@prefix vivo: . @prefix edm: . @prefix ns0: . @prefix dcterms: . @prefix skos: . vivo:departmentOrSchool "Education, Faculty of"@en, "Curriculum and Pedagogy (EDCP), Department of"@en ; edm:dataProvider "DSpace"@en ; ns0:degreeCampus "UBCV"@en ; dcterms:creator "Wilson, Wendy Elizabeth"@en ; dcterms:issued "2010-09-17T19:07:55Z"@en, "1988"@en ; vivo:relatedDegree "Master of Arts - MA"@en ; ns0:degreeGrantor "University of British Columbia"@en ; dcterms:description """This study addresses the problem of how an elementary generalist teacher implements unfamiliar material, in this case a draft art curriculum, when provided with assistance from the researcher in the role of consultant. The following question was posed: To what extent are the following factors affecting implementation as outlined by Fullan (1982), evident in the implementation of a draft art curriculum guide by a generalist teacher: characteristics of the change, characteristics at the school district level, characteristics at the school level and characteristics external to the local system A review of literature undertaken on the status of art education reveals a scarcity of information providing a descriptive data base about current art teaching practices in Canada today, and reveals a discrepancy between theory and practice in art teaching. Carefully planned curriculum implementation was cited as one way to effect positive changes in art teaching. A review of literature also undertaken of the factors affecting implementation of new material in classrooms focused on the four areas cited above by Fullan (1982). The research involved a case study and field testing of materials with a Grade 4/5 elementary generalist teacher. Data collection included observation, interviewing and document analysis as part of an individualized research method using many of the techniques associated with participant observation, naturalistic observation, and ethnography. Fullan's (1982) factors affecting implementation were used to provide a structure from which the implementation and aspects of consultation provided could be analyzed. Some changes took place in regards to the teacher's use of the new curriculum and materials but there was not a significant implementation or change in teaching approaches, beliefs or use of new materials."""@en ; edm:aggregatedCHO "https://circle.library.ubc.ca/rest/handle/2429/28562?expand=metadata"@en ; skos:note "A CASE STUDY OF AN ELEMENTARY GENERAL1ST TEACHER'S TRIAL IMPLEMENTATION OF AN ART CURRICULUM GUIDE by WENDY ELIZABETH WILSON B . E d . , The U n i v e r s i t y of A l b e r t a , 1984 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS i n T H E V A C U L T Y OF GRADUATE S T U D I E S Department of V i s u a l and Performing A r t s i n E d u c a t i o n ' ^ We accept t h i s t h e s i s as conforming to the r e q u i r e d standard THE UNIVERSITY OF BRITISH COLUMBIA October 1988 (c^) Wendy E l i z a b e t h Wilson, 1988 In p r e s e n t i n g t h i s t h e s i s i n p a r t i a l f u l f i l m e n t o f the requirements f o r an advanced degree a t the U n i v e r s i t y o f B r i t i s h Columbia, I agree t h a t the L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e f o r r e f e r e n c e and study. I f u r t h e r agree t h a t p e r m i s s i o n f o r e x t e n s i v e copying o f t h i s t h e s i s f o r s c h o l a r l y purposes may be granted by the head of my department or by h i s or her r e p r e s e n t a t i v e s . I t i s understood t h a t copying or p u b l i c a t i o n o f t h i s t h e s i s f o r f i n a n c i a l g a i n s h a l l not be allowed without my w r i t t e n p e r m i s s i o n . Department of x/ig.u^l CKTAT^XQerC m \\ f \\ < W Vn ^ o j u . c a k ^ ° « ^ The U n i v e r s i t y o f B r i t i s h Columbia 1956 Main Mall Vancouver, Canada V6T 1Y3 ABSTRACT This study addresses the problem of how an elementary g e n e r a l i s t teacher implements u n f a m i l i a r m a t e r i a l , i n t h i s case a d r a f t a r t c u r r i c u l u m , when pro v i d e d with a s s i s t a n c e from the rese a r c h e r i n the r o l e of c o n s u l t a n t . The f o l l o w i n g q u e s t i o n was posed: To what extent are the f o l l o w i n g f a c t o r s a f f e c t i n g implementation as o u t l i n e d by F u l l a n ( 1 9 8 2 ) , evident i n the implementation of a d r a f t a r t c u r r i c u l u m guide by a g e n e r a l i s t teacher: c h a r a c t e r i s t i c s of the change, c h a r a c t e r i s t i c s at the school d i s t r i c t l e v e l , c h a r a c t e r i s t i c s at the school l e v e l and c h a r a c t e r i s t i c s e x t e r n a l to the l o c a l system A review of l i t e r a t u r e undertaken on the s t a t u s of a r t education r e v e a l s a s c a r c i t y of i n f o r m a t i o n p r o v i d i n g a d e s c r i p t i v e data base about c u r r e n t a r t t e a c h i n g p r a c t i c e s i n Canada today, and r e v e a l s a d i s c r e p a n c y between theory and p r a c t i c e i n a r t t e a c h i n g . C a r e f u l l y planned c u r r i c u l u m implementation was c i t e d as one way to e f f e c t p o s i t i v e changes i n ar t t e a c h i n g . A review of l i t e r a t u r e a l s o undertaken of the f a c t o r s a f f e c t i n g implementation of new m a t e r i a l i n classrooms focused on the four areas c i t e d above by F u l l a n (1982) . The r e s e a r c h i n v o l v e d a case study and f i e l d t e s t i n g of m a t e r i a l s with a Grade 4 /5 elementary g e n e r a l i s t t e a c h e r . Data c o l l e c t i o n i n c l u d e d o b s e r v a t i o n , i n t e r v i e w i n g and document a n a l y s i s as part of an i n d i v i d u a l i z e d r e s e a r c h method u s i n g many of the techniques a s s o c i a t e d with p a r t i c i p a n t o b s e r v a t i o n , n a t u r a l i s t i c o b s e r v a t i o n , and ethnography. F u l l a n ' s (1982) f a c t o r s a f f e c t i n g implementation were used to provide a s t r u c t u r e from which the implementation and aspects of c o n s u l t a t i o n p r o v i d e d c o u l d be analyzed. Some changes took plac e i n regards to the teacher's use of the new c u r r i c u l u m and m a t e r i a l s but there was not a s i g n i f i c a n t implementation or change i n t e a c h i n g approaches, b e l i e f s or use of new m a t e r i a l s . i v T A B L E OF C O N T E N T S A b s t r a c t i i C h a p t e r 1 . I N T R O D U C T I O N 1 . 1 P u r p o s e o f t h e S t u d y 1 1 . 2 S t a t e m e n t o f t h e P r o b l e m 2 1 . 3 S i g n i f i c a n c e o f t h e S t u d y 3 1 . 4 A s s u m p t i o n s 3 1 . 5 D e f i n i t i o n o f T e r m s 4 1 . 6 L i m i t a t i o n s o f t h e S t u d y . . 5 1 . 7 R e s e a r c h M e t h o d 5 1 . 8 O v e r v i e w o f t h e S t u d y 6 2 . L I T E R A T U R E R E V I E W - S T A T U S OF A R T E D U C A T I O N AND I M P L E M E N T A T I O N 2 . 1 I n t r o d u c t i o n . . 7 2 . 2 S t a t u s o f A r t E d u c a t i o n 7 2 . 3 I m p l e m e n t a t i o n 15 3 . R E S E A R C H M E T H O D 3 . 1 I n t r o d u c t i o n 35 3 . 2 T h e C o n c e p t u a l F r a m e w o r k o f a D e s c r i p t i v e R e s e a r c h 35 3 . 3 J u s t i f i c a t i o n o f t h e R e s e a r c h M e t h o d 39 3 . 4 D e s i g n o f S t u d y 41 3 . 5 M e t h o d o f I n q u i r y 43 3 . 6 D a t a C o l l e c t i o n a n d D a t a A n a l y s i s 51 3 . 7 C o n c l u s i o n 54 4 . T H E R E S E A R C H C O N T E X T AND A C T I V I T I E S 4 . 1 I n t r o d u c t i o n 55 4 . 2 T h e R e s e a r c h e r ' s I n t r o d u c t i o n t o t h e S c h o o l 55 4 . 3 T h e D e v e l o p m e n t o f t h e T e a c h e r - R e s e a r c h e r R e l a t i o n s h i p . 6 0 4 . 4 A n O v e r v i e w o f t h e G r a d e 4 / 5 T e a c h e r ' s A r t P r o g r a m 65 4 . 5 I n i t i a l R e a c t i o n s t o t h e C u r r i c u l u m 76 4 . 6 U s e o f t h e C u r r i c u l u m 78 5 . C O N C L U S I O N S AND R E C O M M E N D A T I O N S 5 . 1 C o n c l u s i o n s 92 5 . 2 R e c o m m e n d a t i o n s 1 0 1 B i b l i o g r a p h y 105 A p p e n d i c e s 1 0 9 1 C H A P T E R 1 I N T R O D U C T I O N R e c e n t l y a c r o s s C a n a d a t h e r e h a v e b e e n a n u m b e r o f c u r r i c u l u m c h a n g e s i n a r t i n b o t h o u r e l e m e n t a r y a n d s e c o n d a r y s c h o o l s . I n B r i t i s h C o l u m b i a a new s e c o n d a r y a r t c u r r i c u l u m was i n t r o d u c e d p r i o r t o t h e d e v e l o p m e n t a n d i m p l e m e n t a t i o n o f t h e e l e m e n t a r y c u r r i c u l u m i n t h e m i d - e i g h t i e s . O n e m a j o r d i f f e r e n c e b e t w e e n t h e t w o i s t h a t t h e e l e m e n t a r y c u r r i c u l u m w i l l b e u s e d b y g e n e r a l i s t t e a c h e r s who f o r t h e m o s t p a r t h a v e h a d o n l y o n e m e t h o d s c o u r s e i n a r t w h e r e a s t h e s e c o n d a r y c u r r i c u l u m i s d e s i g n e d t o b e u s e d b y s p e c i a l i z e d a r t t e a c h e r s . I t w o u l d s e e m t o p o s e s p e c i a l p r o b l e m s t o d e v e l o p a n d i m p l e m e n t a g u i d e i n a s p e c i f i c s u b j e c t a r e a f o r g e n e r a l i s t t e a c h e r s . I t i s t h e i n t e n t o f t h i s s t u d y t o i n v e s t i g a t e t h e p r o c e s s w h i c h a g e n e r a l i s t t e a c h e r u n d e r t a k e s w h e n f a c e d w i t h a new c u r r i c u l u m a n d t o d o c u m e n t t h e i n t e r a c t i o n s h e h a s w i t h i t w h e n p r o v i d e d w i t h t h e a s s i s t a n c e o f a n a r t c o n s u l t a n t . 1.1 P U R P O S E OF T H E S T U D Y T h e p u r p o s e o f t h i s s t u d y w a s t o i n v e s t i g a t e t h e p r o c e s s o f a l t e r i n g e x i s t i n g c l a s s r o o m p r a c t i c e s a s e x p e r i e n c e d b y a n e l e m e n t a r y g e n e r a l i s t t e a c h e r i n t h e s u b j e c t a r e a o f a r t . T h r o u g h a c a s e s t u d y m e t h o d , u t i l i z i n g a d r a f t c o p y o f t h e new B . C . M i n i s t r y o f E d u c a t i o n F i n e A r t s C u r r i c u l u m a s t h e e l e m e n t o f c h a n g e , t h e u n d e r l y i n g n a t u r e o f t h e e f f e c t s o f c h a n g i n g c l a s s r o o m p r a c t i c e s w e r e e x a m i n e d . A c t i n g a s a c o n s u l t a n t t h e r e s e a r c h e r p r o v i d e d a G r a d e 4/5 t e a c h e r w i t h new m a t e r i a l s , 2 lessons and c o n s u l t a t i o n i n a r t , using the new c u r r i c u l u m guide as the b a s i s f o r change, and then documented the teacher's i n t e r p r e t a t i o n and adaptation to these proposed c u r r i c u l u m changes. This study was i n i t i a t e d before the formal implementation of the new guide i n B r i t i s h Columbia schools and t h e r e f o r e i s viewed as a p i l o t study. It i n v e s t i g a t e s important aspects of the implementation of the guide when a teacher was pro v i d e d with expert a s s i s t a n c e of the resear c h e r a c t i n g i n the r o l e of a c o n s u l t a n t . Through the research method o u t l i n e d t h i s i n v e s t i g a t i o n i n t o classroom r e a l i t i e s w i l l c o n t r i b u t e to e x i s t i n g knowledge about implementation. 1.2 STATEMENT OF THE PROBLEM This study addresses the problem of how an elementary g e n e r a l i s t teacher i n t e r p r e t s and adapts a new a r t c u r r i c u l u m i n a t r i a l implementation s i t u a t i o n when p r o v i d e d with a s s i s t a n c e from a c o n s u l t a n t . F u l l a n ' s (1982) f a c t o r s a f f e c t i n g implementation were used to pr o v i d e a s t r u c t u r e from which the implementation and aspects of c o n s u l t a t i o n p r o v i d e d c o u l d be analyzed. These are c a t e g o r i z e d as four c h a r a c t e r i s t i c s : 1. C h a r a c t e r i s t i c s of the Change 2. C h a r a c t e r i s t i c s at the School D i s t r i c t L e v e l 3. C h a r a c t e r i s t i c s at the School L e v e l 4. C h a r a c t e r i s t i c s E x t e r n a l to the L o c a l System 3 1 . 3 S I G N I F I C A N C E OF T H E S T U D Y A r e v i e w o f r e c e n t l i t e r a t u r e ( C h a p m a n 1 9 8 2 , S a d o w y 1 9 8 4 , M a j o r 1 9 8 3 , W a l t e r s 1 9 8 0 ) r e v e a l s t h a t a c t u a l c l a s s r o o m t e a c h i n g p r a c t i c e s d o n o t r e f l e c t i m p o r t a n t a s p e c t s o f a r t e d u c a t i o n t h e o r y . W h a t e d u c a t o r s t h e o r e t i c a l l y k n o w a b o u t how a r t s h o u l d b e t a u g h t i s n o t c o n s i s t e n t w i t h w h a t i s a c t u a l l y b e i n g d o n e i n a r t c l a s s e s i n o u r s c h o o l s . O n e r e a s o n f o r t h e d i s c r e p a n c y b e t w e e n t h e t w o may b e t h a t t h e m a t e r i a l s o r g u i d e l i n e s p r o v i d e d t o t e a c h e r s f o r a r t i n s t r u c t i o n a r e n o t i m p l e m e n t e d i n t h e c l a s s r o o m . M u c h o f t h e r e s e a r c h d o n e i n a r t e d u c a t i o n c o u l d b e p o i n t l e s s i f i t i s n o t b e i n g t r a n s l a t e d i n t o p r a c t i c e i n t h e s c h o o l s . R e a l i z i n g t h a t e f f e c t i v e c u r r i c u l u m i m p l e m e n t a t i o n i s o n l y o n e o f m a n y p o s s i b l e w a y s o f i m p r o v i n g a r t t e a c h i n g , t h e p r o c e s s h a s b e e n c h o s e n a s t h e f o c u s o f t h i s s t u d y . 1 . 4 A S S U M P T I O N S 1 . T h e s t a t u s o f a r t t e a c h i n g i s s i m i l a r i n t h e U n i t e d S t a t e s a n d C a n a d a . 2 . A r t i s n o t b e i n g t a u g h t a s e f f e c t i v e l y a s i t c o u l d b e i n o u r s c h o o l s . S p e c i f i c p r o b l e m a r e a s c a n b e i d e n t i f i e d , s u c h a s a n o v e r e m p h a s i s o n p r o d u c t i o n a s o p p o s e d t o u n d e r s t a n d i n g , l a c k o f s e q u e n t i a l p r o g r a m p l a n n i n g a n d a l a c k o f u n d e r s t a n d i n g a b o u t t h e r o l e o f a r t i n g e n e r a l e d u c a t i o n . 3 . T h e new C u r r i c u l u m g u i d e , i f p r o p e r l y i m p l e m e n t e d , c o u l d i m p r o v e a r t t e a c h i n g i n t h e p r o v i n c e . 4 . W i t h o u t c a r e f u l i m p l e m e n t a t i o n t h e new B . C . a r t c u r r i c u l u m 4 guide might not be adequately used by elementary g e n e r a l i s t t e a c h e r s . 5. Elementary g e n e r a l i s t teachers are capable of t e a c h i n g an e f f e c t i v e a r t program i f given the proper support i n the way of i n s e r v i c e s , m a t e r i a l s , and c o n s u l t a t i o n s . 6 . Most a r t t e a c h i n g at the elementary l e v e l at t h i s time i s done by g e n e r a l i s t t e a chers, not by a r t s p e c i a l i s t s . 7. The l i t e r a t u r e review of i n f o r m a t i o n p e r t a i n i n g to c u r r i c u l u m development and implementation can be a p p l i e d to a r t educat i o n . 