53  7.,48  7  3..74  37..43  58  31..02  8-10  up t o 500 501-1000 1001-over Subtotal Grades  %  Storage F a c i l i t y ** Adequate Yes No N N %  8-12  up t o 500 501-1000 1001-over  Grades  Yes N  of a Centralized  10-12  up t o 500 501-1000 1001-over Subtotal Total  3 10 _8 21  11.,22  124  66.,31  _9 59  4.,81 31.,55  * F o u r non r e s p o n s e s t o t h i s q u e s t i o n ** F i f t y - n i n e non r e s p o n s e s t o t h i s q u e s t i o n  i i 70  T a b l e 38a - The A v a i l a b i l i t y o f 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  * Adjacent Storage F a c i l i t i e s  Grades  Subtotal  Subtotal  %  23 33 25  12..29 17.,64 13.,36  14 6 _3  81  43..31  19 19 _2  N  7..48 3,.20 1.. 60  10 19 13  5.. 34 10.. 16 6.,95  16 14 12  8,.55 7,.48 6,.41  23  12,.29  42  22..45  42  22,.45  10.,16 10..16 1..06  5 6 0  2..67 3..20 0,.00  10 16 _0  9 3 2  4..81 1,.60 1,.06  40  21.,39  11  5,.88  26  14  7,.48  2 12 _7  1.,06 6.,41 3 ,74 .  2 3 4  1..06 1., 60 2.. 13  2 6 _5  1.. 06 3.,20 2..67  0 6 2  0.. 00 3..20 1..06  21  11.,22  9  4.,81  13  6.,95  8  4 .27 ,  142  75.,93  43  22 ., 99  81  43 .,31  64  1  5., 34 8..55 0..00 13 .,90  10-12  up t o 500 501-1000 1001-over Subtotal Total  N  8-10  up t o 500 501-1000 1001-over  Grades  **Adequate Yes No % N %  No  8-12  up t o 500 501-1000 1001-over  Grades  N  Yes %  * 2 non r e s p o n s e s t o t h i s q u e s t i o n . ** 42 non r e s p o n s e s t o t h i s q u e s t i o n .  34 ., 22  WINDOW SPACE N i n e t y - s i x p e r c e n t o f t h e sample p o p u l a t i o n i n d i c a t e d , that the quality  o f t h e i r window s p a c e was e i t h e r good,  ( 2 2 % ) , v e r y g o o d 23 presents  these  ( 1 2 % ) , o r e x c e l l e n t 30  findings.  (16%).  Table  43 39  T a b l e 39 - T h e Q u a l i t y  o f Window S p a c e  i n t h e A r t Room Sample  Quality of the Window S p a c e Grades  Zero N  Poor %  N  Fair %  N  N  %  N  V e r y Good Excellent % N %  8-12  up t o 500 501-1000 1001-over  *4 4 1  2,.13 2,.13 .53  10 7 _7  5..34 3 .74 , 3,.74  6 6 5  9  4,.81  24  12,.83  1 1 0  .53 .53 0,.00  8 5 0  2  1,. 06  1 0 _0  Subtotal Total  Subtotal Grades  Good %  3..20 3.,20 2..67  9 9 _4  17  9., 09  22  4..27 2..67 0,.00  2 9 _0  1., 06 4..81 0.. 00  7 7 _1  13  6.,95  11  5., 88  .53 0..00 0,.00  1 3 _4  ,53 1., 60 2, . 13  0 2 _2  _!  .53  8  4.,27  12  6..42  45  24.,06  4..81 4..81 2,. 13  2 6 _5  1..06 3..20 2,.67  6 7 _6  3 .20 , 3 .74 . 3 .20 ,  13  6,.95  19  10,. 16  3 ,. 74 3 .74 . . 53  2 2 _1  1..06 1.. 06 .53  4 1 0  2 ., 13 .53 0,. 00  15  8.. 02  5  2, . 67  5  2 .. 67  0., 00 1.,06 1., 06  0 3 3  0.. 00 1., 60 1.. 60  0 4 _1  0.,00 2.. 13 ,53  2 3 _1  1,.06 1,. 60 .53  _4  2., 13  6  3, . 20  _5  2..67  32  17., 11  43  23  12., 30  11,.76  8-10  up t o 500 501-1000 1001-over Subtotal G r a d e s 10-12 up t o 500 501-1000 1001-over  * Two non r e s p o n s e s t o t h i s  22.,99  6  3 .20 ,  30  16..04  question  VO  7.  VENTILATION AND Today  an  AUDIO/VISUAL  FACILITIES  i m p o r t a n t word i s " p o l l u t i o n . "  o n l y o f the environment,  but, a l s o p o l l u t i o n  bodies.  the v e n t i l a t i o n  art  In t h i s  regard,  room i s most c r u c i a l .  indicated  that  However, t h i s  O n l y 24  no v e n t i l a t i o n 12% may  the  (65%)  rated the existing  either that  poor  (40%),  their ventilation  Workman's C o m p e n s a t i o n It group  Board.  (25%).  s y s t e m was Board.  Compensation  Board,  system  O n l y 45  their  57  (30%)  safe  by  (24%)  room  as  indicated  a p p r o v e d by  the  of the  or not  sample  their  a p p r o v e d by t h e Workman's  o r i n t h e c a s e o f 24  a r t room.  odours,  in their  officially  p o p u l a t i o n d i d n o t h a v e any v e n t i l a t i o n within  fumes,  room.  A t o t a l o f 122 t e a c h e r s  r e s p o n d e n t s , d i d n o t know w h e t h e r s y s t e m was  in their  T a b l e 40 p r e s e n t s t h i s d a t a .  i s important t o note t h a t  ventilation  an  (12%)  are not considered  ventilation  or f a i r  of our very  respondents  be b r e a t h i n g t o x i n s ,  Workman's C o m p e n s a t i o n  not  system w i t h i n  system e x i s t e d  d u s t s and o t h e r s u b s t a n c e s t h a t  Pollution  (12%) system  of the  sample  i n operation  T a b l e 40 - V e n t i l a t i o n  Ventilation System  Grades  Subtotal  Poor  %  N  Fair  %  Good  %  N  %  N  V e r y Good N %  Excellent N %  8 1 _6  4.,27 .53 3 ,20 ,  13 14 _8  6.,95 7.,48 4..27  11 10 _6  5..88 5..34 3,.20  1 8 _4  .53 4 .27 . 2..13  4 6 2  15  8.,02  35  18.,71  27  14..43  13  6..95  12  6..41  2  2 2 _L  1,.06 1..06 .53  10 11 1  7 0 _0  3..74 0..00 0.. 00  1 1 0  .53 .53 0,.00  0 0 _0  5  2,.67  22  3..74  2  1,.06  0  0..00  1 2 _1  .53 1,.06 .53  1 8 _9  .53 4., 27 4<,81  1 0 0  .53 0..00 0,.00  0 1 _0  0..00 ,53 0..00  2.. 13  18  ,53  75  2., 13 3.,20 1,.06  0 0 _2  0.,00 0.,00 1., 06 1.,06  8-10  up t o 500 501-1000 1001-over Subtotal Grades  Zero N  Quality  8-12  up t o 500 501-1000 1001-over  Grades  System  5,. 34 5,.88 .53  4 11 0  2,. 13 5,.88 0,. 00  15  8,.02  7  1 3  _!  .53 1..60 .53  0 1 _0  0.. 00 .53 0,.00  9.,62  _5  2..67  _1  .53  _!  .53  _!  40.. 10  47  25,. 13  21  11,.22  15  8,.02  3  11,.76  0..00 0.. 00 0..00  10-12  up t o 500 501-1000 1001-over Subtotal Total  4 24  »  12,.83  * Two non r e s p o n s e s t o t h i s  question  *  1., 60  Table  41  Ventilation  Quality  Workman * s Compensation Board Approved V e n t i l a t i o n System  Grades  Yes N  No %  N  8-12  up t o 500 501-1000 1001-over  7 7 10  3.74 3.74 5.34  12 12 __6  6.41 6.41 3.20  24  12.83  30  16.04  6 6 __0  3.20 3.20 0.00  8 6 _1  4.27 3.20 .53  12  6.41  15  8.02  2 6 _1  1.06 3.20 .53  1 7 _4  .53 3.74 2.13  Subtotal  _9  4.81  12  6.41  Total  45  24.06  57  30.48  Subtotal  Grades  8-10  up t o 500 501-1000 1001-over Subtotal  Grades  10-12  up t o 500 501-1000 1001-over  * Eighty-five  non r e s p o n s e s t o t h i s  question  AUDIO/VISUAL  BLACK OUT  FACILITIES  E i g h t y two r e s p o n d e n t s audio/visual blackout presents t h i s  Table The  (43%) i n d i c a t e d  facilities  i n their  t h e y h a d no  rooms.  