1.5 DEFINITION OF TERMS 1. The term implementation i s d i s c u s s e d by F u l l a n . \"Implementation i s the process of a l t e r i n g e x i s t i n g p r a c t i c e i n order to achieve more e f f e c t i v e l y c e r t a i n d e s i r e d l e a r n i n g outcomes f o r students\" ( F u l l a n , 1981, p.6) . Implementation i s evident when p r a c t i c e s are changed, such as when a new program i s used f o r the f i r s t time. The r o l e of implementation i n the change process i n classrooms i s as a middle stage, between the p l a n n i n g and r e v i s i o n of a new c u r r i c u l u m or program. 2. The c u r r i c u l u m used f o r the purposes of t h i s study was a d r a f t copy of the 1985 B r i t i s h Columbia Fine A r t s C u r r i c u l u m which was l a t e r i n c o r p o r a t e d as p a r t of the Elementary Fine A r t s C u r r i c u l u m Guide/Resource Book 1985. Throughout t h i s study i t i s r e f e r r e d to as the guide, c u r r i c u l u m or d r a f t guide. 5 1 . 6 L I M I T A T I O N S OF T H E S T U D Y I n i n t e r p r e t i n g t h e r e s u l t s o f t h i s s t u d y c e r t a i n f a c t o r s m u s t b e t a k e n i n t o c o n s i d e r a t i o n . A s a c a s e s t u d y t h e c o n c l u s i o n s r e a c h e d a r e r e p r e s e n t a t i v e o f o n e t e a c h e r a n d may n o t r e p r e s e n t t e a c h e r s i n g e n e r a l . T h e p r e s e n c e o f t h e r e s e a r c h e r m a y h a v e i n f l u e n c e d t h e b e h a v i o r o f t h e p a r t i c i p a n t s . A s w e l l t h e i n v e s t i g a t o r h a d h e r own b i a s e s o f s e l e c t i v e o b s e r v a t i o n . F u r t h e r t h e i n v o l v e m e n t o f t h e r e s e a r c h e r i n w o r k i n g w i t h t h e t e a c h e r may h a v e b e e n a d i s a d v a n t a g e t o o b t a i n i n g a n d r e c o r d i n g o b j e c t i v e n o t e s . I t was f e l t t h a t t h e s e w e r e o u t w e i g h e d b y t h e a d v a n t a g e s o f f i r s t - h a n d r e c o r d i n g o f b e h a v i o u r s a s t h e y o c c u r r e d . T h e n e c e s s i t y o f t h e r e s e a r c h e r i n v o l v i n g h e r s e l f w i t h t h e t e a c h e r was p a r t o f t h e o r i g i n a l p u r p o s e o f t h i s s t u d y . T i m e was a l s o a l i m i t i n g f a c t o r . A t o t a l o f 15 w e e k s was i n v o l v e d i n d a t a c o l l e c t i o n a t t h e s c h o o l . V i s i t s t o t h e s c h o o l w e r e m a d e 18 t i m e s b y t h e r e s e a r c h e r . T h e t i m e l i m i t a t i o n s b y t h e t e a c h e r w h i c h i m p i n g e d o n t h e e f f e c t i v e n e s s o f t h e s t u d y a r e d i s c u s s e d f u r t h e r i n C h a p t e r 4 . 1 . 7 T H E R E S E A R C H M E T H O D T h e r e s e a r c h i n v o l v e d a c a s e s t u d y a n d f i e l d t e s t i n g o f m a t e r i a l s w i t h a G r a d e 4 / 5 e l e m e n t a r y g e n e r a l i s t t e a c h e r . O v e r a p e r i o d o f f o u r m o n t h s t h e r e s e a r c h e r v i s i t e d t h e c l a s s r o o m a t l e a s t 3 - 4 h o u r s w e e k l y t o o b s e r v e c l a s s e s , c o l l e c t d o c u m e n t s a n d i n t e r v i e w t h e t e a c h e r . A n o v e r v i e w o f t h e c l a s s , t e a c h e r a n d a r t p r o g r a m i n p r o g r e s s w a s d o c u m e n t e d b e f o r e t h e s t u d y o f t h e 6 i m p l e m e n t a t i o n o f t h e d r a f t c o p y o f t h e a r t c u r r i c u l u m b e g a n . C o n s u l t a t i o n , m a t e r i a l s a n d \" e x p e r t a d v i c e \" w e r e p r o v i d e d t o t h e t e a c h e r a s s h e i m p l e m e n t e d a u n i t b a s e d o n t h e new c u r r i c u l u m . T h e r e s e a r c h m e t h o d u n d e r t a k e n i s b e s t d e s c r i b e d a s a f o r m o f e t h n o g r a p h y b e c a u s e i t s o u g h t d e t a i l e d i n s i g h t i n t o c h a n g e s t a k i n g p l a c e b e t w e e n a t e a c h e r , h e r s t u d e n t s a n d new m a t e r i a l s i n t h e i r c l a s s r o o m . T h e s u b t l e t i e s a n d c o m p l e x i t i e s o f c h a n g e w e r e \" t h e p i c t u r e \" o f t h e c l a s s r o o m t h a t t h i s r e s e a r c h p r o v i d e s . T h e r e s e a r c h e r a d a p t e d t h e m e t h o d s o f r e s e a r c h i n v o l v i n g p a r t i c i p a n t o b s e r v a t i o n , n a t u r a l i s t i c o b s e r v a t i o n , q u a l i t a t i v e r e s e a r c h , a n d f i e l d s t u d y i n s o f a r a s t h e s e w e r e b e n e f i c i a l i n p r o v i d i n g t h e i n f o r m a t i o n s o u g h t . A s a p a r t i c i p a n t o b s e r v e r t h e r e s e a r c h e r c o l l e c t e d f i e l d n o t e s f r o m o b s e r v a t i o n , i n t e r v i e w i n g , a n d d o c u m e n t a n a l y s i s . T h e d a t a c o l l e c t e d w e r e a n a l y z e d , c a t e g o r i z e d a n d s u m m a r i z e d . 1 . 8 O V E R V I E W OF T H E S T U D Y T h i s s t u d y c o n t i n u e s w i t h a l i t e r a t u r e r e v i e w o n t h e s t a t u s o f a r t e d u c a t i o n a n d i m p l e m e n t a t i o n i n C h a p t e r 2 . C h a p t e r 3 i n c l u d e s a d i s c u s s i o n o f t h e r e s e a r c h m e t h o d a n d t h e j u s t i f i c a t i o n f o r u s i n g t h i s m e t h o d . T h e r o l e o f t h e r e s e a r c h e r a s a p a r t i c i p a n t o b s e r v e r i s d e t a i l e d a n d m e t h o d o f d a t a c o l l e c t i o n a n d a n a l y s i s o f d a t a o u t l i n e d . I n C h a p t e r 4 t h e o b s e r v e r ' s i n t r o d u c t i o n t o t h e s c h o o l , d e v e l o p m e n t o f t h e t e a c h e r - r e s e a r c h e r r e l a t i o n s h i p , a n d d e s c r i p t i o n o f t h e t e a c h e r ' s a r t p r o g r a m a r e c o n d e n s e d f r o m f i e l d n o t e s . A f t e r t h e new d r a f t c u r r i c u l u m w a s g i v e n t o t h e t e a c h e r h e r i n i t i a l r e a c t i o n s w e r e 7 r e c o r d e d a s w e l l a s h e r u s e o f i t d u r i n g t h e p l a n n i n g a n d e x e c u t i o n o f a u n i t . C o n c l u s i o n s a n d r e c o m m e n d a t i o n s a r e m a d e i n C h a p t e r 5 . 8 C H A P T E R 2 R E V I E W OF L I T E R A T U R E - S T A T U S OF A R T E D U C A T I O N AND I M P L E M E N T A T I O N 2 . 1 I N T R O D U C T I O N A r e v i e w \" o n t h e s t a t u s o f a r t e d u c a t i o n a s d e s c r i b e d b y v a r i o u s a r t e d u c a t o r s p r o v i d e s e v i d e n c e t h a t i m p r o v e m e n t s c o u l d b e m a d e i n a r t t e a c h i n g p r a c t i c e s . T h e d e v e l o p m e n t a n d i m p l e m e n t a t i o n o f a r t c u r r i c u l u m s a r e o n e way t o a m e l i o r a t e t h e d e f i c i e n c i e s s h o w n t o e x i s t . C h a r a c t e r i s t i c s o f t h e l i t e r a t u r e a v a i l a b l e o n t h e s t a t u s o f a r t e d u c a t i o n a r e o u t l i n e d f o l l o w e d b y a d i s c u s s i o n o f w h a t t h i s l i t e r a t u r e r e v e a l s a b o u t t h e s t a t u s o f a r t e d u c a t i o n . T h e n a r e v i e w o f l i t e r a t u r e o n i m p l e m e n t a t i o n , g e n e r a l l y i n e d u c a t i o n , a n d s p e c i f i c a l l y i n a r t e d u c a t i o n w h e n l i t e r a t u r e was a v a i l a b l e was u n d e r t a k e n . F a c t o r s a f f e c t i n g i m p l e m e n t a t i o n a r e d i s c u s s e d a c c o r d i n g t o f o u r c h a r a c t e r i s t i c s o u t l i n e d b y F u l l a n ( 1 9 8 2 ) . 2 . 2 S T A T U S OF A R T E D U C A T I O N C H A R A C T E R I S T I C S OF T H E L I T E R A T U R E T h e r e a r e f o u r c h a r a c t e r i s t i c s r e g a r d i n g t h e l i t e r a t u r e o n t h e s t a t u s o f a r t e d u c a t i o n : 1) t h e s c a r c i t y o f a v a i l a b l e i n f o r m a t i o n 2) e m p h a s i s o n s u r v e y s 3) A m e r i c a n - C a n a d i a n s i m i l a r i t i e s 4) a n d t h e l a c k o f c h a n g e o v e r t i m e . E a c h o f t h e s e w i l l b e d i s c u s s e d , f o l l o w e d b y a r e v i e w o f t h e c o n t e n t o f t h e l i t e r a t u r e . 9 F i r s t l y i t can be noted that there i s a s c a r c i t y of i n f o r m a t i o n upon which to determine the s t a t u s of a r t education i n our elementary s c h o o l s . It has been w e l l documented that a r t education l a c k s a d e s c r i p t i v e data base. Chalmers and Gray wrote \"considered o p i n i o n i s that North American a r t education c u r r i c u l u m and i n s t r u c t i o n research s t i l l l a c k s an adequate data base\" (1980, p.3) and Gray (1984) commented upon \"the scarce and obscure Canadian data c o l l e c t i o n s \" (Gray, 198 4, p.7) . S i m i l a r l y Chapman w r i t e s that the \" c o n d i t i o n s under which schools o f f e r i n s t r u c t i o n have not been w e l l documented\" (Chapman, 1982, p.13) and \"the study of e d u c a t i o n a l s e t t i n g s and the c o n d i t i o n s under which the a r t teacher works are n e g l e c t e d i n r e s e a r c h \" (Chapman, 1982, p.107). In 1976 Hodder undertook a study of the a r t f a c i l i t i e s i n the elementary schools of B r i t i s h Columbia because \"no r e l i a b l e i n f o r m a t i o n was a v a i l a b l e to educators concerning the s t a t u s of a r t education i n elementary schools other than i n f o r m a t i o n d e r i v e d from well-meant \"guestimates\" of i n d i v i d u a l t e a c h e r s , p r o f e s s o r s and a d m i n i s t r a t o r s \" (Hodder, 1979, p.30). Many a r t educators reasonably conclude that there i s l i t t l e i n f o r m a t i o n a v a i l a b l e on the s t a t u s of a r t education i n our s c h o o l s . Secondly, the i n f o r m a t i o n a v a i l a b l e p e r t a i n i n g to the s t a t u s of a r t e d u c a t i o n has overwhelmingly been generated from surveys and q u e s t i o n n a r i e s which y i e l d s t a t i s t i c a l data (Chappell, 1976; Chapman, 1978; M i l l s , 1981; Hodder, 1979). They have p r o v i d e d i n f o r m a t i o n about a v a r i e t y of items from p u p i l enrollment to time a l l o t t e d to a r t c l a s s e s , t r a i n i n g of t e a c h e r s , resources and 10 f a c i l i t i e s i n a r t education and program content i n a r t . The responses from hundreds of respondents r e v e a l general trends i n ar t education but do not r e v e a l the i n t r i c a c i e s of classroom t e a c h i n g through d i r e c t o b s e r v a t i o n . Chapman notes that \"accurate d e s c r i p t i o n s of a r t programs are r a r e \" (Chapman, 1982, p.107). Jackson (1968), Goodlad and K l e i n (1974) and others have provided i n f o r m a t i o n about schools through d i r e c t o b s e r v a t i o n . These o b s e r v a t i o n a l or ethnographic methods which provide new data, and have done so on other aspects of school p r a c t i c e s , have been l a c k i n g i n a r t educ a t i o n . F u r t h e r , the i n f o r m a t i o n which i s a v a i l a b l e may t e l l us what people would l i k e us to b e l i e v e i s happening i n schools, r a t h e r than what a c t u a l l y o c c u r s . Comments such as the f o l l o w i n g t e l l only part of what i s going on du r i n g a r t c l a s s e s . \"Almost a l l teachers devote one hour per week to a r t , as w e l l as i n t e g r a t i n g i t with other s u b j e c t s . Most use c u r r i c u l u m guides and have access to c o n s u l t a n t help\" (Arts, A Survey, 1983 ) . Hodder reminds us that \"the simple i n c l u s i o n of a sub j e c t i n the programme of s t u d i e s does not ensure that i t w i l l be taught w e l l or even that i t w i l l be taught at a l l \" (Hodder, 1979, p.39). T h i r d l y , h i s t o r i c a l l y a r t education i n Canada has had str o n g l i n k s to the U n i t e d S t a t e s . These continue to e x i s t today. The m a j o r i t y of books used i n teacher t r a i n i n g courses i n Canada are by American authors, many u n i v e r s i t y p r o f e s s o r s i n a r t education departments i n Canada were themselves educated at the graduate l e v e l i n the U n i t e d S t a t e s , and \"American a r t educa t i o n ideas and resources s t i l l flow over the border and i n t o our schools and u n i v e r s i t i e s \" (Gray & Chalmers, 1981, p . l ) . 11 K i n g c o m m e n t s o n s o m e o f t h e c u r r e n t p r o b l e m s f a c e d b y A m e r i c a n a r t t e a c h e r s . He m a k e s t h e p o i n t t h a t \" E i s n e r s p e l l s o u t t h e s i t u a t i o n v e r y c l e a r l y w i t h r e s p e c t t o A m e r i c a n e l e m e n t a r y s c h o o l s . W h a t c o n c e r n s me i s t h a t t h e C a n a d i a n s i t u a t i o n d o e s n o t a p p e a r s i g n i f i c a n t l y b e t t e r \" ( K i n g , 1 982 , p . 1 5 ) . G r a y w r i t e s o f t h e m u t u a l r e l a t i o n s h i p b e t w e e n t h e t w o c o u n t r i e s a n d n o t e s t h a t t h e r e a r e m o r e s i m i l a r i t i e s t h a n d i s s i m i l a r i t i e s b e t w e e n t h e t w o . T h e r e f o r e i t s e e m s r e a s o n a b l e f o r t h e p u r p o s e s o f t h i s s t u d y t o i n c l u d e t h e A m e r i c a n i n f o r m a t i o n a v a i l a b l e a b o u t t h e s t a t u s o f a r t e d u c a t i o n , a n d a s s u m e t h a t i n a g e n e r a l way i t a l s o r e f l e c t s p r a c t i c e s i n C a n a d a . F o u r t h l y a n d f i n a l l y i t s e e m s t h a t , m u c h a s we w o u l d l i k e t o b e l i e v e t h a t t h e r e h a v e b e e n r a d i c a l c h a n g e s i n e d u c a t i o n o v e r t h e p a s t f e w y e a r s , g e n e r a l l y t h e t e a c h i n g s i t u a t i o n h a s n o t c h a n g e d v e r y m u c h . A r t e d u c a t i o n c a n n o t m a k e c l a i m s t h a t a r e v e r y d i f f e r e n t . \" A r t e d u c a t i o n i n C a n a d a ' s p u b l i c s c h o o l s s e e m n o t t o h a v e c h a n g e d m u c h o v e r t h e p a s t f i f t e e n y e a r s \" ( G r a y & C h a l m e r s , 1 9 8 0 , p . l ) . T h e r e f o r e t h i s l i t e r a t u r e r e v i e w w i l l s u m m a r i z e t h e i n f o r m a t i o n a v a i l a b l e d u r i n g t h e p a s t f i f t e e n y e a r s o n t h e s t a t u s o f a r t e d u c a t i o n a n d a s s u m e i t t o b e i n d i c a t i v e o f p r a c t i c e s s t i l l e x i s t i n g t o d a y . C O N T E N T OF T H E L I T E R A T U R E A g e n e r a l i m p r e s s i o n g a i n e d f r o m a r e v i e w o f t h e l i t e r a t u r e i s t h a t w h i l e t h e r e h a v e b e e n s o m e i m p r o v e m e n t s i n a r t e d u c a t i o n i n o u r s c h o o l s , t h e r e a r e s t i l l m a n y a r e a s o f p o s s i b l e i m p r o v e m e n t s . T h e s t a t u s o f a r t e d u c a t i o n l i t e r a t u r e r e v e a l s a m u c h d i s c u s s e d g a p b e t w e e n t h e o r y a n d p r a c t i c e i n e d u c a t i o n . 