Table  data.  42  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  Audio/Visual Blackout F a c i l i t i e s Grades  Subtotal  Subtotal  N  %  *18 22 17  9.62 11.76 9.09  18 17 11  9.62 11.76 5.88  57  30.48  46  24.59  *10 16 __0  5.34 8.55 0.00  13 9 _2  6.95 4.81 1.06  26  13.90  24  12.83  1 10 __7  .53 5.34 3.74  3 5 __4  1.60 2.67 2.13  18  9.62  12  6.41  101  54.01  82  43.85  10-12  up t o 500 501-1000 1001-over Subtotal Total *  %  8-10  up t o 500 501-1000 1001-over  Grades  No  N  8-12  up t o 500 501-1000 1001-over  Grades  Yes  f o u r non r e s p o n s e s  to this  question  100  SECTION THREE  C.  EQUIPMENT AND TOOLS AVAILABLE This  section  o f t h e q u e s t i o n n a i r e examined t h e 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  B r i t i s h Columbia Secondary Art Curriculum Guide  The  primary purpose  of this  s t u d y was t o d i s c o v e r what  equipment and t o o l s a r e i n use.  The n e a r l y  o f t h e many p i e c e s o f e q u i p m e n t a v a i l a b l e tables.  These t a b l e s ,  population, by  and grade  the respondents  presented  43-50 i n d i c a t e level,  i n their  (1984).  limitless  nature  a r e p r e s e n t e d by  e x a c t l y by s c h o o l  t h e equipment and t o o l s classrooms.  used  T a b l e s 43-50 a r e  i n t h e same o r d e r a s t h e r e s e a r c h q u e s t i o n s t h e y  answer.  1.  AVAILABLE EQUIPMENT FOR USE IN CERAMICS CLASSES A total  that  o f 172 (91%) o f t h e s a m p l e p o p u l a t i o n i n d i c a t e d  they had use o f a t l e a s t  Of  the remaining  10  d i d n o t need a k i l n  one k i l n  11 r e s p o n d e n t s because  who i n d i c a t e d  wheels,  school  size  and grade  they d i d not,  question.  ceramics. The next  i n d i c a t e d was t h e e l e c t r i c  u s e d by 141 (75%) a n d k i c k w h e e l s u s e d  of t h e r e s p o n d e n t s .  classroom.  they d i d not teach  T h e r e were f o u r non r e s p o n s e s t o t h i s p i e c e of e q u i p m e n t most o f t e n  i n their  b y 85 (45%)  Responses a r e t a b u l a t e d a c c o r d i n g t o level  i n T a b l e 43 a n d 4 3 a .  Table  43 - E q u i p m e n t A v a i l a b l e  C e r a m i c s Equipment Available to the Sample P o p u l a t i o n Grades  Subtotal  Subtotal  N  %  SlabPress N %  Jiggeling Tool N %  Claybin N  %  36 36 25  19.25 19.25 13.36  8 13 12  4.27 6.95 6.41  3 13 15  1.60 6.95 8.02  2 1 2  1.06 .53 1. 06  1 0 1  .53 0.00 .53  13 12 11  6.95 6.41 5.88  97  51.87  33  17. 64  31  16.57  5  2.67  2  1.06  36  19.25  23 25 _2  12.29 13.36 1.06  11 6 2  5.88 3.20 1. 06  5 7 0  2.67 3.74 0. 00  1 0 0  . 53 0.00 0. 00  0 0 0  0. 00 0. 00 0. 00  6 13 2  50  26.73  19  10.16  12  6.41  1  .53  0  0.00  21  3 15 _7  1. 60 8.02 3.74  0 6  0.00 3.20 11.22  1 4 4  . 53 2 .13 2.13  2 3 2  1. 06 1. 60 1. 06  0 0 0  0. 00 0. 00 0. 00  2 7 5  25  13.36  8  4.27  9  4.81  7  3.74  0  0. 00  14  7.48  172  91.97  60  32.08  52  27.80  13  6.95  2  1.06  71  37.96  3 . 20 6.95 1.06 11. 22  10-12  up t o 500 501-1000 1001-over Subtotal Total  %  Pugmill  8-10  up t o 500 501-1000 1001-over  Grades  N  Enamling Kiln N %  f o r Ceramics C l a s s e s  8-12  up t o 500 501-1000 1001-over  Grades  Kiln  f o r Use i n S c h o o l s  21  1. 06 3.74 2 . 67  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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  T a b l e 43a - E q u i p m e n t A v a i l a b l e Ceramics Equipment Electric Available to the Wheel N % Sample P o p u l a t i o n Grades  Subtotal  Subtotal  %  24 32 20  12.83 17.11 10. 69  18 21 13  9.62 11.22 6.95  5 8 _7  2.67 4.27 3.74  10 18 16  5.34 9.62 8.55  16 23 13  8.55 12.29 6.95  2 4 3  1.06 2 .13 1. 60  76  40.64  52  27.80  20  10. 69  44  23.52  52  27.80  9  4.81  21 17 2  11. 22 9. 09 1.06  10 11 _1  5.34 5.88 .53  8 4 _0  4.27 2. 13 0. 00  10 9 0  5.34 4.81 0. 00  14 13 _0  7.48 6.95 0. 00  2 5 0  1. 06 2.67 0. 00  36  19.25  22  11.76  12  6.41  19  10.16  27  14.43  7  3.74  1 14 _3  . 53 7.48 1.60  2 5 _4  1. 06 2.67 2.13  1 5 4  .53 2.67 2.13  2 7 6  1.06 3.74 3.20  2 8 _4  1. 06 4.27 2.13  0 6 1  0.00 3.20 .53  18  9.62  11  5.88  10  5.34  15  8. 02  14  7.48  7  3.74  134  71.65  85  45.45  42  22.45  78  41.71  93  49.73  23  12.29  10-12  up t o 500 501-1000 1001-over  Subtotal Total  N  8-10  up t o 500 501-1000 1001-over  Grades  Others  8-12  up t o 500 501-1000 1001-over  Grades  f o r Use i n S c h o o l s f o r C e r a m i c s C l a s s e s Kickwheel Banding Scales VentWheel ilation N N % N N % % %  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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 I N VISUAL ARTS 2 DIMENSIONAL GRAPHICS CLASSES. O n l y 89  they  (47%) o f t h e s a m p l e p o p u l a t i o n i n d i c a t e d  had u s e o f an i n t a g l i o p r e s s .  indicated  that  E v e n f e w e r 72 (38%)  they had use o f 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 a n d t h i n n e r s , and t o x i c  chemicals.  The m a j o r i t y o f  t h e s a m p l e 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 t h e y able t o use d r y i n g racks i n t h e i r are presented  i n Table  rooms.  44, 44a a n d 44b.  These  were  responses  Table  44 - Equipment  A v a i l a b l e f o r Use i n S c h o o l s  for  Graphics Classes  Offset Press N %  Intaglio Press N %  2 2 _7  1.06 1.06 3.74  18 22 12  9.62 11.76 6.41  4 1 1  2.13 .53 .53  1 3 6  .53 1. 60 3.20  1 6 5  • 53 3. 20 2. 67  11  5.88  52  27.80  6  3.20  10  5.34  12  6. 41  0 0 0  0.00 0.00 0.00  12 10 0  6.41 5.34 0.00  2 1 0  1.06 .53 0.00  1 0 0  . 53 0. 00 0. 00  3 0 0  1. 60 0. 00 0. 00  0  0.00  22  11.76  3  1.60  1  .53  3  1. 60  2 5 _3  1.06 2.67 1.60  2 8 _5  1.06 4.27 2.67  2 0 1  1.06 0.00 .53  2 4 3  1.06 2.13 1. 60  3 4 4  1. 60 2. 13 2. 13  Subtotal  10  5.34  15  8.02  3  1.60  9  4.81  11  5. 88  Total  21  11.22  89  47.59  12  6.41  20  10. 69  26  13 .90  G r a p h i c s Equipment A v a i l a b l e t o the Sample P o p u l a t i o n Grades  Subtotal  Plate Burner N %  8-10  up t o 500 501-1000 1001-over Subtotal Grades  Line Camera N %  8-12  up t o 500 501-1000 1001-over  Grades  Lithography Press N %  10-12  up t o 500 501-1000 1001-over  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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 - E q u i p m e n t A v a i l a b l e  G r a p h i c s Equipment Available to the Sample P o p u l a t i o n Grades  Subtotal  Subtotal  %  Pressure Washer N %  T-Shirt Press N %  1 6 5  .53 3.20 2.67  17 26 18  9.09 13.90 9.62  1 4 2  .53 2 .13 1.06  3 5 0  1.60 2.67 0.00  12  6.41  73  39.03  7  3 .74  8  4.27  0 1 0  0.00 .53 0.00  8 12 _J,  4.27 6.41 .53  0 0 0  0. 00 0. 00 0.00  1 1 1  .53 .53 .53  1  .53  21  11.22  0  0.00  3  1.60  2 4 2  1.06 2.13 1.06  2 12 _1  1. 06 6.41 .53  1 1 0  .53 . 53 0. 00  2 3 1  1. 06 1.60 .53  8  4.27  15  8.02  2  1.06  6  3.20  21  11.22  109  58.28  9  4.81  17  9.09  10-12  up t o 500 501-1000 1001-over Subtotal Total  %  Drying Rack N  Classes  8-10  up t o 500 501-1000 1001-over  Grades  Vacuum Table N  f o r Graphics  8-12  up t o 500 501-1000 1001-over  Grades  f o r Use i n S c h o o l s  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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 - E q u i p m e n t A v a i l a b l e G r a p h i c s Equipment o f t h e Sample Population  f o r Use i n S c h o o l s  f o r Graphics Classes  Light Table N %  Fireproof Cabinet N %  Ventilation System N %  12 24 11  6.41 12.83 5.88  12 17 14  6.41 9. 09 7.48  11 21 10  5.88 11.22 5.34  4 7 _4  2.13 3.74 2.13  47  25.13  43  22.99  42  22.45  15  8.02  10 7 0  5.34 7.34 0. 00  7 11 _g  3.74 5.88 0. 00  10 6 0  5. 34 3.20 0. 00  4 6 0  2 .13 3.20 0. 00  17  9.09  18  9. 62  16  8.55  10  5.34  4 12 5  2.13 6.41 2.67  3 6 2  1. 60 3.20 1. 06  3 7 _0  1.60 3.74 0. 00  2 5 1  1.06 2 . 67 .53  Subtotal  21  11.22  11  5.88  10  5.34  8  4.27  Total  85  45.45  72  38. 50  68  36.36  33  17.64  Grades  8-12  up t o 500 501-1000 1001-over Subtotal Grades  8-10  up t o 500 501-1000 1001-over Subtotal Grades  Dry Mount Press N %  10-12  up t o 500 501-1000 1001-over  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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 I N VISUAL ARTS 2 DIMENSIONAL PHOTOGRAPHY CLASSES The  indicated  one p i e c e o f e q u i p m e n t t h a t was most o f t e n available  b l a c k and white (45%)  f o r use i n photography  35mm p h o t o g r a p h i c  o f t h e respondent  p i e c e s o f equipment. used  3 5mm  enlarger.  sample n o t e d  they had use o f these  Very  Sixty-seven  units.  few 18 (9%) n o t e d  colour print  e n l a r g e r s a n d 7 (3%) i n d i c a t e d 2x5 f o r m a t  cameras.  p r e s e n t a summary o f p h o t o g r a p h i c school population.  that  they  (35%) h a d u s e o f  camera f l a s h  and  Eighty-seven  Y e t o n l y 85 (45%) i n d i c a t e d  S.L.R. c a m e r a s .  able t o use l a r g e r  c l a s s e s was a  t h a t t h e y had that  they  were  T a b l e s 45 45a  equipment  i n u s e by  grade  T a b l e 45 - E q u i p m e n t Photography Equipment Available t o the Sample P o p u l a t i o n Grades  Subtotal  Subtotal  &  4 5 _3  2.13 2.67 1.60  18 18 16  9. 62 9.62 8.55  1 1 0  .53 .53 0.00  18 17 16  9.62 9.09 8.55  11 18 13  5.88 9.62 6.95  8 18 12  4.27 9.62 6.41  12  6.41  52  27.80  2  1.06  51  27.27  42  22.45  38  20.32  1 1 0  .53 .53 0.00  8 12 0  4.27 6.41 0.00  0 0 0  0. 00 0. 00 0. 00  8 12 0  4.27 6.41 0. 00  4 7 _0  2.13 3.74 0. 00  6 5 _0  3.20 2.67 0.00  2  1.06  20  10.69  0  0. 00  20  10.69  11  5.88  11  5.88  1 2 1  .53 1.06 .53  3 7 _5  1.60 3.74 2.67  2 2 1  1.06 1. 06 1. 06  3 7 4  1.60 3.74 2.13  2 7 2  1.06 3.74 1.06  3 6 4  1.60 3.20 2.13  4  2.13  15  8.02  5  2.67  14  7.48  11  5.88  13  6.95  18  9.62  87  46.52  7  3.74  85  45.45  64  34.22  62  33.15  10-12  up t o 500 501-1000 1001-over Subtotal Total  N  8-10  up t o 500 501-1000 1001-over  Grades  Light Table  8-12  up t o 500 501-1000 1001-over  Grades  A v a i l a b l e f o r Use i n S c h o o l s f o r P h o t o g r a p h y C l a s s e s Color B l a c k and 2x5 Format 35mm SLR Tripod Enlarger White Camera Camera Enlarger N % N % N % N % N %  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t a n y a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s e q u i p m e n t m i g h t 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 45a - Equipment A v a i l a b l e f o r Use i n Photography Equipment A v a i l Flash Studio able to the Lights N % Sample P o p u l a t i o n N % Grades  Schools  f o r Photography  Tacking Iron N %  D r y Mount Press N %  2.67 3 .74 3 .20  12 9 _9  6.41 4.81 4.81  18  9.62  30  16.04  1.06 3.20 0. 00  2 6 0  1.06 3.20 0.00  4 4 0  2.13 2.13 0.00  8  4.27  8  4.27  8  4.27  0.00 2.13 2.13  2 5 2  1. 06 2.67 1.06  2 5 3  1.06 2.67 1.60  3 3 3  1.60 1.60 1.60  8  4.27  9  4.81  10  5.34  9  4.81  35  18.71  31  16.57  36  19.25  47  25.13  14 12 15  7.48 6.41 8.02  9 5 7  4.81 2.67 3.74  4 5 _5  2 .13 2.67 2.67  5 7 6  41  21.92  21  11.22  14  7.48  6 9 0  3.20 4.81 0.00  2 4 0  1.06 2.13 0.00  2 6 0  15  8.02  6  3.20  3 5 _3  1.60 2.67 1.60  0 4 _4  Subtotal  11  5.88  Total  67  35.82  Subtotal 8-10  up t o 500 501-1000 1001-over Subtotal Grades  Darkroom S i n k Thermostat N %  8-12  up t o 500 501-1000 1001-over  Grades  Classes  10-12  up t o 500 501-1000 1001-over  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s to t h i s question. A l s o many p i e c e s o f t h i s e q u i p m e n t m i g h t 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 I N F I L M / T E L E V I S I O N ART COURSES In  to  this  be l i t t l e  British  (31%)  Seventy-seven  Super  data.  (37%) a VCR m a c h i n e t o view t h e v i d e o  cameras a r e i n d i c a t e d  a n d 5 (2%) r e s p e c t i v e l y .  appears  (41%) h a d a v i d e o c a m e r a  (41%) a t e l e v i s i o n 8 a n d 8mm  there  on t h e a r t c l a s s e s o f  i n t h e artroom, seventy-one  seventy-seven  materials.  this  i m p a c t o f newer m e d i a  Columbia.  available and  d a y a n d age o f t h e v i d e o camera,  a t 26  T a b l e 46 a n d 46a p r e s e n t s  T a b l e 46 - Equipment A v a i l a b l e f o r Film/Television Super 8 Equipment A v a i l M o v i e Camera a b l e t o t h e Sample N % Population Grades  Subtotal  Subtotal  N  %  %  N  %  N  3 10 _5  1.60 5.34 2.67  1 1 3  .53 .53 1.60  1 0 3  .53 0.00 1.60  24 15 11  12.83 8.02 5.88  20 12 12  10.69 6.41 6.41  18  9.62  5  2.67  4  2.13  50  26.73  44  23.52  3 1 0  1.60 .53 0.00  0 0 0  0.00 0.00 0.00  3 2 0  1.60 1.06 0.00  10 11 0  5. 34 5.88 0.00  10 12 0  5.34 6.41 0.00  4  2.13  0  0.00  5  2.67  21  11.22  22  11.76  0 3 1  0.00 1. 