12 T h e r e i s a d i s c r e p a n c y b e t w e e n w h a t a r t e d u c a t o r s t h e o r e t i c a l l y k n o w a b o u t how a r t s h o u l d b e t a u g h t a n d w h a t h a s b e e n t r a n s l a t e d i n t o c l a s s r o o m p r a c t i c e s . P r o b l e m s c i t e d b y v a r i o u s w r i t e r s i n c l u d e l a c k o f m o n e y , t o o f e w a r t s p e c i a l i s t s , a t t i t u d i n a l d i f f i c u l t i e s , i n s u f f i c i e n t r e s o u r c e s a n d f a c i l i t i e s a s w e l l a s w e a k n e s s e s i n t e a c h e r t r a i n i n g . C h a p m a n p r o v i d e s t h o r o u g h r e c e n t s t a t e m e n t s r e g a r d i n g t h e s t a t u s o f a r t e d u c a t i o n t o d a y . I n h e r b o o k I n s t a n t A r t , I n s t a n t C u l t u r e s h e d e s c r i b e s t h e a r t b e i n g t a u g h t i n o u r s c h o o l s a s \" i n s t a n t a r t \" . \" I n s t a n t a r t , l i k e m a n y o t h e r i n s t a n t p r o d u c t s i n o u r l i v e s , m a k e s f e w d e m a n d s o n a l l who p a r t i c i p a t e i n i t . I t r e q u i r e s m i n i m u m s k i l l , l i t t l e o r n o k n o w l e d g e , t h e l e a s t p o s s i b l e e f f o r t , a n d p r a c t i c a l l y n o i n v e s t m e n t o f t i m e . I n s t a n t a r t i s s h a m , b u t i t h a s b e c o m e t h e s t a n d a r d f a r e A m e r i c a n s c h o o l s o f f e r t o m o s t o f o u r y o u n g p e o p l e \" ( C h a p m a n , 1 9 8 2 , p . x i i i ) . S h e s t a t e s f u r t h e r t h a t w h a t we o f f e r t o s t u d e n t s i s \" l i t t l e m o r e t h a n t o k e n e x p o s u r e \" t o a r t , a n d o f t e n we m i s e d u c a t e o r d o w o r s e t h a n i f we d i d n o t t e a c h a r t a t a l l . S h e w r i t e s a b o u t t h e i m p o r t a n c e o f c h a n g i n g a t t i t u d e s a n d t e a c h i n g p r a c t i c e s i n a r t e d u c a t i o n . W a l t e r s r e p e a t s t h i s b y s t a t i n g t h a t t o i m p r o v e t h e c u r r e n t s i t u a t i o n , a t t i t u d e s b y t e a c h e r s , a d m i n i s t r a t o r s a n d t h e c o m m u n i t y n e e d t o b e r e - e v a l u a t e d ( W a l t e r s , 1 9 8 0 ) . L e s s o p t i m i s t i c a b o u t t h e p r e s e n t a n d f u t u r e , S a d o w y w r i t e s \" C l o u d s o f d o o m h a n g h e a v i l y o n t h e h o r i z o n o f a r t e d u c a t i o n . . . t h e d r o u g h t o f m e a n i n g f u l a r t e d u c a t i o n c o n t i n u e s i n t h e e l e m e n t a r y s c h o o l s \" ( S a d o w y , 1 9 8 4 , p . 4 3 ) . A s d o e s C h a p m a n , 13 s h e s u g g e s t s t h a t i n o r d e r t o s e e i m p r o v e m e n t s i n a r t t e a c h i n g u n d e r l y i n g p h i l o s o p h i e s a n d b a s i c b e l i e f s a n d a t t i t u d e s a b o u t a r t e d u c a t i o n n e e d t o b e r e a s s e s s e d b y o u r t e a c h e r s . T h e r e l a t i v e l y l o w v a l u e w h i c h a r t e d u c a t i o n c o m m a n d s i n o u r s o c i e t y a n d w h i c h i s p e r p e t u a t e d b y o u r e d u c a t i o n a l s y s t e m , i s c a u s e f o r c o n c e r n . \"We a r e s a y i n g t h a t t h e a r t s a r e i m p o r t a n t i n r e a l l i f e b u t t h a t e d u c a t i o n i s a s e r i o u s b u s i n e s s a n d t h e r e i s n o t i m e t o w a s t e o n m a r g i n a l s u b j e c t s , m e a n i n g a r t \" ( M a j o r , 1983 , p . 2 ) . S i m i l a r i l y E f l a n d w r i t e s \" t h a t a r t i s n o t r e g a r d e d a s t h e m o s t v a l u e d o f s c h o o l s u b j e c t s i s d r i v e n home w i t h r e p e a t e d r e g u l a r i t y \" ( E f l a n d , 1976 , p . 3 7 ) . W a l t e r s c a n d i d l y d e s c r i b e s t h e s i t u a t i o n i n M a n i t o b a . \" V i s u a l a r t p r o g r a m s a t a l l l e v e l s a r e a l m o s t e n t i r e l y d e p e n d e n t o n t h e i n t e r e s t s , i n i t i a t i v e a n d s k i l l s o f i n d i v i d u a l t e a c h e r s . T h e g e n e r a l p i c t u r e w h i c h e m e r g e s i s o n e o f u n c o n n e c t e d a c t i v i t i e s i n t e n d e d t o g i v e s t u d e n t s s o m e t h i n g i n t e r e s t i n g a n d e n j o y a b l e t o d o . P r o g r a m s a r e r a r e l y k n i t t o g e t h e r i n a n y s o r t o f c u r r i c u l u m d e s i g n o r s e q u e n c e o f s k i l l d e v e l o p m e n t . A r t c l a s s e s a r e a s e r i e s o f o n e s h o t a c t i v i t e s , t h a t i s , e a s y p r o j e c t s w h i c h c a n b e c o m p l e t e d ( o r n o t ) i n o n e l e s s o n a n d j u s t a s q u i c k l y f o r g o t t e n ; r a t h e r t h a n a c o n t i n u o u s p r o g r a m w h i c h a t t e m p t s t o d e v e l o p s k i l l s , a e s t h e t i c a w a r e n e s s , i m a g i n a t i o n o r a n y c l e a r l y d e f i n e d g o a l s t h r o u g h a p l a n n e d s e q u e n c e o f a c t i v i t i e s \" ( W a l t e r s , 1 9 8 0 , p . 2 8 ) . K u z m i n s k i r e p o r t s f r o m S a s k a t c h e w a n \" O c c a s i o n a l g o o d c l a s s e s i n a l l t h e s e s u b j e c t s ( f i n e a r t s ) d o e x i s t , b u t t h e y a r e t h e e x c e p t i o n r a t h e r t h a n t h e r u l e \" ( 1980 , p . 1 7 ) . K i n g m a k e s t h e 14 p o i n t t h a t t h e r a n g e o f a r t t e a c h i n g a t t h e e l e m e n t a r y l e v e l s e e m s m u c h b r o a d e r t h a n a t o t h e r l e v e l s , t o i n c l u d e b o t h p o o r a n d e x e m p l a r y p r o g r a m s ( K i n g , 1 982 ) . H o d d e r s e e s t h a t t h e d i f f i c u l t y l i e s i n t h a t \" t h e t r a d i t i o n a l r o l e o f a r t e d u c a t i o n a s a p e r i p h e r a l a c t i v i t y i n t h e s c h o o l c u r r i c u l u m h a s b e e n r e - e m p h a s i z e d i n t h e l i g h t o f r e c e n t c o n c e r n s a b o u t v e r b a l l i t e r a c y \" ( H o d d e r , 197 9, p . 3 8 ) . H i s s u r v e y o f e l e m e n t a r y s c h o o l s i n B . C . r e v e a l e d l a c k o f r e s o u r c e s , f a c i l i t i e s , a d e q u a t e l y t r a i n e d t e a c h e r s i n a r t a n d v e r y l i t t l e u s e o f a s e q u e n t i a l a r t c u r r i c u l u m . K i n g s u m s u p t h e s t a t u s o f a r t e d u c a t i o n b y s t a t i n g a b o u t A l b e r t a \" A r t p r o g r a m m i n g i n A l b e r t a h a s n ' t r e a c h e d a l e v e l w h e r e we c a n b e c o n t e n t w i t h w h a t w e ' v e a c c o m p l i s h e d \" ( K i n g , 1982 , p . 1 7 ) . R e c o m m e n d a t i o n s t o i m p r o v e t h e s i t u a t i o n i n c l u d e a m o n g o t h e r t h i n g s d e v e l o p m e n t a n d i m p l e m e n t a t i o n o f new a r t c u r r i c u l u m g u i d e s i n e l e m e n t a r y s c h o o l s . H o d d e r w r i t e s t h a t \" t h e g r e a t e s t n e e d l i e s i n t h e a r e a o f a r t c u r r i c u l u m d e v e l o p m e n t a n d t h e g r e a t e s t r e s p o n s i b i l i t y l i e s w i t h t h o s e c h a r g e d w i t h d e v e l o p i n g a c u r r i c u l u m . L e s s t h a n 10% o f t h e s c h o o l s i n d i c a t e t h a t a s e q u e n t i a l a r t c u r r i c u l u m i s e i t h e r i n e f f e c t o r b e i n g p l a n n e d i n t h e i r s c h o o l d i s t r i c t s ( H o d d e r , 1979) . T h e d e v e l o p m e n t a n d i m p l e m e n t a t i o n o f a r t c u r r i c u l u m g u i d e s c o u l d b e o n e way t o e f f e c t p o s i t i v e c h a n g e s i n t h e c u r r e n t s t a t u s o f a r t e d u c a t i o n . C O N C L U S I O N A r e v i e w o f l i t e r a t u r e o n t h e s t a t u s o f a r t e d u c a t i o n h a s r e v e a l e d f o u r c h a r a c t e r i s t i c s : 1) a s c a r c i t y o f i n f o r m a t i o n o r a d e s c r i p t i v e d a t a b a s e 2) i n f o r m a t i o n w h i c h i s a v a i l a b l e h a s 15 overwhelmingly been generated from surveys and q u e s t i o n n a r i e s which y i e l d s t a t i s t i c a l data 3) much in f o r m a t i o n i s American but can be assumed to r e f l e c t t e a c h i n g p r a c t i c e s i n Canada a l s o 4) g e n e r a l l y changes i n te a c h i n g p r a c t i c e s i n a r t have not a l t e r e d d u r i n g the past 15 years. The content of the l i t e r a t u r e on the st a t u s of a r t education r e v e a l s a much d i s c u s s e d d i s c r e p a n c y between theory and p r a c t i c e . 2.3 IMPLEMENTATION The study of implementation i n a r t education being of only recent i n t e r e s t , has not y i e l d e d an abundance of l i t e r a t u r e . Horsland (1982) i n h i s study of a r t c u r r i c u l u m implementation noted i n the l i t e r a t u r e an abundance of c u r r i c u l u m development p r o j e c t s , c u r r i c u l u m guides and d e s c r i p t i o n s of a r t a c t i v i t e s and resource m a t e r i a l s , but l i t t l e d i s c u s s i o n of a r t c u r r i c u l u m implementation. He r e p o r t e d that \"many c u r r i c u l a are being developed, but there are few s t u d i e s that e i t h e r analyze t h e i r long-term impact or observe and i n t e r p r e t any r e l a t e d implementation e f f o r t s \" (Horsland, 1982 , p .6 ) . Therefore, i t was necessary to review the ge n e r a l i n f o r m a t i o n on implementation and when a v a i l a b l e s p e c i f i c i n f o r m a t i o n on implementation i n a r t educat i o n . Recently vast sums of money, energy and time have been spent on d e v e l o p i n g c u r r i c u l u m s i n a l l s u b j e c t areas i n ed u c a t i o n . \"Canadian and American e d u c a t i o n a l scenes spawned such a myriad of c u r r i c u l u m p r o j e c t s that C a r l s o n (1965) equated t h i s development a c t i v i t y with the \"advanced s t a t e s of a r e v o l u t i o n i n education\" (Common, 1980, p.3). These s t u d i e s were mainly i n t e r e s t e d i n the development of c u r r i c u l u m and i t s e v a l u a t i o n and not t h e i r implementation. It was assumed that a f t e r development of the c u r r i c u l u m i t would n a t u r a l l y f o l l o w that the teacher would put i t i n t o p r a c t i c e . It became i n c r e a s i n g l y obvious that the c u r r i c u l u m i n n o v a t i o n s being developed were not f i n d i n g t h e i r way i n t o classrooms as had been intended. \"In 1970, Goodlad and K l e i n (1970) d i s c o v e r e d that many of the most noted and recommended c u r r i c u l u m i n n o v a t i o n s were e i t h e r dimly conceived or, at best, p a r t i a l l y r e a l i z e d i n schools c l a i m i n g t h e i r use\" (Common, 1980, p.3). They wrote \"many of the changes we have b e l i e v e d to be t a k i n g p l a c e i n s c h o o l i n g have not been g e t t i n g i n t o classrooms; changes widely recommended f o r schools over the past 15 years were b l u n t e d on school and classroom doors\" (Goodlad & K l e i n , 1970, p.97). C u r r i c u l u m developers had been attempting to develop c u r r i c u l u m s that were \"teacher proof\" i n order to minimize the teacher's involvement i n implementation (Coles, 1981; Werner, 1981). They began to r e a l i z e that f a r from d e v e l o p i n g \"teacher p r o o f \" c u r r i c u l u m s they needed to contend with the f a c t that t h e i r i n n o v a t i o n s were only p r o p o s a l s f o r change and f o r these to be put i n t o p r a c t i s e they would need to be implemented by t e a c h e r s . \"Many attempts at p o l i c y change have c o n c e n t r a t e d on product development, l e g i s l a t i o n , and other on paper change i n a way which ig n o r e d the f a c t t h a t what people d i d and d i d not do was the c r u c i a l v a r i a b l e \" ( F u l l a n , p.54, 1982) . The development of a c u r r i c u l u m came to be seen as only the beginning of the process i n v o l v e d i n e d u c a t i o n a l change. An emphasis on implementation and the teacher's r o l e became a new f o c a l p o i n t f o r c u r r i c u l u m change (Horsland, 1982) . F o l l o w i n g the development of a c u r r i c u l u m four general stages have been i d e n t i f i e d i n the change process: 1) i n i t i a t i o n or adoption which i s the d e c i s i o n to go ahead with the change, 2) the implementation or i n i t i a l use which i n c l u d e s the f i r s t attempts at change u s u a l l y d u r i n g the f i r s t 2-3 years, 3) c o n t i n u a t i o n 4) outcome ( F u l l a n , 1982). The i n i t i a t i o n or adoption of c u r r i c u l u m guides i n Canada i s g e n e r a l l y done by the Department of Education. Guides are r e v i s e d every few years i n a l l s u b j e c t areas as part of ongoing r e v i s i o n s . The Department of Education, once i t has decided to r e v i s e a guide, appoints a committee, arranges funding and sets the b a s i c procedure. The department i n i t i a t e s the a c t i o n and maintains c o n t r o l d u r i n g the developmental process. It a l s o i n i t i a t e s the implementation but then passes c o n t r o l of t h i s over to the s c h o o l d i s t r i c t s . \"In B.C. c u r r i c u l u m i s developed at the P r o v i n c i a l l e v e l , but r e s p o n s i b i l i t y f o r implementation i s l e f t to the l o c a l s c h o o l d i s t r i c t \" (Coles, 1981, p.18). The new B.C. Elementary Fine A r t s C u r r i c u l u m Guide i s an example of such a guide that was developed under the Department of Education and then d i s t r i b u t e d to the s c h o o l d i s t r i c t s to be implemented l o c a l l y . The e f f e c t s of the guide are widespread i n terms of time, u s u a l l y ten to f i f t e e n years, and scope, s i n c e every teacher 18 t e a c h i n g a r t i n the province should have a copy of the guide. \"The p r o v i n c i a l guide i s the only way i n which change i n a r t education can be e f f e c t e d across the province and one of the few e f f e c t i v e ways to improve programs i n g e n e r a l \" (Walters & H a r r i s , 1984, p.15). Across Canada provinces each have t h e i r own guides which set the p o l i c y f o r a r t te a c h i n g i n that p r o v i n c e . \"A c u r r i c u l u m i s a p o l i c y document; i t p r e s c r i b e s and suggests; i t sets c e r t a i n l i m i t s . As i t s t a t e s what ought to be done i t i s meant to be acted upon\" (Daniels & Wright, 1980, I n t r o . ) . The second stage i n the change process, implementation, i s the focus of t h i s study. Recent research r e v e a l s that implementation i s a complex and d i f f i c u l t undertaking \" r e l a t e d to pl a n n i n g and c o o r d i n a t i n g a m u l t i l e v e l s o c i a l process i n v o l v i n g thousands of people\" ( F u l l a n & Park, 1981, p . l ) . Some general p o i n t s about implementation w i l l be made f o l l o w e d by a summary of the f a c t o r s a f f e c t i n g implementation. A r e c u r r i n g theme i n the l i t e r a t u r e i s that implementation must be seen as a c o n t i n u i n g process ( G u i d e l i n e s , 1982; Common, 1980). \"Program implementation must be seen, not as a s i n g l e event, or even as a f i x e d s e r i e s of events, but as a process o c c u r r i n g over time and r e q u i r i n g f l e x i b i l i t y and a d a p t a b i l i t y \" ( G u i d e l i n e s , 1982, p.5) . M i s t a k e n l y , o f t e n i t i 3 assumed that change i s the r e s u l t of an a d m i n i s t r a t i v e d e c i s i o n , and as such i s a d e c i s i o n - p o i n t r a t h e r than a p r o c e s s . McLaughlin, working as part of Rand's Change Agent Study, d e s c r i b e s s u c c e s s f u l implementation as a process of mutual a d a p t a t i o n . He found that \"implementation d i d not merely i n v o l v e the d i r e c t and 19 s t r a i g h t f o r w a r d a p p l i c a t i o n o f a n e d u c a t i o n a l t e c h n o l o g y o r p l a n . I m p l e m e n t a t i o n was a d y n a m i c o r g a n i z a t i o n a l p r o c e s s t h a t was s h a p e d o v e r t i m e b y i n t e r a c t i o n s b e t w e e n p r o j e c t g o a l s a n d m e t h o d s , a n d t h e i n s t i t u t i o n a l s e t t i n g \" ( M c L a u g h l i n , 1976 , p . 