60 .53  0 0 0  0.00 0.00 0.00  0 0 0  0.00 0.00 0.00  1 4 1  .53 2.13 .53  1 3 1  .53 1.60 .53  4  2 .13  0  0.00  0  0.00  6  3.20  5  2.67  26  13.90  5  2.67  9  4.81  77  41.17  71  37.96  10-12  up t o 500 501-1000 1001-over Subtotal Total  %  8-10  up t o 500 501-1000 1001-over  Grades  N  Video Machine  8-12  up t o 500 501-1000 1001-over  Grades  Use i n F i l m / T e l e v i s i o n C l a s s e s Regular 8 16mm M o v i e Video M o v i e Camera Camera Camera  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s to t h i s question. A l s o many p i e c e s o f t h i s e q u i p m e n t m i g h t 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 46a - Equipment A v a i l a b l e Film/Television TeleEquipment A v a i l vision able t o the Sample P o p u l a t i o n N % Grades  Subtotal  Subtotal  N  %  N  %  I  N  N  %  23 15 12  12.29 8.02 6.41  3 2 3  1.60 1.06 1.60  0 0 1  0.00 0.00 .53  2 6 5  1.06 3.20 2.67  15 11 _5  8.02 5.88 2.67  6 6 _3  3.20 3.20 1.60  50  26.73  8  4.27  1  .53  13  6.95  31  16.57  15  8. 02  10 12 0  5.34 6.41 0.00  0 0 0  0.00 0. 00 0.00  0 0 0  0.00 0. 00 0. 00  0 1 0  0.00 .53 0. 00  5 9 0  2 . 67 4.81 0.00  1 2 0  .53 1. 06 0. 00  22  11.76  0  0.00  0  0.00  1  . 53  14  7.48  3  1. 60  1 3 1  .53 1.60 .53  0 0 0  0. 00 0. 00 0.00  0 0 0  0.00 0. 00 0.00  0 2 1  0.00 1. 06 .53  1 5 1  .53 2.67 .53  2 1 1  1. 06 .53 .53  5  2.67  0  0.00  0  0.00  3  1.60  7  7 . 34  4  2 .13  77  41.17  8  4.27  1  .53  17  9. 09  52  22  11.76  10-12  up t o 500 501-1000 1001-over Subtotal Total  %  8-10  up t o 500 501-1000 1001-over  Grades  N  Studio Lights  8-12  Up t o 500 501-1000 1001-over  Grades  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 Video 16mm 8mm Tripod Editor Camera Editor  27.80  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t a n y a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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 t h e equipment  f o r t h e drawing and p a i n t i n g  84  (44%) o f t h e sample g r o u p i n d i c a t e d t h a t  of  floor  easels.  b r u s h was a p a r t (43%)  Eighty-eight of their  T a b l e 47 p r e s e n t s grades.  this  they had t h e use  (47%) i n d i c a t e d t h a t  c l a s s r o o m equipment.  i n d i c a t e d t h e y had l i g h t  tables  data according  classes,  forthis t o school  an a i r  Eighty-one program. s i z e and  Table  47 - E q u i p m e n t A v a i l a b l e f o r Use i n S c h o o l s  D r a w i n g and P a i n t i n g Equipment A v a i l a b l e t o t h e Sample P o p u l a t i o n  f o r D r a w i n g and P a i n t i n g C l a s s  Floor Easels N %  Table Easels N %  Air Brush N %  Light Table N %  17 21 15  9.09 11.22 8.02  14 14 13  7.48 7.48 6.95  17 26 16  9.09 13 .90 8.55  12 24 14  6.41 12.83 7.48  36 35 24  19.25 18.71 12.83  53  28.34  41  21.92  59  31.55  50  26.73  95  50.80  7 6 0  3.74 3.20 0.00  4 7 0  2 .13 3.74 0.00  6 7 _0  3.20 3.74 0.00  7 6 0  3 .74 3.20 0. 00  23 20 2  12.29 10. 69 1. 06  13  6.95  11  5.88  13  6.95  13  6.95  45  24.06  3 9 _6  1. 60 4.81 3.20  ' 2 5 1  1.06 2.67 .53  3 7 _6  1. 60 3.74 3.20  4 11 3  2.13 5.88 1.60  4 14 6  2.13 7.48 3.20  Subtotal  18  9.62  8  4.27  16  8.55  18  9.62  24  12.83  Total  84  44.49  60  32.08  88  47.05  81  43.31  164  87.70  Grades  8-12  up t o 500 501-1000 1001-over Subtotal Grades  8-10  up t o 500 501-1000 1001-over Subtotal Grades  Paper Cutter N %  10-12  up t o 500 501-1000 1001-over  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t a n y a r t t e a c h e r may o r may n o t p o s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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 T E X T I L E S AND It  be  either  Table  little  Table  for the f a b r i c  and t e x t i l e s  to this  equipment  is still  courses.  c l a s s e s can  Findings are presented i n  48, i n d i c a t e s t h a t t h e e q u i p m e n t  responses  textile  and t e x t i l e s  i n t h e way o f e q u i p m e n t o r s u c h  are not being taught.  48.  CLASSES  appears t h a t f a b r i c s  managed w i t h  classes  FABRICS ART  courses  i s minimal.  available However  q u e s t i o n r e v e a l s t h a t much i n t h e way o f required to properly teach  f a b r i c s and  Table  48 - E q u i p m e n t 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  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 t o t h e Sample P o p u l a t i o n Grades  Weaving Loom N %  Belt Loom N  10 11 _6  5.34 5.88 3.20  5 11 _6  2.67 5.88 3.20  3 10 _6  1.60 5.34 3.20  27  14.43  22  11.76  19  10.16  %  Ventilation System N %  8-12  up t o 500 501-1000 1001-over Subtotal Grades  Sewing Machine N %  Courses  5 8 8  2.67 4.27 4.27  21  11.22  '  8-10  up t o 500 501-1000 1001-over Subtotal  1 6 0  .53 3.20 0.00  2 6 1  1.06 3.20 .53  1 7 1  .53 3.74 .53  3 7 0  1.60 3 .74 0.00  7  3.74  9  4.81  9  10.16  10  5.34  0 4 0  0.00 2.13 0. 00  0 6 1  0.00 3.20 .53  0 6 1  0.00 3.20 .53  0 3 0  0.00 1.60 0. 00  4  2.13  7  3.74  7  3 .74  3  1. 60  32  17.11  43  22.99  38  20.32  32  G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  17.11  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s 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 e q u i p m e n t m i g h t be non-applicable t o c e r t a i n artrooms.  7.  BASIC HANDTOOLS AVAILABLE FOR USE I N THE ART CLASS The  one p i e c e o f e q u i p m e n t t h a t was i n d i c a t e d  o f t e n by t h e r e s p o n d e n t s paper  cutter:  most  a s b e i n g most a v a i l a b l e was t h e  167 (89%) n o t e d  they had a t l e a s t  one.  The  n e x t m o s t i n d i c a t e d b a s i c h a n d t o o l was t h e hammer, 134 (75%).  Seventy-one  t o them. (126:  o f the respondents  T h i s i s f o l l o w e d by p l i e r s  noted they had access  (129:  68%) a n d f i l e s  67%) a s t h e p i e c e s o f s m a l l e q u i p m e n t a n d h a n d  t h a t were most o f t e n 49c p r e s e n t t h i s  indicated.  data.  tools  T a b l e s 49, 49a, 49b, a n d  T a b l e 49 - B a s i c H a n d t o o l s A v a i l a b l e f o r Use i n S c h o o l s Basic Handtools Files Pliers Chisels Mallets Available to t h e Sample N % N % N % N % Population Grades  8-12  up t o 500 501-1000 1001-over Subtotal Grades  Subtotal  12.29 13.90 12.83  25 29 21  13. 36 15. 50 11. 22  18 19 19  9. 62 10. 16 10. 16  16 19 19  8. 55 10. 16 10. 16  19 25 20  10.16 13.36 10.69  73  39. 03  75  40. 10  56  29. 94  54  28. 87  64  34.22  18 17 .0  9.62 9.09 0. 00  18 17 _0  9. 62 9. 09 0. 00  16 14 _1  8 .55 7. 48 • 53  14 13 _0  7. 48 6. 95 0. 00  15 10 0  8.02 5.34 0.00  35  18.71  35  18. 71  31  16. 57  27  14. 43  25  13.36  2 9 7  1.06 4.81 3.74  2 11 _6  1. 06 5. 88 3. 20  1 8 _4  • 53 4. 27 2 .13  0 8 _4  0. 00 4. 27 2 .13  2 11 5  1.06 5.88 2.67  18  9.62  19  10. 16  13  6. 95  12  6. 41  18  9.62  126  67.37  129  68. 98  100  53. 47  93  49. 73  107  57.21  10-12  up t o 500 501-1000 1001-over Subtotal Total  23 26 24  8-10  up t o 500 501-1000 1001-over  Grades  Screw Drivers N %  * The n a t u r e o f t h i s q u e s t i o n , and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e n o n r e s p o n s e s to t h i s question. A l s o many p i e c e s o f t h i s e q u i p m e n t m i g h t 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  49a - B a s i c H a n d t o o l s A v a i l a b l e  Basic Handtools Available t othe Sample P o p u l a t i o n  Hammers N  %  f o r Use i n S c h o o l s  Staple Guns N %  Solder Gun N %  Vises  %  N  Spray Gun N %  G r a d e s 8-12 up t o 500 501-1000 1001-over Subtotal  25 29 21  13.36 15. 50 11.22  24 29 20  12.83 15.50 10.69  7 15 11  3.74 8.02 5.88  14 12 11  7.48 6.41 5.88  7 7 6  7.34 7.34 3.20  75  40.10  73  39.03  33  17.64  37  19.78  20  10.69  16 18 1  8.55 9.62 .53  16 14 _g  35  18.71  30  16.04  19  3 13 _8  1.60 6.95 4.27  3 11 _8  1. 60 5.88 4.27  24  12.83  22  134  71.65  125  G r a d e s 8-10 up t o 500 501-1000 1001-over Subtotal  10 6 0  5.34 3.20 0. 00  1 3 0  .53 1.60 0.00  10.16  16  8.55  4  2.13  2 6 _4  1.06 3.20 2.13  2 8 4  1.06 4.27 2.13  2 4 4  1.06 2.13 2.13  11.76  12  6.41  14  7.48  10  5.34  66.84  64  34.22  67  35.82  34  18.18  8. 55 7.48 0.00  10 9 0  5.34 4.81 0. 00  G r a d e s 10-12 up t o 500 501-1000 1001-over Subtotal Total  * T h e n a t u r e o f t h i s q u e s t i o n a n d t h e l i m i t l e s s amount o f e q u i p m e n t a n y a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s 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 e q u i p m e n t m i g h t b e n o n - a p p l i c a b l e t o c e r t a i n artrooms.  Table  49b - B a s i c H a n d t o o l s A v a i l a b l e  Basic Handtools A v a i l a b l e t o the Sample P o p u l a t i o n Grades  Subtotal  Subtotal  Band Saw N  23 26 23  12.29 13.90 12.24  31 34 27  16.57 18.18 14 .43  5 5 6  2.67 2.67 3.20  72  38.50  92  49.19  16  8.55  14 16 _1  7.48 8.55 .53  22 24 2  11.76 12 .83 1. 06  2 1 0  1.06 .53 0.00  31  16.57  48  25.66  3  1. 60  3 10 6  1.60 5.34 3.20  4 14 _9  2 .13 7.48 4.81  1 2 0  .53 1.06 0.00  19  10.16  27  14.43  3  1.60  122  65.24  167  89. 30  22  11.76  10-12  up t o 500 501-1001 1001-over Subtotal Total  Paper Cutter N %  8-10  up t o 500 501-1000 1001-over  Grades  Hand Saw N %  8-12  up t o 500 501-1000 1001-over  Grades  f o r Use i n S c h o o l s  * The n a t u r e o f t h i s q u e s t i o n a n d t h e l i m i t l e s s amount o f e q u i p m e n t a n y a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s 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 e q u i p m e n t m i g h t be non-applicable t o c e r t a i n artrooms.  Table  49c - B a s i c H a n d t o o l s  Basic Handtools A v a i l a b l e t o the Sample P o p u l a t i o n Grades  Subtotal  Subtotal  Grinder  %  %  N  Other N  %  5 2 3  2.67 1.06 1.60  14 1 _4  7.48 .53 2.13  6 9 2  3.20 4.81 1. 06  2 2 0  1.06 1.06 0.00  10  5.34  19  10.16  17  9.09  4  2.13  3 1 0  1.60 .53 0.00  3 1 0  1.60 .53 0.00  6 4 _0  3.20 2 .13 0.00  1 0 0  .53 0.00 0.00  4  2.13  4  2.13  10  5.34  1  .53  0 2 0  0.00 1.06 0.00  1 2 0  .53 1. 06 0.00  0 4 2  0.00 2.13 1. 06  0 0 0  0.00 0.00 0.00  2  1.06  3  1. 60  6  3.20  0  0.00  16  8.55  26  13.90  33  17.64  5  26.73  10-12  up t o 500 501-1000 1001-over Subtotal Total  Table Saw N  8-10  up t o 500 501-1000 1001-over  Grades  Drill Press N %  f o r Use i n S c h o o l s  8-12  up t o 500 501-1000 1001-over  Grades  Available  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s 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 e q u i p m e n t m i g h t 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  124  (66%) o f t h e sample  (40%) who  answered  group,  question  i n c o m p a r i s o n t o a b o u t 75  #10.  a v a i l a b l e through the audio/visual the l i b r a r y .  a v a i l a b l e by  V i d e o equipment departments  was  or through  T a b l e s 50 and 50a p r e s e n t s t h e d a t a on  available audio/visual  equipment.  often  T a b l e 50 - A u d i o / V i s u a l E q u i p m e n t A v a i l a b l e F o r Use Audio/Visual Opaque Overhead 16mm movie Equipment Projector Projector Projector Available t o the N N % % Sample P o p u l a t i o n N % Grades  Subtotal  Subtotal  %  20 22 15  10.69 11.76 8. 02  30 28 17  16.04 14.97 9.09  17 13 _9  9.09 6.95 4.81  3 6 _7  1.60 3.20 3.74  27 26 16  14.43 13.90 8.55  57  30.48  75  40. 10  39  20. 85  16  8.55  69  36.89  11 12 0  5.88 6.41 0. 00  18 19 1  9.62 10.16 . 53  7 9 0  3.74 4.81 0. 00  0 4 0  0.00 2 .13 0. 00  15 16 1  23  12.29  38  20.32  16  8.55  4  2.13  32  17. 11  4 12 8  2.13 6.41 4.27  3 10 _6  1. 60 5.34 3.20  2 6 5  1. 06 3.20 2.67  1 2 _3  .53 1.06 1.60  3 13 _8  1. 60 6.95 4.27  24  12.83  19  10. 16  13  6.95  6  3.20  24  12.83  104  55. 61  132  70.58  68  36.36  26  13.90  125  66.84  8 . 02 8.55 . 53  10-12  up t o 500 501-1000 1001-over Subtotal Total  N  8-10  up t o 500 501-1000 1001-over  Grades  %  N  Slide Projector  8-12  up t o 500 501-1000 1001-over  Grades  8mm m o v i e Projector  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t a n y a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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 E q u i p m e n t A v a i l a b l e f o r Use Audio/Visual Filmstrip Video/ Cassette Equipment A v a i l Projector Television Deck a b l e t o t h e Sample N N % % Population N % Grades  Subtotal  Subtotal  %  N  29 24 16  15.50 12.83 8.55  35 25 13  18.71 13.36 6.95  30 26 10  16. 04 13 . 90 5.34  30 22 18  16. 04 11. 76 9.62  15 11 8  8.02 5.88 4 .27  69  36.89  73  39.03  66  35.29  70  37.43  34  18.18  13 14 _ l  6.95 7.48 .53  13 16 _1  6.95 8.55 .53  12 15 _1  6.41 8.02 . 53  12 17 0  5 8 0  2.67 4.27 0. 00  28  14.97  30  16. 04  28  14.97  29  15. 50  13  6.95  3 10 _7  1. 60 5.34 3.74  3 11 _7  1. 60 5.88 3.74  4 10 _6  2.13 5.34 3.20  2 10 _6  1. 06 5.34 3.20  2 1 3  1. 06 .53 1.60  20  10.69  21  11.22  20  10.69  18  9.62  6  3.20  117  62.56  124  66.31  114  60.96  117  62.56  53  28.34  6.41 9 . 09 0. 