3 4 1 ) . F u l l a n ( 1980 ) n a m e s t h i s a m u t u a l - a d a p t a t i o n o r e v o l u t i o n a r y p e r s p e c t i v e , a s o p p o s e d t o t h e f i d e l i t y a p p r o a c h w h i c h a s s u m e s t h a t o n c e a n i n n o v a t i o n h a s b e e n d e v e l o p e d i t s h o u l d b e i m p l e m e n t e d i n t h e o n e \" c o r r e c t \" way a s o u t l i n e d b y t h e d e v e l o p e r . Common d e s c r i b e s i m p l e m e n t a t i o n a s a p r o b l e m s o l v i n g p r o c e s s w h e r e o p e n c o m m u n i c a t i o n i s n e c e s s a r y b e t w e e n e v e r y o n e i n v o l v e d . T h e d e v e l o p m e n t a n d i m p l e m e n t a t i o n o f a c u r r i c u l u m t h e n i s s e e n a s a c o n t i n u i n g p r o c e s s , o f t e n t a k i n g p l a c e o v e r s e v e r a l y e a r s . T h e c u r r i c u l u m i s c o n t i n u a l l y b e i n g c h a n g e d , a d a p t e d , a n d m o d i f i e d t h r o u g h u s e b y t e a c h e r s s o t h a t t h e l i n e s d r a w n b e t w e e n d e v e l o p m e n t a n d i n i t i a t i o n , i m p l e m e n t a t i o n a n d c o n t i n u a t i o n i n t h e c h a n g e p r o c e s s a r e i n f a c t n o n - e x i s t e n t . T h e t e a c h e r i n v o l v e d i n t h i s p r o c e s s g o e s t h r o u g h s t a g e s i n t h e l e v e l o f u s e o f t h e new p r o g r a m . T h e s e l e v e l s o f u s e h a v e b e e n d o c u m e n t e d b y ( H a l l e t a l , 1975) b e g i n n i n g w i t h t h e s t a g e a t w h i c h t h e u s e r h a s n o k n o w l e d g e o f t h e c u r r i c u l u m , c o n t i n u i n g t o f i r s t u s e , r o u t i n u e u s e a n d f i n a l l y a d v a n c e d u s e o f t h e c u r r i c u l u m i n c l u d i n g a d a p t a t i o n a n d m o d i f i c a t i o n s t o s u i t p e r s o n a l s i t u a t i o n s . S i m i l a r i l y H a v e l o c k o u t l i n e s a 3ix s t e p s e q u e n c e : a w a r e n e s s , i n t e r e s t , e v a l u a t i o n , t r i a l , a d o p t i o n a n d i n t e g r a t i o n ( H a v e l o c k , 1 970 ) . Implementation must a l s o be seen as m u l t i d i m e n s i o n a l . C e r t a i n l y i t i n v o l v e s the use of new m a t e r i a l s , and new te a c h i n g approaches and s k i l l s but beneath these o f t e n a very d i f f i c u l t change must take place i n regards to p h i l o s o p y and b e l i e f s u n d e r l y i n g a p a r t i c u l a r approach. F u l l a n ' s view i s that a l l three of these are i n t e r r e l a t e d and necessary f o r there to be what he co n s i d e r s a s i g n i f i c a n t or fundamental change ( F u l l a n , 1981). As such implementation i s an extremely complex l e a r n i n g , s o c i a l and adaptive process. Implementation i s brought about as the r e s u l t of changes experienced by people ( F u l l a n & Park, 1981) . Because i n d i v i d u a l teachers b r i n g about changes the implementation process must focus on people and t h e i r needs. In connection with t h i s they suggest that i n d i v i d u a l s a l l experience change i n t h e i r own way and t h e r e f o r e implementation i s a p e r s o n a l experience and w i l l be d i f f e r e n t f o r everyone. The d i s c r e p a n c i e s between the development of a c u r r i c u l u m and i t s use by teachers that have been shown to e x i s t have been e x p l a i n e d i n many ways. Coles notes \"the m a j o r i t y of the l i t e r a t u r e c i t e s the root of the problem as the f a i l u r e to adequately a t t e n d to any one of a number of f a c t o r s a f f e c t i n g the implementation of an i n n o v a t i o n \" (Coles, 1981, p.13) . The f a c t o r s a f f e c t i n g implementation are d i s c u s s e d by many authors but probably most c o n c i s e l y o u t l i n e d by F u l l a n (1982) He has c a t e g o r i z e d the f a c t o r s a f f e c t i n g the implementation process under four headings: A. C h a r a c t e r i s t i c s of the Change 21 B . C h a r a c t e r i s t i c s a t t h e S c h o o l D i s t r i c t L e v e l C . C h a r a c t e r i s t i c s a t t h e S c h o o l L e v e l D . C h a r a c t e r i s t i c s E x t e r n a l t o t h e L o c a l S y s t e m E a c h o f t h e s e c h a r a c t e r i s t i c s w i l l b e f u r t h e r d i v i d e d a n d t h e i r c o m p o n e n t p a r t s d i s c u s s e d a s i m p o r t a n t f a c t o r s i n t h e i m p l e m e n t a t i o n p r o c e s s . C H A R A C T E R I S T I C S OF T H E C H A N G E N e e d a n d R e l e v a n c e o f t h e C h a n g e : A k e y f a c t o r i n i m p l e m e n t a t i o n i s t h e t e a c h e r s ' s u p p o r t o f t h e p r o p o s e d c h a n g e s a n d a d e s i r e t o i m p l e m e n t t h e m . \" I t now a p p e a r s a b u n d a n t l y c l e a r t o u s t h a t n o d e p t h o f s c h o l a r s h i p , n o t e c h n i c a l e x c e l l e n c e , n o c l a s s r o o m e x p e r t i s e w i l l s e r v e t h e n e e d s o f t h e n e w . . . p r o g r a m u n l e s s t h e p e r s o n a l i t y a n d d i s p o s i t i o n o f t h e t e a c h e r a r e s u p p o r t i v e o f i t s i n t e n t s \" ( W e r n e r , 1 9 8 1 , p . 1 4 2 ) . T h e d e g r e e t o w h i c h t h e n e e d f o r c h a n g e i s p e r c e i v e d b y t h o s e i n v o l v e d a f f e c t s i m p l e m e n t a t i o n . I n o r d e r t o s e e a r e a s o n f o r a c h a n g e t e a c h e r s m u s t b e d i s s a t i s f i e d w i t h t h e way t h i n g s a r e a n d b e s h o w n p o s s i b i l i t i e s f o r how t h i n g s c o u l d b e i m p r o v e d . T h e c h a n g e m u s t b e r e l e v a n t t o t h e t e a c h e r s ' own e x p e r i e n c e t o b e d e e m e d w o r t h w h i l e . W e r n e r w r i t e s \" I t i s t o b e e x p e c t e d t h a t i f a t e a c h e r d o e s n o t i n t e r p r e t t h e i n t e n t s , a c t i v i t i e s , o r m a t e r i a l s a s b e i n g r e l e v a n t i n s o m e way t o h i s o r h e r own s i t u a t i o n , t h e c u r r i c u l u m w i l l b e a b a n d o n e d i n f a v o u r o f s o m e t h i n g e l s e , o r a t l e a s t c h a n g e d s i g n i f i c a n t l y \" ( W e r n e r , 1 9 8 1 , p . 1 4 1 ) . C o n v e r s e l y a f e e l i n g o f s e c u r i t y a n d s a t i s f a c t i o n m a y c r e a t e r e s i s t a n c e t o c h a n g e . 22 G e n e r a l l y t h e r e w i l l b e a h i g h e r d e g r e e o f s u c c e s s w i t h i m p l e m e n t a t i o n i f t h e r e a s o n f o r c h a n g e h a s c o m e f r o m t h e t e a c h e r s . T e a c h e r s may l a c k c o m m i t m e n t t o a c u r r i c u l u m w h i c h h a s b e e n i m p o s e d u p o n t h e m . F u l l a n r e p o r t s \" W h e n c h a n g e i s i m p o s e d f r o m o u t s i d e i t i s b i t t e r l y r e s e n t e d . . . T h e r e i s a s t r o n g t e n d e n c y f o r p e o p l e t o a d j u s t t o t h e n e a r o c c a s i o n o f c h a n g e , b y c h a n g i n g a s l i t t l e a s p o s s i b l e - e i t h e r a s s i m i l a t i n g o r a b a n d o n i n g c h a n g e s \" ( F u l l a n , 1982 , p . 55) . I n o r d e r t o b r i n g a b o u t t h e m u l t i d i m e n s i o n a l c h a n g e s r e q u i r e d f o r s u c c e s s f u l i m p l m e n t a t i o n a c o m b i n a t i o n o f s t r a t e g i e s c o u l d a n d s h o u l d b e u s e d d e p e n d i n g o n t h e s i t u a t i o n . A l t h o u g h t h e r e i s n o o n e c o r r e c t way t o i m p l e m e n t e d u c a t i o n c h a n g e s a n u m b e r o f s t r a t e g i e s h a v e b e e n i d e n t i f i e d w h i c h s e e m c r i t i c a l a n d w i l l i n c r e a s e t h e l i k e l i h o o d o f s u c c e s s . M c L a u g h l i n o u t l i n e s t h r e e s t r a t e g i e s w h i c h h e h a s f o u n d p a r t i c u l a r i l y u s e f u l . T h e y a r e t h e d e v e l o p m e n t o f m a t e r i a l s b y t e a c h e r s t o u s e i n t h e i r own c l a s s r o o m s , s t a f f t r a i n i n g i n c l u d i n g p r e s e r v i c e a n d i n s e r v i c e , a n d a d a p t i v e p l a n n i n g a n d s t a f f m e e t i n g s ( M c l a u g h l i n , 197 6) . T h e n e e d f o r c h a n g e a s p e r c e i v e d b y t h e t e a c h e r s i s i n r e l a t i o n t o a n a b u n d a n c e o f d e m a n d s w h i c h may b e p l a c e d u p o n t h e t e a c h e r . T h e i r r e l a t i v e i m p o r t a n c e m u s t b e t a k e n i n t o a c c o u n t w h e n t h e t e a c h e r i s f a c e d w i t h m a n y d e m a n d s . T h e c h a n g e m a y b e s e e n a s a n o t h e r b a n d w a g o n , i m p o r t a n t a t t h e m o m e n t , b u t n o t l o n g l a s t i n g . D o l l n o t e s t h a t t e a c h e r s b e c o m e s u s p i c i o u s o f a d m i n i s t r a t o r s who a r e c o n t i n u a l l y i n t r o d u c i n g i n n o v a t i o n s w i t h o u t r e a l l y u n d e r s t a n d i n g w h a t t h e y w i l l m e a n i n t h e c l a s s r o o m . ( D o l l , 1982) \" T e a c h e r s h a v e e x p e r i e n c e d w a v e a f t e r 23 w a v e o f e d u c a t i o n a l f a d s o t h e y h a v e a n a t u r a l s k e p t i c i s m t o w a r d t h e e d u c a t i o n a l e s t a b l i s h m e n t b a s e d o n p e r s o n a l e x p e r i e n c e \" ( F l a n d e r s , 1 9 8 3 , p . 1 4 3 ) . C l a r i t y : C l a r i t y a b o u t t h e g o a l s o f t h e new c u r r i c u l u m a n d t h e way t h e y c a n b e b e b r o u g h t a b o u t i s o f t e n a m a j o r d i f f i c u l t y i n i m p l e m e n t a t i o n . \" L a c k o f c l a r i t y - d i f f u s e g o a l s a n d u n s p e c i f i e d m e a n s o f i m p l e m e n t a t i o n - r e p r e s e n t s a m a j o r p r o b l e m a t t h e i m p l e m e n t a t i o n s t a g e ; t e a c h e r s a n d o t h e r s f i n d t h a t t h e c h a n g e i s s i m p l y n o t v e r y c l e a r a s t o w h a t i t m e a n s i n p r a c t i c e \" ( F u l l a n , 1 9 8 2 , p . 5 7 ) . He a l s o n o t e s a d i s p a r i t y b e t w e e n t h e t h e o r e t i c a l w r i t i n g s i n a c u r r i c u l u m a n d t h e r e a l l i f e e x p e r i e n c e s o f a t e a c h e r . \" T h e r a t i o n a l a s s u m p t i o n s , a b s t r a c t i o n s , a n d d e s c r i p t i o n s o f a p r o p o s e d new c u r r i c u l u m d o n o t m a k e s e n s e i n t h e c a p r i c i o u s w o r l d o f t h e t e a c h e r \" ( F u l l a n , 1 9 8 2 , p . 5 2 ) . L a c k o f c l a r i t y c a n l e a d t o f r u s t r a t i o n a n d u n n e c e s s a r y a n x i e t y o n t h e p a r t o f t h o s e t r y i n g t o i m p l e m e n t , a n d c o u l d l e a d t o t h e i r r e j e c t i o n r a t h e r t h a n a c c e p t a n c e o f t h e c h a n g e . \" I f t h e c u r r i c u l u m c a n n o t b e e x p l a i n e d c l e a r l y a n d i f t h e c u r r i c u l u m c a n n o t b e u n d e r s t o o d b y t h e i m p l e m e n t a t i o n a g e n t s , r e j e c t i o n r a t h e r t h a n i m p l e m e n t a t i o n w i l l o c c u r \" ( C o m m o n , 1 9 8 0 , p . 4 ) . C o m p l e x i t y : C o m p l e x i t y (how d i f f i c u l t t h e g u i d e i s t o u s e ) i s a f a c t o r a f f e c t i n g i m p l e m e n t a t i o n . \" O n e t h a t i s p e r c e i v e d a s c o n s i s t i n g o f m a n y p a r t s a n d r e q u i r i n g e x t e n s i v e t r a i n i n g t o l e a r n t o u s e i s h i g h l y c o m p l e x ; o n e w h i c h i s s i m p l e , s t r a i g h t f o r w a r d , a n d r e q u i r e s n o . t r a i n i n g t o u s e i3 l o w i n c o m p l e x i t y \" ( H u g h e s & K e i t h , 1 9 8 0 , p . 4 4 ) . 24 A g r e a t d e g r e e o f c o m p l e x i t y i s n o t n e c e s s a r i l y s e e n a s a n e g a t i v e c h a r a c t e r i s t i c . T h e a m o u n t o f c o m p l e x i t y r e l a t e s t o how m u c h c h a n g e i s b e i n g a t t e m p t e d . T h e g r e a t e r t h e d e g r e e o f c o m p l e x i t y u s u a l l y t h e g r e a t e r t h e a m o u n t o f c h a n g e t a k i n g p l a c e a n d t h e m o r e b e i n g a c c o m p l i s h e d . S i m p l e c h a n g e s w h i c h a r e o f t e n b o t h e a s y t o c l a r i f y a n d n o t p a r t i c u l a r i l y c o m p l e x a r e e a s y t o c a r r y o u t b u t t h e y d o n o t m a k e a g r e a t d e a l o f d i f f e r e n c e o r a c h i e v e v e r y m u c h c h a n g e . B u t Common d o e s n o t e t h a t i f t h e c u r r i c u l u m i s t o o c o m p l e x o r w i l l d e m a n d t o o m u c h o f c h a n g e f r o m w h a t c u r r e n t l y e x i s t s i t w i l l n o t b e u s e d ( C o m m o n , .1,980 ) . Q u a l i t y a n d P r a c t i c a l i t y o f t h e P r o g r a m : T h e a c t u a l m a t e r i a l s b e i n g i n t r o d u c e d t o t h e s c h o o l s h a v e t r a d i t i o n a l l y b e e n t h e f o c u s o f t h e a t t e n t i o n i n i m p l e m e n t a t i o n . B u t i n 1964 M i l e s s a w a n e e d f o r t h e f o c u s t o s h i f t a w a y f r o m t h i s . \" T h e d o m i n a n t f o c u s i n m o s t c o n t e m p o r a r y c h a n g e e f f o r t s , h o w e v e r , t e n d s t o b e o n t h e c o n t e n t o f t h e d e s i r e d c h a n g e , r a t h e r t h a n o n t h e f e a t u r e s a n d c o n s e q u e n c e s o f t h e c h a n g e p r o c e s s e s \" ( M i l e s , 1981 , p . 2 ) . F u l l a n a n d P a r k r e m i n d u s t h a t \" i m p l e m e n t a t i o n o r c h a n g e i n p r a c t i c e i s n o t a t h i n g , a s e t o f m a t e r i a l s , a n a n n o u n c e m e n t , o r a d e l i v e r y d a t e ; r a t h e r , i t i s a p r o c e s s o f l e a r n i n g a n d r e s o c i a l i z a t i o n o v e r a p e r i o d o f t i m e i n v o l v i n g p e o p l e a n d r e l a t i o n s a m o n g p e o p l e i n o r d e r t o a l t e r p r a c t i c e \" ( F u l l a n & P a r k , 1 9 8 1 , p . 