00  10-12  up t o 500 501-1000 1001-over Subtotal Total  %  8-10  up t o 500 501-1000 1001-over  Grades  N  Stereo  8-12  up t o 500 501-1000 1001-over  Grades  Film Screen  * The n a t u r e o f t h i s q u e s t i o n and t h e l i m i t l e s s amount o f e q u i p m e n t any a r t t e a c h e r may o r may n o t p o s s e s s makes i t d i f f i c u l t t o a c c u r a t e l y a s s e s s t h e non r e s p o n s e s t o t h i s question. A l s o many p i e c e s o f t h i s equipment m i g h t 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  125 CHAPTER  SUMMARY AND  FIVE  CONCLUSIONS  T h i s c h a p t e r p r e s e n t s an o v e r v i e w o f t h e c o n t e n t s o f Chapter  Four.  problem, of  There  a n d t h e 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 b y a summary  the findings,  recommendations  A.  and c o n c l u s i o n s . f o r further  The c h a p t e r ends w i t h  study.  RESTATEMENT OF THE RESEARCH PROBLEM  As to  i s a restatement of the research  d i s c u s s e d i n C h a p t e r One, t h e a i m o f t h e s t u d y was  determine  the current conditions,  and a v a i l a b i l i t y  facilities  and equipment i n secondary  throughout  British  Columbia.  s i n g l e comprehensive  of a r t  a r t programs  The p u r p o s e  was t o p r o v i d e a  source o f reference t o a r t teachers  concerning a r t education f a c i l i t i e s  and equipment i n B r i t i s h  Columbia.  B.  CONCLUSIONS Findings  f r o m t h e d a t a were c o m p i l e d t o e s t a b l i s h a  picture of the conditions of the a r t f a c i l i t i e s  throughout  the province of B r i t i s h  Columbia  equipment i s b e i n g used  i n the a r t programs.  c o n c l u s i o n s and w h i c h show t h e  immediate outcomes o f t h e The  success of t h i s  recommendations w i l l rapid  attention  As  may  facilities building 113  than  others.  Even t h e s i z e  Columbia  vary.  o f any  conditions  who  teach  i n schools of  o r more, t h i s  Guide,  single  kind  grades  8-12  reveals that  a r t room.  Of  student  facility  implementations  i s not  of the a r t courses  (1983).  i n t h a t many a r t a c t i v i t i e s  printmaking,  silkscreening  and  such  These  as p o t t e r y ,  s c u l p t u r e cannot  o p t i m a l l y because of r e s t r i c t e d  that their  involvement  in this  impose c o n s i d e r a b l e b u r d e n s on t h e i n v o l v e d  respondents  undertaken  care  given school  T h i s study  o f t h e s a m p l e p o p u l a t i o n h a v e one  respondents,  said,  the q u a l i t y  some s c h o o l s h a v e b e t t e r a r t  adequate t o permit proper  be  s t u d y and i t s  i n future studies of t h i s  expected,  i n t h e Art  resulting  indications  i n which the data presented  be  p o p u l a t i o n s o f 500  listed  The  87).  in British  (60%)  these  p.  what  survey  o n l y be m e a s u r e d by  s t u d y becomes o u t d a t e d ( C o r t o n 1965,  t o determine  r e c o m m e n d a t i o n s made a r e s i m p l y  questionnaire.  and  and  students, are i n fact,  i n many a r t a c t i v i t i e s  that  be  space.  I t might  denied  are suggested  i n the  127 British  Columbia  another  important  program  ( H o d d e r 1974, p . 3 2 ) .  that their class. 25  class  Only  factor  (1983).  Class size i s  i n t h e development o f an a r t Many r e s p o n d e n t s  s i z e was i n e x c e s s  a few n o t e d  students.  ceramics,  A r t C u r r i c u l u m Guide  a maximum  o f 26 s t u d e n t s p e r class  A g a i n many a r t a c t i v i t i e s  and p r i n t m a k i n g  indicated  size such  of less  than  as s c u l p t u r e ,  a r e c o n t i n g e n t upon t h e a v a i l a b l e  space. The  effect  o f t h e s u p p l i e s and e q u i p m e n t  upon any a r t program i s o b v i o u s . that  I t i s r e a s o n a b l e t o assume  a low budget h a s a r e s t r i c t i v e  equipment a v a i l a b l e .  Ninety-one  percent  indicted ceramics.  they had equipment t h a t  i n t a g l i o printmaking.  o f v i d e o / a u d i o equipment  (48%)  122 do  A l s o 153 do n o t  equipment t o t e a c h  t h e y were a b l e t o t e a c h p h o t o g r a p h y . use  is.  (172) o f t h e r e s p o n d e n t s  (50%) i n d i c a t e d  them t o t e a c h  either  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 .  they have t h e necessary  Ninety-four  on m a t e r i a l s a n d  o r do n o t come t o know  s u p p l i e s o r equipment budget  supplement t h e i r  that  effect  T h i s study r e v e a l s that  n o t know t h e i r b u d g e t a l l o c a t i o n s , what t h e i r  allocation  Ninety-two  were a b l e t o t e a c h drawing  (49%) n o t e d  Seventy-two  i n t h e c l a s s room. and p a i n t i n g ,  enabled  (38%) h a d Ninety  and even  less  128 58  (31%) w e r e s e t up i n a way t h a t a l l o w e d  proper  fabrics  and t e x t i l e s  RECOMMENDATIONS FOR FURTHER STUDY  -  I t i s necessary  a r t teachers  describe  philosophy  and r e l e v a n t a r t a c t i v i t i e s  that  s t a t e m e n t s would a s s i s t  these  I t i s necessary periodically  that  program  i n s u c h a way  i n t h e 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 -  a  class.  C.  t o help  them t o t e a c h  i n schools.  further studies of this  k i n d be  c o m p l e t e d by members o f t h e B r i t i s h  Columbia A r t T e a c h e r s A s s o c i a t i o n and t h e i n f o r m a t i o n published  s o t h a t we have up t o d a t e d a t a  changing patterns schools  Such d a t a  make i m p r o v e m e n t s t o t h e i r  providing -  and t r e n d s .  a basis  I t i s necessary  and c a n s e e may  help  own f a c i l i t i e s  by  f o r comparison.  t h a t c l a s s s i z e be r e d u c e d t o a  m a n a g e a b l e l a b r a t o r a r y number, s i m i l a r t o t h e industrial In o r d e r be  education  class  sizes.  f o r e i t h e r s u p p l i e s and equipment budgets t o  increased,  t o allow  f o r a greater  s e l e c t i o n i nthe  p u r c h a s e o f equipment, o r f o r t h e a r t t e a c h e r permitted teachers  t o c h a r g e an a r t f e e t o e a c h  t o be  student,  n e e d t o know what t h e i r b u d g e t s  arel  129 It  i s necessary  A r t p r o g r a m s be has/have the  that rigorous accrediting conducted  e q u i p m e n t and  Secondary A r t Curriculum this  process.  whether o r not facilities  s h o u l d be  an  to  of  Secondary  the  teacher/s  implement  important  the  part  of  130  REFERENCES  Association  f o r E d u c a t i o n a l Communications and Technology.  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Fullan,  M.  A Study  Elementary  Master's  thesis,  (1982).  James U.,  i n Art Education,  V o l . 