2 3 ) . N e v e r t h e l e s s t h e q u a l i t y a n d p r a c t i c a l i t y o f t h e m a t e r i a l s i n v o l v e d i n i m p l e m e n t a t i o n a r e o n e f a c t o r a f f e c t i n g i m p l e m e n t a t i o n . T e a c h e r s b a s e t h e i r d e c i s i o n a b o u t t h e i r c o m m i t m e n t t o t h e c u r r i c u l u m o n how w e l l i t m e e t s t h e i r own a n d 25 s t u d e n t s n e e d s a n d t a k e s a c c o u n t o f c l a s s r o o m c o n s t r a i n t s ( G u i d e l i n e s , 1982) . Common c o m p l a i n t s r e l a t e t o t h e a v a i l a b i l i t y o f r e s o u r c e s , s c o p e a n d s e q u e n c e a p p r o p r i a t e n e s s , o r v a g u e n e s s . T h e q u a l i t y o f t h e m a t e r i a l t e a c h e r s a r e a s k e d t o i m p l e m e n t i s a l s o a s o u r c e o f d i s c o n t e n t . \" T e a c h e r s w a n t , n e e d , a n d b e n e f i t f r o m t a n g i b l e , r e l e v a n t p r o g r a m m a t e r i a l s w h i c h h a v e b e e n p r o d u c e d a n d t e s t e d i n r e a l l i f e c l a s s r o o m s i t u a t i o n s \" ( F u l l a n , 1982 , p . 6 0 ) b u t t e a c h e r ' s o f t e n h a v e n o t b e e n p r o v i d e d w i t h s u c h . C H A R A C T E R I S T I C S A T T H E S C H O O L D I S T R I C T L E V E L T h e H i s t o r y o f I n n o v a t i v e A t t e m p t s : T h e p a s t h i s t o r y w i t h i n a s c h o o l d i s t r i c t o f a t t e m p t s a t i m p l e m e n t a t i o n o f i n n o v a t i o n s w i l l a f f e c t t h e a t t i t u d e s t o w a r d s a n y f u t u r e i m p l e m e n t a t i o n . R e p e a t e d f a i l u r e c a n l e a d t o f r u s t r a t i o n , w a s t e d t i m e , f e e l i n g s o f i n c o m p e t e n c e a n d l a c k o f s u p p o r t a n d d i s i l l u s i o n m e n t . A s c h o o l d i s t r i c t c a n d e v e l o p a d i s i n c l i n a t i o n f o r c h a n g e a f t e r r e p e a t e d u n s u c c e s s f u l a t t e m p t s a t c h a n g e . T h e A d o p t i o n P r o c e s s : A n o t h e r f a c t o r t h a t F u l l a n i d e n t i f i e s a s a f f e c t i n g i m p l e m e n t a t i o n i s t h e a d o p t i o n p r o c e s s . M u c h h a s b e e n w r i t t e n r e c e n t l y a b o u t t h e p o s i t i v e e f f e c t s o f t h e i n c l u s i o n o f t e a c h e r s i n t h e d e v e l o p m e n t o f c u r r i c u l u m s ( M c L a u g h l i n , 1 9 7 6 ; B e n - P e r e t z , 1 9 8 0 ; M a h a n & G i l l , 1972) b u t t h i s i s n o t u n a n i m o u s l y a g r e e d u p o n . A c c o r d i n g t o F u l l a n t e a c h e r s who h a v e b e e n i n v o l v e d i n t h e p l a n n i n g o f t h e c u r r i c u l u m w i l l s h o w a h i g h d e g r e e o f c o m m i t m e n t t o w a r d s i t , b u t t h a t t h i s w i l l n o t n e c e s s a r i l y b e t r a n s f e r r e d t o o t h e r t e a c h e r s i n g e n e r a l . I n v o l v e m e n t o f t e a c h e r s d u r i n g t h e p l a n n i n g s t a g e s o f i m p l e m e n t a t i o n m a y b e m o r e i m p o r t a n t t h a n i n v o l v e m e n t d u r i n g t h e d e v e l o p m e n t . F u l l a n m a k e s a d i s t i n c t i o n b e t w e e n q u a n t i t y a n d q u a l i t y o f i n v o l v e m e n t i n a d o p t i n g a c h a n g e . \" I t i s t h e q u a l i t y o f t h e p l a n n i n g p r o c e s s w h i c h i s e s s e n t i a l : t h e d e g r e e t o w h i c h a p r o b l e m s o l v i n g a p p r o a c h a t t h e a d o p t i o n s t a g e i s c o m b i n e d w i t h p l a n n i n g a h e a d f o r i m p l e m e n t a t i o n \" ( F u l l a n , 1982 , p . 6 4 ) . P a r t i c i p a t i o n a t t h i s s t a g e i s i m p o r t a n t , s o t h a t t e a c h e r s f e e l t h a t t h e y h a v e b e e n i n v o l v e d i n t h e p l a n n i n g a n d s e l e c t i o n o f t h e p r o g r a m , a n d s o t h a t t h e y c a n d e v e l o p a p o s i t i v e a t t i t u d e t o w a r d t h e c h a n g e , b e m o t i v a t e d t o t r y new i d e a s a n d i d e n t i f y w i t h t h e p r o g r a m . G e n e r a l l y t e a c h e r s l i k e t o b e i n v o l v e d i n t h e p l a n n i n g o f c h a n g e s t h a t w i l l a f f e c t t h e i r d a i l y t e a c h i n g i n t h e i r c l a s s r o o m ( H o r s l a n d , 1982 , p . 8 ) . W h a t i s n e e d e d i s i n v o l v e m e n t a n d p a r t i c i p a t i o n i n t h e e a r l y s t a g e s o f i m p l e m e n t a t i o n b y a l l t e a c h e r s , who c a n t h e n d i s c u s s t h e i r own c o n c e r n s . T h e p e o p l e a c t u a l l y w o r k i n g w i t h t h e c u r r i c u l u m b e s t k n o w t h e d i f f i c u l t i e s a n d a r e i n a p o s i t i o n t o s u g g e s t w a y s o f o v e r c o m i n g t h e m . I n v o l v e m e n t b y t e a c h e r s i s a g o o d i n d i c a t i o n t h a t i m p l e m e n t a t i o n i s t a k i n g p l a c e . A c o m b i n a t i o n o f m a n y p l a n n e d a c t i v i t i e s i n c l u d i n g i n t e r a c t i o n a n d s t a f f d e v e l o p m e n t p r o v i d e s s u c c e s s f u l i n s e r v i c e f o r i m p l e m e n t a t i o n . C e n t r a l A d m i n i s t r a t i v e S u p p o r t a n d I n v o l v e m e n t : T h e s u p p o r t o f t h e c e n t r a l d i s t r i c t a d m i n i s t r a t i o n i s n e e d e d f o r c h a n g e t o t a k e p l a c e d i s t r i c t w i d e a n d c a n p r o v i d e a n i m p o r t a n t s o u r c e o f m o t i v a t i o n f o r t e a c h e r s i n v o l v e d i n a n y s o r t o f c h a n g e . T e a c h e r s a n d p r i n c i p a l s c a n m a k e c h a n g e s w i t h i n t h e i r own s c h o o l b u t t h e s e 27 w i l l n o t e x t e n d t h r o u g h o u t t h e d i s t r i c t w i t h o u t f u r t h e r s u p p o r t . V e r b a l s u p p o r t m u s t b e f o l l o w e d b y s o m e s o r t o f a c t i o n b y t h e d i s t r i c t a d m i n i s t r a t i o n f o r t e a c h e r s t o g e n u i n e l y f e e l t h a t t h e r e i s n o t j u s t t a l k , b u t a c t i o n . T h e a t t i t u d e s o f t h e d i s t r i c t a d m i n i s t r a t o r s c a n p r o v i d e a \" s i g n a l \" t o t h e t e a c h e r s a b o u t how s e r i o u s l y t h e y s h o u l d t a k e t h e p r o p o s e d c h a n g e ( M c L a u g h l i n , 1 9 7 6 ) . T h e s t r o n g e r t h e d i s t r i c t c o m m i t m e n t t h e m o r e e f f o r t t e a c h e r s g i v e a n d m o r e p e r s i s t e n t t h e y a r e i n i m p l e m e n t i n g t h e c u r r i c u l u m . S t a f f D e v e l o p m e n t ( i n - s e r v i c e ) a n d P a r t i c i p a t i o n : A n i m p o r t a n t f a c t o r i n i m p l e m e n t a t i o n i s t h e t e a c h e r ' s u n d e r s t a n d i n g a n d k n o w l e d g e a b o u t t h e m a t e r i a l c o n t a i n e d i n t h e c u r r i c u l u m . I n s e r v i c e i s o n e way f o r t e a c h e r s t o a q u i r e s k i l l s t h a t t h e y may b e l a c k i n g ( C o m m o n , 1980 ) . R e s e a r c h p r o v i d e s s o m e d e f i n i t e i d e a s a b o u t w h a t d o e s a n d d o e s n o t m a k e a d i f f e r e n c e i n i n - s e r v i c e . T h e a m o u n t o f i n s e r v i c e t r a i n i n g p r o v i d e d i s n o t t h e d e c i d i n g f a c t o r ; i t i s r a t h e r i t s q u a l i t y a n d o r g a n i z a t i o n . I t m u s t g o b e y o n d a n i n t r o d u c t i o n t o t h e m a t e r i a l s a n d i n v o l v e t h e t e a c h e r i n d i s c u s s i n g a n d a d a p t i n g t h e c u r r i c u l u m ( H o r s l a n d , 1982 ) . M o s t s u c c e s s f u l i s a c o m b i n a t i o n o f p r e - i m p l e m e n t a t i o n t r a i n i n g a s w e l l a s t r a i n i n g d u r i n g i m p l e m e n t a t i o n . F o u n d t o b e i n e f f e c t i v e a r e p r e - i m p l e m e n t a t i o n w o r k s h o p s a l o n e , o r o n e s h o t w o r k s h o p s . S p e c i f i c t r a i n i n g p r o v i d e d b y p r o f e s s i o n a l s o u t s i d e t h e s c h o o l d i s t r i c t i s h e l p f u l o n l y i n t h e s h o r t r u n b u t d o e s n o t h a v e l o n g t e r m e f f e c t s . \" M o s t f o r m s o f i n s e r v i c e t r a i n i n g a r e n o t d e s i g n e d t o p r o v i d e t h e o n g o i n g , i n t e r a c t i v e , c u m u l a t i v e l e a r n i n g 28 n e c e s s a r y t o d e v e l o p new c o n c e p t i o n s , s k i l l s and b e h a v i o r \" ( F u l l a n , 1982, p.66) . T i m e - l i n e a n ^ I n f o r m a t i o n Sygtgm ( e v a l u a t i o n ) : Werner d i s c u s s e s t h e i m p o r t a n c e o f b e l i e f , c o n v e r s a t i o n and time i n r e l a t i o n t o i m p l e m e n t a t i o n . I f i m p l e m e n t a t i o n i n v o l v e s c o n v e r s a t i o n t o m o d i f y b e l i e f s and i s a p r o c e s s o c c u r i n g o v e r t i m e t h e n i t i s n e c e s s a r i l y o n g o i n g . E v a l u a t i o n i s seen as a n e c e s s a r y o n g o i n g p a r t of t h e p r o c e s s o f i m p l e m e n t a t i o n . The c o n c e r n s o f a l l t h e p e o p l e i n v o l v e d i n t h e change s h o u l d be a d d r e s s e d , i n c l u d i n g s t u d e n t s , t e a c h e r s , a d m i n i s t r a t o r s , and p a r e n t s . I n f o r m a t i o n f o r e v a l u a t i o n s h o u l d be o b t a i n e d f r o m a wide v a r i e t y o f methods and s o u r c e s and s h o u l d be made a v a i l a b l e t o e v e r y o n e . B o a r d and_Commun_it^_CharaoterA.st.ic^s: H o r s l a n d w r i t e s o f t h e need f o r t h e s c h o o l b o a r d t o e n c o u r a g e and s u p p o r t i m p l e m e n t a t i o n and a c c e p t change and growth by t h e i r t e a c h e r s (1982) . Community s u p p o r t i s d e s i r a b l e b e c a u s e a t t i t u d e s t o w a r d s a change can be p a s s e d f r o m p a r e n t s t o c h i l d r e n . C o n t i n u o u s c o m m u n i c a t i o n s h o u l d be m a i n t a i n e d between t h e s c h o o l and community. CHARACTERISTICS AT THE SCHOOL LEVEL The P r i n c i p a 1 : Common r e f e r s t o t h e \"manager\" i n t h e i m p l e m e n t a t i o n p r o c e s s as any p e r s o n who p e r f o r m s t h e management t a s k s r e l a t e d t o t h e i m p l e m e n t a t i o n p r o c e s s . A l t h o u g h t h i s c o u l d be t h e p r i n c i p a l o r a change a g e n t i t must be someone who can a c t as a l e a d e r , e s t a b l i s h an open e n c o u r a g i n g a t m o s p h e r e , and be k n o w l e d g e a b l e about t h e c u r r i c u l u m and t h e p r o c e s s o f i m p l e m e n t a t i o n . 29 Common di s c u s s e s the three fundamental elements of c u r r i c u l u m implementation as a c u r r i c u l u m , agents of implementation and a r e c e i v i n g o r g a n i z a t i o n w i t h i n which the c u r r i c u l u m w i l l be used. A temporary subsystem i s set up w i t h i n the o r g a n i z a t i o n f o r as long as the implementation process continues, to act as a problem s o l v i n g system. Within t h i s the o r g a n i z a t i o n must make a v a i l a b l e a v a r i e t y of human t e c h n i c a l m a t e r i a l and o r g a n i z a t i o n a l resources d u r i n g the implementation process (Common, 1 980 ) . C e r t a i n c h a r a c t e r i s t i c s w i t h i n the school have been p o s i t i v e l y r e l a t e d to implementation. They are a d a p t a b i l i t y , openness, r e c e p t i v i t y , and a w i l l i n g n e s s to accommodate demands of those i n v o l v e d i n the implementation pr o c e s s . Other c r u c i a l f a c t o r s are morale, rewards, time, energy, m a t e r i a l s , a v a i l a b i l i t y of t e c h n i c a l a s s i s t a n c e and o r g a n i z a t i o n a l resources (Common, 1 980 ) . Teacher-Teacher R e l a t i o n s : Implementation seen as a process p l a c e s great importance on the continued i n t e r a c t i o n of teachers i n v o l v e d . F u l l a n s t a t e s c l e a r l y that \"The r e s e a r c h I have been reviewing p r o v i d e s d i r e c t c o n f i r m a t i o n that the q u a l i t y of working r e l a t i o n s h i p s among teachers i s s t r o n g l y r e l a t e d to implementation\" ( F u l l a n , 1982, p.72). The changes o f t e n necessary i n a teacher's b e l i e f s and p h i l o s o p h i e s can be brought about by c o n t a c t with other teachers who are e x p e r i e n c i n g s i m i l a r s i t u a t i o n s . Werner maintains that these changes i n b e l i e f s are achieved through the s o c i a l process of t a l k or c o n v e r s a t i o n . \" C l a r i t y of b e l i e f s emerges through a c t u a l use of the c u r r i c u l u m , through i n f o r m a l t a l k , and through r e g u l a r planned d i s c u s s i o n 30 s e s s i o n s i n which p a r t i c i p a n t s i d e n t i f y the elements of change (eg., knowledge, s t r a t e g i e s , assumptions) e s s e n t i a l to the new c u r r i c u l u m i n comparison with the o l d c u r r i c u l u m \" (Werner, 1981, p. 144) . While teachers f e e l that they l e a r n best from other teachers, i n r e a l i t y they i n t e r a c t very l i t t l e with one another. Goodlad concluded a f t e r o b s e r v a t i o n s i n many classrooms that teachers are very much alone i n t h e i r work and are faced with s o l v i n g classroom problems by themselves (Goodlad & K l e i n , 197 4) . Flanders notes that one of the d i f f i c u l t i e s of t e a c h i n g i s that \"teachers spend most of t h e i r time i n a form of s o l i t a r y confinement; that i s , they work away from other a d u l t s \" (Flanders, 1983, p.139). Improving teacher i n t e r a c t i o n s would be a p o s i t i v e step towards a c h i e v i n g implmentation. T e a c h e r _ _ C h a r a c t e r i s t i c s and _ Orie_n.tations: Among the l i t e r a t u r e there i s a common consensus that the teacher i s the key person i n v o l v e d i n the implementation p r o c e s s . \" C l e a r l y the f o c a l p o i n t of the e f f o r t i s the student, while the key agent i n implementation i s the t e a c h e r \" ( G u i d e l i n e s , 1982, p.9). \" I t i s the classroom teacher who i s the key to c u r r i c u l u m implementation f o r the i n the l a s t a n a l y s i s , i n p l a i n terms, the c u r r i c u l u m i s what the teacher makes of i t \" ( M i c h a e l i s et a l . , 1975, p.459) . \"The key to any c u r r i c u l u m reform i s the t e a c h e r s ' a b i l i t y to understand, f e e l comfortable with, and, hence implement program change\" (Major, 1983, p.10). A c u r r i c u l u m i n v o l v e s new m a t e r i a l s but more i m p o r t a n t l y i t may i n c l u d e a new approach, p h i l o s o p h y or method of t e a c h i n g . 31 F o r t e a c h e r s who a r e a s k e d t o i m p l e m e n t a p r o g r a m w h i c h i s c o m p a t i b l e w i t h t h e i r own t e a c h i n g s i t u a t i o n a n d b e l i e f s , i t i s a f a i r l y s t r a i g h t f o r w a r d t a s k . M o r e o f t e n t h o u g h , o n c e t h e t e a c h e r u n d e r s t a n d s t h e u n d e r l y i n g p h i l o s o p h y o f t h e new p r o g r a m i t may b e d i f f e r e n t o r i n c o m p a t i b l e w i t h t h a t i n d i v i d u a l ' s b e l i e f s a n d m e t h o d o f t e a c h i n g ( W e r n e r , 1 9 8 1 ) • B e n h a m e x p l a i n s why c u r r i c u l u m r e f o r m s d u r i n g t h e 1 9 6 0 s f a i l e d \" T h e r e f o r m s , o f t e n w e r e i n s t a l l e d ; t h a t i s , t e a c h e r s w e r e t o l d t o f i n d w a y s o f i m p l e m e n t i n g c h a n g e m o d e l s g r o u n d e d i n p h i l o s o p h i c a l a s s u m p t i o n s t h a t t h e y f o u n d g r e a t l y a t v a r i a n c e w i t h t h e i r own b e l i e f s \" ( B e n h a m , 1 9 7 7 , p . 2 0 6 ) . C r o c k e r m a k e s a s i m i l a r o b s e r v a t i o n . \" A r e c u r r i n g t h e m e i n t h e r e c e n t w o r k o n i m p l e m e n t a t i o n s e e m s t o b e t h a t s o m e o f t h e d i f f i c u l t y i n b r i n g i n g a b o u t e d u c a t i o n a l c h a n g e s t e m s f r o m i n c o m p a t i b l i t i y o f t h e c h a r a c t e r i s t i c s o f t h e i n n o v a t i o n w i t h t h e e s t a b l i s h e d s y s t e m i n t o w h i c h i t i s i n t r o d u c e d \" ( C r o c k e r , 1 9 8 1 , p . 1 6 1 ) . T e a c h e r s m a y r e s i s t t h e c h a n g e s b e c a u s e \" n e w w a y s o f c o n c e i v i n g t h e w o r l d , new q u e s t i o n s a n d m e t h o d s , a n d d i f f e r e n t t e a c h i n g s t r a t e g i e s m a y u p s e t t h e t a k e n - f o r - g r a n t e d , t h e s t a t u s q u o , t h e s e c u r e c u s t o m a l r e a d y e s t a b l i s h e d t h r o u g h f o r m e r c u r r i c u l u m \" ( W e r n e r , 1 9 8 1 , p . 1 4 1 ) . W a s s e r m a n ( 1 9 8 3 ) d e s c r i b e s c h a r a c t e r i s t i c s o f t e a c h e r s w h i c h m a y g i v e u s i n s i g h t i n t o how t h e y d e a l w i t h c h a n g e . T h e y a r e g e n e r a l l y c o n s e r v a t i v e p e o p l e who a r e c o n c e r n e d w i t h m a i n t a i n i n g t h e s t a t u s q u o r a t h e r t h a n w a n t i n g . t o c h a n g e t e a c h i n g . T h e y a r e 32 low on the h e i r a r c h y of the education p r o f e s s i o n and encouraged to \"not make waves\". Flanders found that teachers s u f f e r from f e e l i n g s of inadequacy. \"The source of t h i s f e e l i n g seems to d e r i v e from a general d e v a l u a t i o n of the teacher's judgment. It seems that anyone and everyone has some s u p e r i o r c l a i m to p r i o r i t y over teacher judgment: a d m i n i s t r a t o r s have formal a u t h o r i t y , academics have c r e d e n t i a l s and s o - c a l l e d research r e s u l t s , parents have i n a l i e n a b l e r i g h t s \" (Flanders, 1983, p.142). He a l s o found that they f e e l powerless to implement change and f e e l r e s t r i c t e d i n t h e i r range of choices w i t h i n s c h o o l s . Some of the major d i f f i c u l t i e s of contemporary t e a c h i n g i d e n t i f i e d were time pressu r e , classroom i s o l a t i o n , a network of u n r e a l i s t i c e x p e c t a t i o n s and e x t r a d u t i e s and r e s p o n s i b i l i t i e s which c o u l d a l l n e g a t i v e l y a f f e c t implementation. CHARACTERISTICS EXTERNAL TO THE LOCAL SYSTEM Government Agencies: The f i n a l two c h a r a c t e r i s t i c s acknowledge the r e l a t i o n s h i p between the school d i s t r i c t and e x t e r n a l f o r c e s which c o u l d have a b e a r i n g upon implementation. These are c a t e g o r i z e d as government agencies and e x t e r n a l ass i s t a n c e . In Canada the r e s p o n s i b i l i t y f o r c u r r i c u l u m development i s upon the p r o v i n c i a l governments. (See Status of Art Education Chapter 2 f o r f u r t h e r d i s c u s s i o n of t h i s . ) But implementation and the a c t u a l use of the guide w i l l u l t i m a t e l y be undertaken by teachers i n t h e i r classrooms. Lack of communication between government and t e a c h e r s has been c i t e d as a problem because of t h e i r l i m i t e d i n t e r a c t i o n w h i c h c a n a l s o l e a d t o m i s u n d e r s t a n d i n g s a n d d i s i l l u s i o n m e n t . F u l l a n i n d i c a t e s t h a t \" t h e q u a l i t y o f r e l a t i o n s h i p s a c r o s s t h i s g u l f i s c r u c i a l t o s u p p o r t i n g c h a n g e e f f o r t s w h e n t h e r e i s a g r e e m e n t a n d t o r e c o n c i l i n g p r o b l e m s w h e n t h e r e i s c o n f l i c t \" ( F u l l a n , 1 9 8 2 , p . 74 ) . E x t e r n a l A s s i s t a n c e : M o n e y a n d t e c h n i c a l a s s i s t a n c e o f f e r e d t o s c h o o l d i s t r i c t s m a y b e a v a i l a b l e t o a s s i s t w i t h e d u c a t i o n a l c h a n g e s . T o b e o f b e n e f e i t t o w a r d s t h e i m p l e m e n t a t i o n m o n e y a n d o u t s i d e t e c h n i c a l a s s i s t a n c e i n t h e way o f m a t e r i a l s , c o n s u l t i n g o r s t a f f d e v e l o p m e n t m u s t b e i n t e g r a t e d w i t h t h e f a c t o r s a t t h e l o c a l s y s t e m . C O N C L U S I O N B e c a u s e o f a l a c k o f i n f o r m a t i o n a v a i l a b l e o n l i t e r a t u r e p e r t a i n i n g t o a r t i m p l e m e n t a t i o n a g e n e r a l s u r v e y o f i m p l e m e n t a t i o n l i t e r a t u r e h a s b e e n u n d e r t a k e n . T h e r e l a t i o n s h i p b e t w e e n t h e d e v e l o p m e n t a n d i m p l e m e n t a t i o n o f c u r r i c u l u m s was o u t l i n e d a n d t h e c h a n g e p r o c e s s i d e n t i f i e d b y t h r e e s t a g e s . C u r r i c u l u m i m p l e m e n t a t i o n was d i s c u s s e d a s a c o n t i n u i n g p r o c e s s i n v o l v i n g c h a n g e s b y t e a c h e r s i n t h e u s e o f new m a t e r i a l s , t e a c h i n g a p p r o a c h e s a n d b e l i e f s . T h e f a c t o r s a f f e c t i n g i m p l e m e n t a t i o n w e r e d i s c u s s e d a c c o r d i n g t o t h e f o l l o w i n g c h a r a c t e r i s t i c s o u t l i n e d b y F u l l a n ( 1 9 8 2 ) : A . C h a r a c t e r i s t i c s o f t h e C h a n g e B . C h a r a c t e r i s t i c s a t t h e S c h o o l D i s t r i c t L e v e l C . C h a r a c t e r i s t i c s a t t h e S c h o o l L e v e l D . C h a r a c t e r i s t i c s E x t e r n a l t o t h e L o c a l S y s t e m The d e g r e e t o which i t became a p p a r e n t t h a t t h e s e c h a r a c t e r i s t i c s were s i g n i f i c a n t i n t h i s s t u d y w i l l be d i s c u s s e d i n C h a p t e r 5. 35 C H A P T E R 3 T H E R E S E A R C H METHOD 3 . 1 I N T R O D U C T I O N A l t h o u g h t h e m e t h o d s f o r d a t a c o l l e c t i o n u s e d i n t h i s s t u d y a r e i n m a n y w a y s s i m i l a r t o t h o s e e m p l o y e d i n e t h n o g r a p h i c r e s e a r c h t h e y h a v e s o m e u n i q u e c h a r a c t e r i s i t c s . W h a t f o l l o w s t h e n i s a d e s c r i p t i o n a n d j u s t i f i c a t i o n o f t h e r e s e a r c h m e t h o d u s e d . A g e n e r a l o v e r v i e w o f t h e r e s e a r c h s i t u a t i o n w i l l b e p r o v i d e d f o l l o w e d b y a m o r e d e t a i l e d a n a l y s i s o f t h e c h a r a c t e r i s t i c s o f t h e r e s e a r c h . T h e p u r p o s e o f t h e s t u d y was t o i n v e s t i g a t e t h e p r o c e s s o f i m p l e m e n t a t i o n o f t h e new B . C . E l e m e n t a r y A r t C u r r i c u l u m G u i d e i n a c l a s s r o o m . T h e r e s e a r c h m e t h o d a l l o w e d f o r e n t r y i n t o t h e r e s e a r c h s e t t i n g w i t h a h y p o t h e s i s f r a m e d i n g e n e r a l t e r m s , a n d t h e n a f o c u s i n g i n o n s p e c i f i c s d u r i n g t h e f i e l d w o r k . T h i s i n v o l v e d f i e l d w o r k a n d c o l l e c t i o n o f d a t a t h r o u g h p a r t i c i p a n t o b s e r v a t i o n , i n t e r v i e w i n g , a n d d o c u m e n t a n a l y s i s , t o c u l m i n a t e i n a w r i t t e n r e p o r t . T h i s c a s e s t u d y i n v o l v e d a n e l e m e n t a r y g e n e r a l i s t t e a c h e r a n d h e r g r a d e 4 / 5 c l a s s . T h e r e s e a r c h e r s p e n t f o u r m o n t h s i n t h e f i e l d v i s i t i n g w i t h t h e t e a c h e r a n d c l a s s f o r a n a v e r a g e o f 3 - 4 h o u r s e a c h w e e k . 3 . 2 T H E C O N C E P T U A L FRAMEWORK OF A D E S C R I P T I V E R E S E A R C H A r e l u c t a n c e t o a p p l y t h e l a b e l e t h n o g r a p h i c r e s e a r c h t o t h i s s t u d y m a y b e a r e a c t i o n t o t h e m u l t i t u d e o f l i t e r a t u r e s o u r c e s t h a t a d d r e s s t h e d e f i n i t i o n o f e t h n o g r a p h y . P o h l a n d n o t e s \" t h e 36 l a c k o f c o n s e n s u s i n a i m s , p r o c e d u r e s , a n d o u t c o m e s i n d i c a t e d b y t h e v a r i e t y o f t e r m s u s e d t o d e s c r i b e t h e m e t h o d o l o g y \" ( P o h l a n d , 1 9 7 1 , p . 6 ) He p r o v i d e d a n o u t l i n e o f t h e l e a d e r s i n t h e f i e l d a t t h a t t i m e a n d t h e v a r i o u s t e r m s a n d p u r p o s e s w h i c h t h e y a s s o c i a t e d w i t h e t h n o g r a p h y . T h e t e r m s p a r t i c i p a n t o b s e r v a t i o n , n a t u r a l i s t i c o b s e r v a t i o n , q u a l i t a t i v e r e s e a r c h , e t h n o g r a p h y , c a s e s t u d y a n d f i e l d s t u d y a r e o f t e n u s e d i n t e r c h a n g e a b l y . \" P r o c e d u r e s m a y i n v o l v e s o m e o r a l l o f o b s e r v a t i o n , i n f o r m a n t a n d r e s p o n d e n t i n t e r v i e w i n g , d o c u m e n t a n a l y s i s , a n d p a r t i c i p a t i o n w i t h s e l f - a n a l y s i s \" ( B e r s s o n , 1 9 7 7 , p . 6 1 ) . T h e d e s i r e d o u t c o m e s may i n c l u d e s o m e o r a l l o f d e s c r i p t i o n , a n a l y s i s , i n t e r p r e t a t i o n a n d d e v e l o p m e n t o f t h e o r y . T h e r e f o r e i t s e e m e d u s e f u l t o a d a p t m a n y o f t h e s e i d e a s i n t o a n i n d i v i d u a l i z e d m e t h o d o l o g y s p e c i f i c t o t h e r e q u i r e m e n t s o f t h e p r o b l e m d e f i n e d b y t h i s s t u d y . T h e s t u d y i n v o l v e d f i e l d w o r k i n t h e c l a s s r o o m , o b s e r v i n g t h e t e a c h e r s i n t e r a c t i o n w i t h a d r a f t c o p y o f t h e new c u r r i c u l u m . T h e r e a r e t w o p o i n t s o f i m p o r t a n c e t o n o t e h e r e . O n e i s t h a t t h e f o c u s i s o n t h e t e a c h e r ' s b e h a v i o r a n d t h e s e c o n d i s t h a t t h e b e h a v i o r i s s t u d i e d w i t h i n a c o n t e x t . B y d e f i n i t i o n a n e t h n o g r a p h y i s a n a n t h r o p o l o g i s t ' s \" p i c t u r e \" o f t h e way o f l i f e o f s o m e i n t e r a c t i n g h u m a n g r o u p ( W o l c o t t , 1 9 7 5 ) . I t i s a s t u d y o f h u m a n b e h a v i o u r , b u t a l w a y s w i t h i n a c o n t e x t . F o r t h i s s t u d y t h e h u m a n b e h a v i o r b e i n g o b s e r v e d was t h a t o f t h e t e a c h e r a n d h e r r e s p o n s e s t o t h e new c u r r i c u l u m . T h e c o n t e x t was t h e c l a s s r o o m a n d m o r e g e n e r a l l y a n e l e m e n t a r y s c h o o l . T h e e n d r e s u l t s o u g h t was a \" p i c t u r e \" o f t h e t e a c h e r ' s r e a c t i o n s t o t h e g u i d e . M a c G r e g o r a n d H a w k e a l s o n o t e t h i s c o n n e c t i o n t o e t h n o g r a p h y a s 37 i t i s \" a m e t h o d o l o g y w h i c h c a n b e u s e d t o i n t e r p r e t s i t u a t i o n s w i t h i n p a r t i c u l a r c o n t e x t s \" ( M a c G r e g o r & H a w k e , 1982, p . 3 8 ) . W i l s o n p r o v i d e s t w o r a t i o n a l e s f o r e t h n o g r a p h i c m e t h o d , t h e f i r s t o f w h i c h e c h o e s t h i s n e e d t o s t u d y s i t u a t i o n s w i t h i n c o n t e x t . H i s t w o h y p o t h e s e s u n d e r l y i n g t h e s e r a t i o n a l e s a r e , o n e , , t h a t h u m a n b e h a v i o r i s c o m p l e x l y i n f l u e n c e d b y t h e c o n t e x t i n w h i c h i t o c c u r s , a n d t h u s t h a t we m u s t s t u d y p e o p l e w i t h i n t h e i r own e n v i r o n m e n t . A n d s e c o n d l y , t h e r e i s o f t e n m o r e m e a n i n g t o a s i t u a t i o n t h a n t h e o b s e r v a b l e f a c t s , a n d t h e r e f o r e we m u s t s t u d y l a t e n t m e a n i n g s ( W i l s o n , 1 977 ) . E i s n e r c r e a t e d t h e t e r m \" e d u c a t i o n a l c o n n o i s s e u r \" t o d e s c r i b e a r e s e a r c h e r i n t h e c l a s s r o o m u n d e r t a k i n g e d u c a t i o n a l c r i t i c i s m . He o u t l i n e s t h e t h r e e s t a g e s o f e d u c a t i o n a l c r i t i c i s m a s o b s e r v a t i o n , i n t e r p r e t a t i o n , a n d e v a l u a t i o n . O b s e r v a t i o n i s t h e b u i l d i n g b l o c k a n d t h e b a s i s f o r c r i t i c a l a n d e v a u a t i v e s t a t e m e n t s t o b e m a d e . T o b e a c o n n o i s s e u r i s t o k n o w how t o l o o k , t o s e e , a n d t o a p p r e c i a t e . C o n n o i s s e u r s h i p , g e n e r a l l y d e f i n e d i s t h e a r t o f a p p r e c i a t i o n . I t i s e s s e n t i a l t o c r i t i c i s m b e c a u s e w i t h o u t t h e a b i l i t y t o p e r c e i v e w h a t i s s u b t l e a n d i m p o r t a n t , c r i t i c i s m i s l i k e l y t o b e s u p e r f i c i a l o r e v e n e m p t y ( E i s n e r , 1 97 9 , p . 193) . A l e x a n d e r , h a v i n g a d a p t e d m a n y o f E i s n e r ' s i d e a s i n h e r r e s e a r c h e x p l a i n s \" I t d i f f e r s f r o m t r a d i t i o n a l e d u c a t i o n a l r e s e a r c h i n t h a t i t c o n s i s t s o f l e n g t h y p a s s a g e s o f d e s c r i p t i o n , i n t e r p r e t a t i o n a n d e v a l u t i o n , m o d e s a d a p t e d f r o m a e s t h e t i c c r i t i c i s m a n d a p p l i e d t o t h e a r t o f t e a c h i n g \" ( A l e x a n d e r , 1979, p .28) . T h e i n i t i a l p u r p o s e o f t h i s s t u d y w a s n o t . s t a t e d i n t h e f o r m 38 o f a h y p o t h e s i s t o b e t e s t e d . I t b e g a n w i t h a n i d e a a b o u t a p r o b l e m a n d a n a r e a t o e x p l o r e , f o c u s i n g e v e r i n c r e a s i n g l y u p o n t h e r e l e v a n t a s p e c t s a s t h e y b e c a m e a p p a r e n t . A m a j o r d i f f e r e n c e b e t w e e n t h i s a n d e x p e r i m e n t a l r e s e a r c h i s t h e d e g r e e t o w h i c h t h e r e s e a r c h e r i s b o u n d b y h i s / h e r o r i g i n a l h y p o t h e s i s . \" P a r t i c i p a n t o b s e r v a t i o n i s i n t e n t i o n a l l y u n s t r u c t u r e d s o a s t o m a x i m i z e d i s c o v e r y a n d d e s c r i p t i o n r a t h e r t h a n s y s t e m a t i c t h e o r y t e s t i n g \" ( B e r s s o n , 1 9 7 7 p . 