1 8 ( 3 ) , pp. 22-28.  of O r g a n i z a t i o n For A r t Schools of Alberta. University  of Alberta,  Instruction  Unpublished Edmonton,  1964.  The Meaning of Educational Change.  T o r o n t o : O I S E P r e s s , p.  Gray,  F e d e r a t i o n , O.I.S.E.  Uses o f H i s t o r y  Studies i n Art Education,  Ford, Ruth  Curriculum Planning f o r the  118.  MacGregor, R o n a l d  N.  (1987) PROACTA:  P e r s o n a l l y R e l e v a n t O b s e r v a t i o n s About A r t Concepts Teaching A c t i v i t i e s  Canadian Review of Art Education  Research a n d Issues.  V o l . 14.  and  133  References - c o n t ' d .  Gray,  J.U. 80s:  (1980).  British  Columbia's  A r t Education i n the  A N e g l e c t e d C r e a t u r e i s Acknowledged Canadian  Art  E d u c a t i o n i n t h e 8 0s, Canadian Society f o r Education Through Art pp. 2-7.  H o d d e r , G.S.  Art Programs and F a c i l i t i e s i n  (1972).  Secondary Schools i n B r i t i s h Columbia. Education, University  John,  L.N.  (1974).  E d u c a t i o n and Thesis,  Recent pp.  A Study  L.;  (1984).  Surveys.  of  Victoria.  of Current Conditions i n A r t  P r o p o s a l s f o r Change U n p u b l i s h e d  University  Lahr, Stephen  of  Faculty  of B r i t i s h  Who  Master's  Columbia.  Teaches  A r t : A Report  Studies i n Art Education.  Vol.  of 25:2,  115-120.  M a c G r e g o r , R o n a l d N.;  Alberta.  (1969).  University  of  Art Room F a c i l i t i e s i n Use i n Alberta.  134 References  Michael, Art  Mills,  J.A.  (1980).  The H e a r t  Education, A r t Education V o l . 33(2),  pp.15-19.  Survey  Thomson,  D. R o s s  of Art(s) Education.  The A r t s In The S t a t e s .  Art  cont'd.  Studio A r t Experience,  E . Andrew,  Planning  -  (1985).  Rush, J . (1984). Education,  Editorial:  Study o f E d u c a t i o n F a c i l i t i e s , School  Wiersma, W.  Board,  (1986).  Introduction,  (1969).  J.B. S c h u l t z ,  Who  V o l . 25(4) pp.  Decides?  National  Editor.  Studies i n A r t  203-204.  (1970).  Metropolitan  49 J a c k Ave., T o r o n t o ,  Research  On The S t a t e Of  Newsletter.  f a c i l i t i e s for art instruction. Education Association.  A National  A Report  NAEA  of  Ontario.  Methods i n E d u c a t i o n ,  Fourth E d i t i o n ,  Toronto  Toronto,  p.  An  192-94.  References - C o n t ' d .  Woodcock, G e o r g e  Columbia.  (1979)  A Report For The National Inquiry Into Arts  And Education The Arts. Education  Arts and Education i n B r i t i s h  In Canada of The Canadian Conference Of  Published  by B.C.  C o m m i t t e e On A r t s  C a n a d i a n C o n f e r e n c e Of The A r t s .  And  APPENDIX ONE  QUESTIONNAIRE  138 6.  please indicate the population o f the city/town/community in which y o u t e a c h . 1. 2. 3. 4.  ( ( ( (  ) ) ) )  rural under 10,000 suburb under 10,000 suburb under 20,000 urban o v e r 20,000  7.  I am presently teaching art  full time( ), part time( ), N/A( )  8.  Are there any o t h e r art t e a c h e r s in the same school as  yourself? yes (  If s o , please Indicate  9.  full time (  ),  part time (  ),  no (  )  )  Please circle the g r a d e s taught in your school. 1  2  3  4  5  6  7  8  10  9  11  12  10.  What is the total enrollment o f s t u d e n t s in your school?  11.  Please indicate the total number o f s t u d e n t s presently being taught art in your school. 0-50 (  12.  51-100  )  (  )  101-150 (  )  151-200 (  )  201-250 (  What Is your p r e s e n t c l a s s size (per grade) in your art grade  8  grade 11  grade  9  grade 12  grade 10  251-300  )  (  )  301-over (  )  classes?  •  13.  How many rooms In y o u r s c h o o l are classified as art rooms?  14.  How many o f t h e s e art rooms were specifically designed and built f o r art Include special names and p u r p o s e s  classes?  Do other 1) art t e a c h e r s share your art room? 2) t e a c h e r s share your art room?  yes (  ), no (  )  yes (  ), no (  )  What is your approximate yearly art budget f o r ; 1) supplies  $  2) equipment  $  What (If any) are your art  fees?  grade  8  grade 11  grade  9  grade 12  grade 10  Please indicate the art c o u r s e s taught in your school. VA2D  ART FOUNDATIONS  VA3D  ART CAREERS  9 (  grade 12 (  1. grade  8 (  grade  9 (  )  grade  )  2. grade  9 (  grade 10 (  )  grade 10 (  )  3. grade 10 (  grade 11 (  )  grade 11 (  )  4. grade 11 (  grade 12 (  )  grade 12 (  )  )  5. grade 12 ( others  Do y o u specifically c r e a t e streams or student programs o f the above c o u r s e s ? yes (  ), no (  )  if s o , please d e s c r i b e  Are y o u now a member o f a p r o f e s s i o n a l association?  Yes (  If s o , 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. (  )  ), no (  )  140 21.  Do y o u s u b s c r i b e t o any p r o f e s s i o n a l journals?  Yes ( ), no (  )  If s o , please indicate which one(s) 1. (  ) Education  2. 3. 4. 5. 6. 7.  ) ) ) ) ) )  ( ( ( ( ( (  SECTION TWO:  8. (  Art Education School A r t s Art Activities Visual Art Research Studies In Art Education A r t s in Psychotherapy  ) Journal o f A e s t h e t i c Education  9. ( ) Canadian Review o f Art Education 10. ( ) Journal o f Art and Design Education 11- ( ) B.C. Art T e a c h e r ' s A s s o c i a t i o n Journal 12. ( ) Journal o f Multicultural and C r o s s c u l t u r a l Research in Art Education 13. ( ) o t h e r s  FACILITIES IN USE IN ART ROOMS  What kind o f floor s u r f a c e do y o u have in y o u r art room?  On what floor is your art room located?  3.  Do y o u have a floor drain in the art room?  4.  How many sinks do y o u have in the art room?  5.  Which term adequately d e s c r i b e s the operations o f the sink? N/A  non-operational (  6.  )  poor  fair  c l o g s regularly (  yes (  seldom c l o g s  )  (  )  )  good  never c l o g s (  )  Are any sinks equipped with a heavy duty drain and trap system? yes ( If s o , how many?  7.  ), no (  Please Indicate the number o f electric o u t l e t s y o u have in your art room. 0-3  4-7  (  (  )  )  8-11 (  )  12-15 (  )  15-over (  )  ), no (  )  141 8.  Please indicate the number o f electrical outlets that are non-operational.  9.  What form d o e s the artificial lighting take in your room? 1. 2. 3.  10.  ( ( (  ) ) )  incandescent fluorescent o t h e r , explain  Which term b e s t d e s c r i b e s the artificial lighting in your art room? poor (  11.  