6 1 ) . A n o t h e r m a j o r d i f f e r e n c e i s t h a t a s m u c h a s p o s s i b l e t h e t o t a l s i t u a t i o n o f t h e c l a s s r o o m i s t a k e n i n t o a c c o u n t . I s o l a t e d v a r i a b l e s a r e n o t s t u d i e d , a s i s s o o f t e n t h e c a s e i n s c i e n t i f i c r e s e a r c h , w i t h l i t t l e r e g a r d f o r how t h e y a r e i n f l u e n c e d b y t h e r e s t o f t h e s i t u a t i o n . W o l c o t t m a k e s t h i s p o i n t . \" T h e e t h n o g r a p h e r i s c o m m i t t e d t o l o o k a t p e o p l e a n d e v e n t s i n a t o t a l m i l i e u r a t h e r t h a n o n l y a t b i t s a n d p i e c e s \" ( W o l c o t t , 1 9 7 5 , p . 1 1 3 ) . W o l c o t t ( 1 9 7 5 ) d i s c u s s e s t h e d i s t i n c t i o n b e t w e e n \" f o r e s h a d o w e d p r o b l e m s \" a n d \" p r e c o n c e i v e d i d e a s \" , t h e d i f f e r e n c e b e i n g t h a t t h e r e s e a r c h e r h a v i n g a n i d e a o f a f o r e s h a d o w e d p r o b l e m may g o i n t o t h e f i e l d o p e n m i n d e d , a n d n o t b o u n d t o s u p p o r t o r r e j e c t a h y p o t h e s i s . T h i s s t u d y b e g a n w i t h a n i n t e r e s t i n t h e d i s p a r i t y t h a t was n o t e d b e t w e e n t h e o r y a b o u t a r t e d u c a t i o n a n d c l a s s r o o m p r a c t i c e . A w a r e t h a t a new c u r r i c u l u m h a d b e e n d e v e l o p e d a n d w o u l d s o o n b e i m p l e m e n t e d i n s c h o o l s i t was t h o u g h t t h a t o b s e r v a t i o n o f t h e i m p l e m e n t a t i o n p r o c e s s m i g h t r e v e a l how a n d i f t h e s e i d e a s w e r e b e i n g e m p l o y e d i n t h e c l a s s r o o m . \" T h e f o r e s h a d o w e d p r o b l e m s r e p r e s e n t i n i t i a l a n d p a r t i a l a n a l y s e s o f t h e p r o b l e m , t h e t e n o r o f t h i n k i n g o f 39 people who are working i n r e l a t e d and r e l e v a n t areas, and p r o v i s i o n a l modes of t h i n k i n g \" (Smith, 1978, p.331). The researcher enters the f i e l d with h i s / h e r t r a i n i n g , experiences, and research i n t e r e s t s i n the area. \" I n i t i a l o b s e r v a t i o n i s guided mainly by s e n s i t i v i t i e s to data d e r i v e d from both p r o f e s s i o n a l background and general notions about the nature of the research s e t t i n g \" (Sevigny, 1978, p.7). Time spent e a r l y on i n the f i e l d i n o b s e r v a t i o n allows the r e s e a r c h e r to d i s c o v e r what the problems are, and work from these. Change of focus may a l s o take place d u r i n g the i n v e s t i g a t i o n and i n i t i a l ideas may d i f f e r g r e a t l y from those l a t e r deemed important. One of the main c h a r a c t e r i s t i c s of t h i s r e s e a r c h i s a great amount of f l e x i b i l i t y . 3.3 JUSTIFICATION OF THE RESEARCH METHOD The past s e v e r a l years i n e d u c a t i o n a l r e s e a r c h have seen a growing sense of disappointment with the abundant amount of s c i e n t i f i c a l l y based r e s e a r c h . I n t e r e s t has developed i n other more q u a l i t i a t i v e methods of re s e a r c h as a l t e r n a t i v e s or complementary to r e s e a r c h that has been undertaken. \" S e v e r a l recent a r t i c l e s and s t u d i e s a t t e s t to the growing p o p u l a r i t y and a p p r o p r i a t e n e s s of ethnographic methods as means to r e p o r t upon and monitor events i n the classroom\" (MacGregor & Hawke, 1982, p.38). Although these methods have long been used i n the f i e l d s of s o c i o l o g y and anthropology, the methods of ethnography are now being a p p l i e d to e d u c a t i o n a l r e s e a r c h . It i s E i s n e r ' s understanding that e v a l u a t i o n , e s p e c i a l l y i n 40 t h e a r t s , m u s t e x t e n d b e y o n d t h e l i m i t s i m p o s e d b y t r a d i t i o n a l , p s y c h o m e t r i c a l l y - b a s e d m o d e l s o f e v a l u a t i o n . \" W h a t I b e l i e v e t h e s t u d y o f e d u c a t i o n n e e d s i s n o t a new o r t h o d o x y b u t r a t h e r a v a r i e t y o f new a s s u m p t i o n s a n d m e t h o d s t h a t w i l l h e l p u s a p p r e c i a t e t h e r i c h n e s s o f e d u c a t i o n a l p r a c t i c e , t h a t w i l l b e u s e f u l f o r r e v e a l i n g t h e s u b t l e t i e s o f i t s c o n s e q u e n c e s f o r a l l t o s e e \" ( E i s n e r , 1 9 7 9 , p . 1 9 ) . M o d e l s t h a t we m i g h t f o l l o w t o t h e s e e n d s a r e t h o s e f o u n d i n a r t c r i t i c i s m a n d e t h n o g r a p h y . E i s n e r d i r e c t l y l i n k s t h e n e e d f o r t h i s t y p e o f r e s e a r c h t o c u r r i c u l u m d e v e l o p m e n t a n d i m p l e m e n t a t i o n . A s p a r t o f h i s K e t t e r i n g P r o j e c t - \" C u r r i c u l u m M a k i n g f o r t h e Wee F o l k \" h e d e v e l o p e d a n d a s s e s s e d t h e n e e d s o f t e a c h e r s w i t h r e s p e c t t o i m p l e m e n t a t i o n o f new m a t e r i a l s . T h e p r o b l e m a s h e s a w i t was t h a t \"we h a v e p r e c i o u s l i t t l e d a t a t o h e l p u s p r e d i c t \" t h e a m o u n t o f g u i d a n c e t h a t t e a c h e r s n e e d i n o r d e r t o u s e c u r r i c u l u m m a t e r i a l s e f f e c t i v e l y ( E i s n e r , 1 9 6 8 ) . S c i e n t i f i c / a n a l y t i c r e s e a r c h h a s p r o v i d e d u s w i t h m u c h i n f o r m a t i o n , b u t a s W i l s o n n o t e s i t i s n o t a b l e t o p r o v i d e i n f o r m a t i o n a b o u t h u m a n b e h a v i o r w h i c h o t h e r m o r e q u a n t i t a t i v e m e t h o d s o f r e s e a r c h c a n . I t i s t h e s t u d y o f t h e i n t e r a c t i o n o f t h e t e a c h e r a n d s t u d e n t s w i t h t h e new c u r r i c u l u m , w i t h i n t h e i r c o n t e x t t h a t t h i s s t u d y a t t e m p t s t o d e s c r i b e a n d u n d e r s t a n d . L i k e w i s e A l e x a n d e r s t a t e s \" E d u c a t i o n a l c r i t i c i s m r e v e a l s a r i c h e r b o d y o f c o n c l u s i o n s a b o u t c l a s s r o o m e x p e r i e n c e t h a n m a n y o f t h e m o r e t r a d i t i o n a l m o d e s o f r e s e a r c h \" ( A l e x a n d e r , 1 9 8 0 , p . 2 9 ) . S h e a l s o s e e s a b e n e f i t i n t h a t t h i s t y p e o f r e s e a r c h m a y b e m o r e u n d e r s t a n d a b l e t o t e a c h e r s , p a r e n t s a n d a d m i n i s t r a t o r s . 41 Jackson a l s o sees t h i s as a b e n e f i t because he f e e l s that i n c r e a s e d o b s e r v a t i o n a l s t u d i e s w i l l develop a language common to teachers and researchers and le a d to b e t t e r communication between these two groups who have o f t e n been wary of one another (Jackson, 1968 ) . Jackson sees a need to \"seek an understanding of the te a c h i n g process as i t i s commonly performed before making an e f f o r t to change i t \" (Jackson, 1968, p.175). One way to gain an understanding of the t e a c h i n g process i s through classroom o b s e r v a t i o n of the kind d e s c r i b e d here. E i s n e r (1968) agrees that f a r too much resea r c h i s t a k i n g p l a c e with too few res e a r c h e r s i n the classroom. A b e n e f i t f o r teachers of research done i n the classroom i s that they get a sense that r e s e a r c h i s not j u s t conducted i n \" i v o r y towers\" and has some relevance to them. \"Many teachers continue to b e l i e v e that the world of resea r c h i s a world apart from t h e i r own o f f e r i n g them no p r a c t i c a l a s s i s t a n c e i n the t e a c h i n g endeavor\" (Day & D i B l a s i o , 1983, p.169) . 3.4 DESIGN OF STUDY The r a t i o n a l e f o r conducting t h i s study stems from an i n t e r e s t i n i n v e s t i g a t i n g the process of changing classroom t e a c h i n g p r a c t i c e s . One way i n which improvements i n present t e a c h i n g p r a c t i c e s may be p o s s i b l e i s through the implementation of the new Fine A r t s Elementary C u r r i c u l u m Guide i n B r i t i s h Columbia. The i n i t i a l q u e s t i o n s posed f o r t h i s study r e l a t e d to how an elementary g e n e r a l i s t implements such a new guide, when 42 p r o v i d e d w i t h t h e a s s i s t a n c e o f a r e s e a r c h e r . F o c u s was u p o n f a c t o r s a f f e c t i n g i m p l e m e n t a t i o n a s o u t l i n e d b y F u l l a n ( 1 9 8 2 ) a n d t h e e x t e n t t o w h i c h t h e s e f a c t o r s b e c a m e a p p a r e n t . I n i t i a l c o n t a c t was m a d e w i t h a n u r b a n s c h o o l b o a r d i n a m a j o r c i t y i n a n a t t e m p t t o e n l i s t a w i l l i n g p a r t i c i p a n t i n t h i s s t u d y . F o r p a r t i c i p a t i o n i n t h e s t u d y i t was n e c e s s a r y t o f i n d a t e a c h e r who was a b l e t o s p e n d t w o h o u r s o u t s i d e c l a s s t i m e w i t h t h e r e s e a r c h e r e a c h w e e k , was c o m f o r t a b l e w i t h a n o b s e r v e r i n t h e c l a s s r o o m , a n d was w i l l i n g t o t r y a n d e x c h a n g e new i d e a s a n d b e c r i t i c a l o f h e r own t e a c h i n g . T h e t e a c h e r s e l e c t e d was a n e x p e r i e n c e d G r a d e 4 / 5 g e n e r a l i s t t e a c h e r i n a m i d d l e - c l a s s u r b a n s c h o o l o f m o d e r a t e s i z e . T h e s t u d y was c o n d u c t e d f r o m M a r c h t o J u n e 1 9 8 5 . F o r t h e m o s t p a r t o b s e r v a t i o n s w e r e m a d e o n l y d u r i n g a r t c l a s s e s . D i s c u s s i o n s w i t h t h e t e a c h e r u s u a l l y t o o k p l a c e a t s c h o o l , d u r i n g l u n c h , r e c e s s o r a f t e r s c h o o l . I n i t i a l l y a n i n v e s t i g a t i o n was m a d e d u r i n g w h i c h t i m e t h e r e s e a r c h e r o r i e n t e d h e r s e l f w i t h t h e s c h o o l , t e a c h e r s , a n d s t u d e n t s . A p r o f i l e o f t h e s c h o o l - i t s s i z e , p h y s i c a l f a c i l i t i e s , c o m m u n i t y , s t u d e n t s , t e a c h e r a n d c l a s s r o o m was r e c o r d e d . T h i s t i m e was a l s o s p e n t m a k i n g a n a n a l y s i s o f t h e a r t p r o g r a m i n t h e c l a s s r o o m f r o m o b s e r v a t i o n s , d o c u m e n t a n a l y s i s a n d d i s c u s s i o n s w i t h t h e t e a c h e r . D u r i n g t h i s t i m e t h e new a r t c u r r i c u l u m g u i d e was g i v e n t o t h e t e a c h e r f o r h e r t o s t u d y . T h r o u g h q u e s t i o n i n g t h e t e a c h e r ' s i n i t i a l r e a c t i o n s t o t h e g u i d e w e r e d o c u m e n t e d . B y m u t u a l a g r e e m e n t o n e u n i t w a s p l a n n e d u s i n g t h e new p i l o t c u r r i c u l u m a n d i m p l e m e n t e d b y t h e t e a c h e r . C o n s u l t a t i o n , l e s s o n s 43 a n d m a t e r i a l s w e r e p r o v i d e d t o t h e t e a c h e r a s n e e d e d b y t h e r e s e a r c h e r b a s e d o n t h e new c u r r i c u l u m . T h e u n i t was i m p l e m e n t e d b y t h e t e a c h e r w i t h t h e r e s e a r c h e r n o t i n g t h e i m p l e m e n t a t i o n p r o c e s s a n d t h e e f f e c t s o f t h e c o n s u l t a t i o n o n t h e i m p l e m e n t a t i o n . 3 . 5 METHOD OF I N Q U I R Y E N T R Y AS P A R T I C I P A N T O B S E R V E R W h a t f o l l o w s i s a n a c c o u n t o f t h e r e s e a r c h e r ' s e n t r y i n t o t h e r o l e o f p a r t i c i p a n t o b s e r v e r . I t i s d i v i d e d i n t o t w o a r e a s . O n e i s t h e p e r m i s s i o n t o s e e k e n t r a n c e i n t o t h e c l a s s r o o m , i n t h i s c a s e c o m i n g f r o m t h e u n i v e r s i t y a n d s c h o o l d i s t r i c t a u t h o r i t i e s , a n d t h e s e c o n d i s t h e m e t h o d o f e n t r y t o t h e c l a s s r o o m a n d i n i t i a l c o n v e r s a t i o n s a n d m e e t i n g s w i t h t h e t e a c h e r . T h e p r o c e s s o f g a i n i n g e n t r y i n t o t h e s c h o o l b e g a n b y o b t a i n i n g a p p r o v a l f r o m t h e E t h i c a l R e v i e w C o m m i t t e e o f t h e U n i v e r s i t y o f B r i t i s h C o l u m b i a . T h i s a p p r o v a l i s n e c e s s a r y f o r a l l r e s e a r c h e r s f r o m t h e u n i v e r s i t y who w i l l b e w o r k i n g w i t h h u m a n s u b j e c t s a s p a r t o f t h e i r s t u d y . My i n i t i a l c o n t a c t w i t h t h e s c h o o l d i s t r i c t t h a t I h a d s e l e c t e d t o w o r k w i t h i n was t h r o u g h a l e t t e r t o a z o n e c o - o r d i n a t o r . ( S e e A p p e n d i x 1) I n c l u d e d was a c o p y o f my p r o p o s a l a n d a b r i e f s t a t e m e n t a b o u t w h a t I was s e e k i n g t o o b t a i n f o r t h e s t u d y , n a m e l y - a t e a c h e r . I was a d v i s e d t h a t p e r m i s s i o n t o p r o c e e d w i t h t h e s t u d y i n t h e d i s t r i c t w o u l d n e e d a p p r o v a l f r o m t h e s u p e r i n t e n d e n t . A c o v e r i n g l e t t e r e x p l a i n i n g t h e s t u d y a n d c o p y o f t h e 44 p r o p o s a l was s e n t t o t h e S u p e r i n t e n d e n t a n d w i t h i n a w e e k a r e p l y was r e t u r n e d t o me s t a t i n g a p p r o v a l . T h e z o n e c o - o r d i n a t o r c o n t a c t e d a t e a c h e r whom h e t h o u g h t w o u l d b e s u i t a b l e , a n d f i n d i n g t h a t I h a d o b t a i n e d p e r m i s s i o n f r o m t h e s u p e r i n t e n d e n t s u g g e s t e d I c a l l t h i s t e a c h e r a n d a r r a n g e t o m e e t w i t h h e r . I p h o n e d t h e s c h o o l a t a t i m e I k n e w s h e w o u l d n o t b e i n c l a s s . D u r i n g o u r f i r s t c o n v e r s a t i o n I v e r y b r i e f l y o u t l i n e d t h e s t u d y a n d a s k e d i f I c o u l d m e e t w i t h h e r t o d i s c u s s i t f u r t h e r . H a v i n g b e e n a d v i s e d t h a t m e e t i n g o n n e u t r a l g r o u n d m i g h t b e b e s t I s u g g e s t e d we c o u l d g o o u t f o r c o f f e e a f t e r s c h o o l . S e v e r a l u n s u c c e s s f u l a t t e m p t s w e r e m a d e t o c o n t a c t t h e p r i n c i p a l o f t h e s c h o o l b e f o r e I m e t C a t h y a n d a g a i n o n t h e d a y I f i r s t w e n t t o t h e s c h o o l . A t t h e f i r s t m e e t i n g w i t h C a t h y I p r e s e n t e d h e r w i t h my t h e s i s p r o p o s a l a n d w e n t o v e r t h e m a j o r p o i n t s . S h e d i d n o t a s k m a n y q u e s t i o n s b u t s e e m e d t o h a v e a l r e a d y d e c i d e d s h e w o