fair  )  (  good  )  (  very g o o d  )  (  excellent  )  (  )  Are there display c a s e s or similar facilities available f o r exhibition o f 2 dimensional art work in y o u r art room? yes (  12.  )  Are there display c a s e s o f similar facilities available f o r exhibition o f 2 dimensional art work in y o u r school? yes (  13.  ), no (  ), no (  )  Are there display c a s e s or similar facilities available f o r exhibition o f 3 dimensional art work in your art room? yes (  ), no (  )  14.  Are there display c a s e s o f similar facilities available f o r exhibition o f 3 dimensional art work in your school? y e s ( ), no ( )  15.  Does your s c h o o l supply y o u with a centralized s t o r a g e facility f o r art materials? yes (  16.  17.  ), no (  )  If s o , is it adequate f o r y o u r needs?  yes (  ), no (  )  Does your art room have a s t o r a g e facility adjacent to it?  yes (  ), no (  )  If s o , is it adequate f o r your needs?  yes (  ), no (  )  Which term b e s t d e s c r i b e s the window s p a c e in y o u r art room? none  poor  fair  good  (  (  (  (  )  )  )  )  very g o o d (  )  excellent (  )  142 18.  Which term b e s t d e s c r i b e s the display s p a c e in your art room? none (  19.  poor  )  (  )  fair (  good )  (  very g o o d  )  (  excellent  )  (  )  Which term b e s t d e s c r i b e s the t y p e s o f d e s k s / t a b l e s u s e d by your s t u d e n t s in your art room? individual art  tables accommodating  desks  regular classroom  groups of students  desks  other  20.  Which term b e s t d e s c r i b e s the ventilation system in your room? none (  21.  poor  )  (  )  fair (  good )  (  very g o o d  )  (  excellent  )  (  )  If y o u have o n e , is it W.C.B. approved?  yes (  ), no (  )  Are there A/V black o u t facilities in your room?  yes (  ), no (  )  SECTION THREE:  EQUIPMENT AND TOOLS  Some equipment and t o o l s are n e c e s s a r y t o carry o n an art program. It is a basic assumption that these will be made available f o r all phases o f instruction. Please indicate the equipment and tools that y o u u s e in your art program, and comment o n the nature o f this u s e .  1.  The equipment that is available to me f o r classroom u s e in my ceramics c l a s s e s is; 1. 2. 3. 4. 5. 6.  2.  ( ( ( ( ( (  ) ) ) ) ) )  Kiln enameling kiln pugmlll slab p r e s s jiggerlng tool clay bin  7. 8. 9. 10. 11. 12.  ( ) electric wheel ( ) kick wheel ( ) banding wheel ( ) scales ( ) ventilation system ( ) others  What pieces o f the above equipment require upgrading?  143 3.  4.  In your opinion, which o f the above equipment do y o u need to o p e r a t e a (VA3D)  ceramics program?  The equipment that is available to me f o r classroom u s e in my graphics c l a s s e s is; 1. ( 2. ( 3. ( 4. ( 5. ( 6. ( 7. (  8. (  ) offset press ) intaglio p r e s s  ) lithography p r e s s ) line camera ) plate burner ) vacuum table ) drying rack  ) p r e s s u r e washer  9. ( 10. ( 11. ( 12. (  13. ( 14. ( 15. (  ) t-shirt p r e s s ) light table  ) ) ) )  fire p r o o f cabinet ventilation system dry mount p r e s s paper c u t t e r  ) others  5.  What pieces o f the above equipment require upgrading?  6.  In your opinion, which o f the above equipment do y o u need to o p e r a t e a (VA2D) graphic program?  7.  The equipment that Is available t o me f o r classroom u s e in my photography c l a s s e s 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. 9. 10. 11. 12. 13.  ( ) studio light ( ) tacking iron ( ) dry mount p r e s s ( ) darkroom sink thermostat ( ) paper c u t t e r ( ) other  8.  What p i e c e s o f the above equipment require upgrading?  9.  In your opinion what pieces o f the above equipment do y o u need to o p e r a t e a Photography (VA2D) c l a s s ?  144 10.  The equipment that is available to me f o r classroom use f o r a film/television program is: • 1. ( ) s u p e r 8 movie camera 2. ( ) regular 8 movie camera 3. ( ) 16mm movie camera 4. (  5. ( 6. (  ) video camera  ) video machine ) television  7. 8. 9. 10.  ( ( ( (  11. ( 12. (  ) ) ) )  video editor 16mm editor 8mm editor camera tripod  ) studio lights ) other  11.  What pieces o f the above equipment require upgrading?  12.  In your opinion, what pieces o f the above equipment do y o u need to o p e r a t e a film/television (VA2D) class?  13.  The equipment that is available to me f o r classroom u s e in my drawing and painting c l a s s e s is; 1. ( 2. ( 3. (  ) floor easels ) table e a s e l s ) air brush  4. ( 5. ( 6. (  ) light table ) paper c u t t e r ) other  14.  The pieces o f the above equipment require upgrading?  15.  In your opinion, which o f the above equipment do y o u need to o p e r a t e a (VA2D) painting c l a s s ?  16.  The equipment that is available to me f o r classroom u s e in my fabric and textiles design c o u r s e Is; 1. ( 2. ( 3. (  ) sewing machine )weaving loom ) belt loom  4. ( 5. (  ) ventilation system ) other  145  17.  18.  19.  What p i e c e s o f the above equipment require upgrading?  In your opinion, which o f the above equipment do  and textiles design c o u r s e ?  o u n e e d t o o p e r a t e a (VA2D) fabric  What were the three last p i e c e s o f equipment p u r c h a s e d f o r y o u r program? Give name and d a t e p u r c h a s e d . 1. 2. 3.  20.  The basic handtools that are available to me f o r classroom u s e in my art room a r e ; 1. ( 2. (  3. (  4. (  5. 6. 7. 8.  21.  ( ( ( (  ) ) ) ) ) ) ) )  files pliers chisels mallets screwdrivers hammers staple guns s o l d e r gun  9. ( 10. ( 11. 12. 13. 14.  ( ( ( (  15. ( 16. (  ) ) ) ) ) ) ) )  vises spray gun hand saw paper c u t t e r band saw ~ drill p r e s s table saw grinder  What A/V equipment do y o u have use o f in your art room? 1. 2. 3. 4. 5. 6.  ( ( ( ( ( (  ) ) ) ) ) )  opaque projector overhead projector 16mm movie p r o j e c t o r 8mm movie p r o j e c t o r slide p r o j e c t o r film strip p r o j e c t o r  7. ( 8. ( 9. (  ) video/t.v. ) cassette deck ) film s c r e e n  10. ( ) s t e r e o 11. ( ) other  Thank y o u f o r taking the time t o complete this questionnaire. using the e n c l o s e d s t a m p e d , s e l f - a d d r e s s e d envelope.  TIM VARRO  Y o u may mall It back to me by  APPENDIX  LETTER OF  TWO  TRANSMITTAL  APPENDIX THREE  FOLLOW-UP LETTER  APPENDIX FOUR  B R I T I S H COLUMBIA ART TEACHERS ASSOCIATION  ENDORSEMENT  APPENDIX F I V E  UNIVERSITY OF BRITISH COLUMBIA EHTICS REVIEW COMMITTEE STUDY APPROVAL  

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