u l d l i k e t o p a r t i c i p a t e i n t h e s t u d y . B u t my n e x t c o n t a c t was w i t h t h e z o n e c o - o r d i n a t o r who s a i d t h a t C a t h y h a d r e a d my p r o p o s a l a n d d i s a g r e e d w i t h m a n y o f t h e s t a t e m e n t s I- h a d m a d e a n d was n o t w i l l i n g t o p a r t i c a p a t e i n t h e s t u d y a s i t w a s . T h e r e a r e a n u m b e r o f r e a s o n s why C a t h y m a y h a v e d e c i d e d n o t t o p a r t i c i p a t e i n t h e s t u d y . S h e m a y h a v e f e l t t h r e a t e n e d b y g e n e r a l s t a t e m e n t s m a d e a b o u t t h e s t a t u s o f a r t t e a c h i n g a n d f e l t t h e y w e r e a d i r e c t r e f l e c t i o n o n h e r s e l f . A s w e l l , s h e m a y h a v e f e l t t h r e a t e n e d b y w h a t s h e s a w a s a n e v a l u a t i o n o f h e r own t e a c h i n g . I t b e c a m e a p p a r e n t t h a t t h e p r o p o s a l c o n t a i n e d m a n y i d e a s 45 a b o u t t e a c h i n g w h i c h c o u l d b e i n t e r p r e t e d a s b e i n g n e g a t i v e a b o u t w h a t a r t t e a c h e r s w e r e d o i n g . R e w o r d i n g t h e p r o p o s a l was n e c e s s a r y t o m a k e t h e p r e s e n t a t i o n o f my i d e a s m o r e p o s i t i v e t o t h e t e a c h e r . A l t h o u g h i t h a d s e e m e d a p p r o p r i a t e f o r j u s t i f y i n g t h e p r o p o s a l t o t h e u n i v e r s i t y p e r h a p s i t d i d n o t c o n t a i n t h e i n f o r m a t i o n n e c e s s a r y f o r a t e a c h e r t o e n l i s t h e r p a r t i c i p a t i o n i n t h e s t u d y . F u r t h e r i t was r e a s o n e d t h a t t h e t e a c h e r s h o u l d b e i n v o l v e d o n l y i n t h e f i e l d w o r k p a r t o f t h e s t u d y a n d s h o u l d n o t h a v e i n p u t i n t o t h e j u s t i f i c a t i o n o r p r o p o s a l . T h e z o n e c o - o r d i n a t o r t h e n c a m e f o r t h w i t h a n o t h e r t e a c h e r who w o u l d b e a l i k e l y c a n d i d a t e f o r p a r t i c i p a t i o n . T h e f i c t i c i o u s n a m e g i v e n t o t h i s s e c o n d t e a c h e r w i l l b e K a r e n . O n c e a g a i n , I c h o s e t o p h o n e t h e s c h o o l a t a t i m e w h e n I k n e w s h e w o u l d n o t b e i n c l a s s . D u r i n g t h i s i n i t i a l c o n v e r s a t i o n I t o l d h e r v e r y b r i e f l y a b o u t t h e s t u d y , b u t s a i d t h a t I w o u l d r e a l l y l i k e t o m e e t w i t h h e r t o d i s c u s s i t i n m o r e d e t a i l . S h e was e x t r e m e l y f r i e n d l y o v e r t h e p h o n e , d i s c u s s i n g t h e s o r t s o f t h i n g s s h e d i d i n a r t , b u t was c o n c e r n e d w i t h t h e t i m e c o m m i t m e n t t h a t w o u l d b e a s k e d o f h e r b e c a u s e s h e was v e r y b u s y w i t h e x t r a c u r r i c u l a r a c t i v i t i e s a t t h e s c h o o l . S h e w a n t e d me t o c o m e a n d s e e h e r c l a s s t h a t w e e k a n d t h e n we c o u l d t a l k a f t e r w a r d s . I p r e p a r e d a b r i e f e x p l a n a t i o n o f w h a t i t was I w a n t e d t o d o i n t h e f o r m o f a t w o p a g e b r i e f w h i c h I g a v e t o K a r e n a n d r e a d o v e r w i t h h e r . T h e i n f o r m a t i o n was p r e s e n t e d h o n e s t l y b u t w i t h o n l y t h e r e l e v a n t f a c t s w h i c h w e r e i m p o r t a n t t o h e r i n v o l v e m e n t . S h e was c o n c e r n e d t h a t t h e r e w o u l d b e t e s t i n g o r f u r t h e r i n v o l v e m e n t w i t h t h e s t u d e n t s l a t e r o n i n t h e s t u d y a n d a s k e d me 46 to w r ite out e x a c t l y what my involvement with the students would be. Again she seemed h e s i t a n t about the time i n v o l v e d and had d i f f i c u l t y making a commitment. But we arranged that I would come back the next week f o r a general o b s e r v a t i o n p e r i o d and at that time she was ready to continue with the study. My choice f o r her to be the teacher used i n t h i s study was i n part a r e a c t i o n to the time pressure I was f e e l i n g . In order to complete the study before the end of the year i n June and have at l e a s t a 10 week p e r i o d of ob s e r v a t i o n s i t was necessary f o r me to begin r i g h t away. Otherwise I would have to wait u n t i l a f t e r September when sc h o o l had reopened and teachers were f e e l i n g comfortable with t h e i r new c l a s s e s to ask a teacher to become i n v o l v e d . Many of the s i g n a l s I got from Karen i n our f i r s t meeting and telephone c o n v e r s a t i o n i n d i c a t e d to me that she had many of the q u a l i t i e s I was l o o k i n g f o r . Pike i d e n t i f i e s two main c h a r a c t e r i s t i c s that should be used i n s e l e c t i n g teachers f o r a study such as t h i s (Pike, 1981) . One i s t h e i r w i l l i n g n e s s to share t h e i r experiences openly and f r e e l y and the other i s t h e i r a b i l i t y to r e f l e c t e a s i l y upon experiences i n order to f a c i l i t a t e i d e n t i f i c a t i o n of b e l i e f s , f e e l i n g s and a t t i t u d e s . From the f i r s t time I spoke to Karen on the phone she had t a l k e d openly about her t e a c h i n g , c l a s s , and a r t t e a c h i n g . There seemed to be very l i t t l e h e s i t a t i o n on her part about l e t t i n g me know what went on i n her classroom. A measure of her comfort with the s i t u a t i o n was that she was open about having an o u t s i d e r i n her 47 room. Although there was a seat made a v a i l a b l e to me at the side of the c l a s s , Karen made i t c l e a r from the f i r s t day that I was fre e to move about the classroom and i n t e r a c t with the students. It was of great importance to develop good rapport with the teacher. There was always the p o s s i b i l i t y that my presence i n the classroom c o u l d be seen as an i n v a s i o n of p r i v a c y , although t h i s was never apparent to me. In order that she not t h i n k I was only i n t e r e s t e d i n my study, and that I genuinely cared about the c l a s s I t r i e d to begin our co n v e r s a t i o n s each v i s i t by asking what had gone on with the classroom and how th i n g s were going f o r her. As I got to know i n d i v i d u a l students and s p e c i a l events that the c l a s s was i n v o l v e d i n I would make a po i n t to ask about these. I n i t i a l l y data g a t h e r i n g was s a c r i f i c e d to some extent as I worked towards de v e l o p i n g our r e l a t i o n s h i p and not p r e s s i n g with q u e s t i o n s , d e t a i l s and note t a k i n g . The f i r s t notes I d i d take Karen seemed q u i t e i n t e r e s t e d about, so I immediately o f f e r e d to l e t her read them to show my openness and set at r e s t any an x i e t y that might develop. This a l s o served as a check on the accuracy of my n o t e t a k i n g . I n i t i a l l y I t r i e d to l i m i t my questions to f a c t g a t h e r i n g so that she would f i n d answers that she was being asked f o r r e l a t i v e l y n o n - t h r e a t e n i n g . Bogdan makes these recommendations: Observers who dive i n t o the f i e l d are u n l i k e l y to e s t a b l i s h the kinds of r e l a t i o n s h i p s conducive to f r e e and easy data c o l l e c t i o n . . . A good r u l e to f o l l o w i n the i n i t i a l stage of the f i e l d w o r k i s not to c h a l l e n g e the behavior or statements of the s u b j e c t s or to ask questions that are l i k e l y to put them on the d e f e n s i v e (1975, p.41). 48 It was a l s o important e a r l y on to e s t a b l i s h that I was not a s s o c i a t e d with any one group, such as the d i s t r i c t ' s c e n t r a l o f f i c e or a d m i n i s t r a t i o n (Wilson, 1 977 ) . Because I had approached the school i n a r e l a t i v e l y independent way and the teacher knew I had l i m i t e d involvement with the zone c o - o r d i n a t o r I was seen as q u i t e autonomous. I was i n t r o d u c e d to the students as someone from the u n i v e r s i t y who was i n t e r e s t e d i n what they do i n a r t c l a s s e s . A c e r t a i n amount of e x p e r t i s e was a s s o c i a t e d with me i n the area of a r t . In the beginning the students had a f r i e n d l y , c u r i o u s i n t e r e s t towards me and began by t r y i n g to please me. It was important that the students p e r c e i v e d me as n e i t h e r a teacher nor a student. I was i n t r o d u c e d q u i t e openly to the s t a f f , to whom my i n t e n t i o n s at the school were known more d i r e c t l y than they were to the students. I was working with the new a r t c u r r i c u l u m and g e t t i n g Karen's r e a c t i o n s to i t . They a l l seemed q u i t e a c c e p t i n g of that idea and agreed that Karen was a good choice but at the time i n the s t a f f r o o m no one seemed t e r r i b l y i n t e r e s t e d . I was i n t r o d u c e d to the p r i n c i p a l through Karen on my second v i s i t . He was aware that I was working with Karen, and was p l e a s e d to meet me. I had thought that he might be concerned about some of the d e t a i l s or e t h i c s of the study but he was not . Ethnographers are c a r e f u l to note that the r e s e a r c h e r must not allow the informant or s e t t i n g to i n t e r f e r e or set c o n d i t i o n s 49 u p o n t h e c o l l e c t i o n o f d a t a ( B o g d a n , 1 977 ) . A l t h o u g h I n e v e r f e l t t h e t i m e s I c o u l d o b s e r v e w e r e r e s t r i c t e d b y t h e t e a c h e r , t h e r e w e r e t i m e c o n t r a i n t s b e c a u s e o f o t h e r t h a n a r t c o u r s e w o r k a n d e x t r a c u r r i c u l a r a c t i v i t e s w h i c h w e r e n u m e r o u s . A s w e l l K a r e n d i d n o t h a v e a t i m e t a b l e w h i c h s h e f o l l o w e d r e g u l a r l y , a n d was i n t h e h a b i t o f g i v i n g a n a r t l e s s o n w h e n i t was c o n v e n i e n t . T h e r e f o r e t o a c e r t a i n e x t e n t t i m e s h a d t o b e e s t a b l i s h e d f o r my o b s e r v a t i o n s t h a t w e r e m u t u a l l y a g r e e a b l e . R O L E OF P A R T I C I P A N T O B S E R V E R W o l c o t t p r e s e n t s t h e n o t i o n t h a t t h e r e s e a r c h e r i s t h e m o s t i m p o r t a n t i n s t r u m e n t f o r t h e d a t a c o l l e c t i o n . \" F o r a l l h i s e f f o r t s a t g e t t i n g a n d v e r i f y i n g i n f o r m a t i o n t h r o u g h a v a r i e t y o f t e c h n i q u e s , t h e f i e l d w o r k e r s ' s e s s e n t i a l r e s e a r c h i n s t r u m e n t h a s a l w a y s b e e n h i m s e l f \" ( W o l c o t t , 1 9 7 5 , p . 1 1 5 ) . T h i s i s i n c o m p l e t e c o n t r a s t t o s c i e n t i f i c r e s e a r c h w h e r e r e s e a r c h e r p r e s e n c e i s n e u t r a l i z e d o t h e r i n s t r u m e n t s a r e o f t e n u s e d f o r m e a s u r e m e n t . I n t h e s e c i r c u m s t a n c e s t h e c r e d e n t i a l s o f t h e r e s e a r c h e r who i s t h e m a i n i n s t r u m e n t b e c o m e s i g n i f i c a n t . T h r e e s e t s o f u s e f u l s k i l l s f o r f i e l d w o r k e r s a r e i d e n t i f i e d a s o n e , a s e n s i t i v e a n d p e r c e p t i v e o b s e r v e r . . . s y m p a t h e t i c , s k e p t i c a l , o b j e c t i v e , a n d i n o r d i n a t e l y c u r i o u s . , t w o , p h y s i c a l s t a m i n a , e m o t i o n a l s t a b i l i t y , a n d p e r s o n a l f l e x i b i l i t y , a n d t h r e e t h e s k i l l s o f a s t o r y t e l l e r a n d w r i t e r ( W o l c o t t , 1 9 7 5 , p . 1 1 6 ) . My f a m i l i a r i t y w i t h s c h o o l s c o n t r i b u t e d t o a f e e l i n g o f e a s e f o r me i n t h e r e s e a r c h s i t u a t i o n . H a v i n g s p e n t t i m e i n s c h o o l s a s a s t u d e n t , t e a c h e r , t e a c h e r a i d e , a n d v e r y r e c e n t l y a s a r e s e a r c h e r I h a d n o u n c o m f o r t a b l e f e e l i n g s i n t h e c l a s s r o o m . T h e 50 g e n e r a l s i t u a t i o n s w e r e f a m i l i a r t o me a n d t o b e e x p e c t e d . I h a d b e e n i n v o l v e d i n a n o t h e r r e s e a r c h p r o j e c t w h i c h i n v o l v e d my d o i n g f i e l d w o r k a s a n o b s e r v e r a n d was a l s o f a m i l i a r w i t h t h a t r o l e . I was a w a r e t h a t i t was o f u t m o s t i m p o r t a n c e t o m a i n t a i n a n d m o n i t o r t h e r e l a t i o n s h i p t h a t I h a d d e v e l o p e d w i t h K a r e n . T o a l a r g e d e g r e e t h i s was m a d e e a s i e r f o r me b y K a r e n b e c a u s e o f t h e n a t u r a l g e n e r o s i t y a n d c o n s i d e r a t i o n w h i c h s h e t o o k i n m a k i n g me f e e l w e l c o m e . F o r e x a m p l e , s h e s e n t a c h i i d d o w n t o t h e s t a f f r o o m o n my f i r s t v i s i t t o e s c o r t me t o t h e c l a s s . I n t h e c l a s s r o o m p o l i t e n e s s was c o n t i n u a l l y s t r e s s e d a n d t h i s was e x t e n d e d t o w a r d s me b y t h e c l a s s . \" G o o d m o r n i n g \" a n d \" g o o d n i g h t \" w e r e s a i d t o b o t h K a r e n a n d m y s e l f i n u n i s o n b y t h e c l a s s . T h e t e r m p a r t i c i p a n t o b s e r v e r i m p l i e s t h a t o n e i s i n t h e f i e l d s e t t i n g a s a p a r t i c i p a n t b u t a l s o h a s a s p e c i a l r o l e a s a n o b s e r v e r . V a r y i n g l e v e l s o f p a r t i c i p a t i o n a r e p o s s i b l e . On o n e e x t r e m e t h e o b s e r v e r w o u l d r e m a i n u n i n v o l v e d w h i l e a t t h e o t h e r e x t r e m e h e w o u l d p a r t i c i p a t e i n a l l o f t h e a c t i v i t i e s ( S p r a d l e y , 1 9 8 0 ) . W h e r e o n e s t a n d s a l o n g t h e c o n t i n u u m b e t w e e n t h e s e t w o i s u p t o t h e r e s e a r c h e r . I d i d n o t p a r t i c i p a t e i n t h e d a i l y a c t i v i t i e s i n t h e c l a s s r o o m . I n i t i a l l y I o n l y o b s e r v e d t h e a r t p r o g r a m i n p l a c e b u t a f t e r i n t r o d u c i n g t h e new c u r r i c u l u m I a s s i s t e d t h e t e a c h e r i n p l a n n i n g a n d p r e p a r i n g f o r a r t l e s s o n s . I r e m a i n e d t o o b s e r v e t h e s e l e s s o n s a n d p a r t i c i p a t e d o n l y w h e n c a l l e d u p o n f o r e x p e r t a s s i s t a n c e . My r e l a t i o n s h i p d e v e l o p e d w i t h t h e s t u d e n t s . E a r l y o n t h e y w e r e s h y b u t c u r i o u s a n d w a n t i n g t o p l e a s e m e . T h e m o r e t i m e I 51 spent i n the c l a s s the more they became used to me and expected me to come again. One day I made note of t h i s i n my f i e l d notes I was aware that my r e l a t i o n s h i p with the students was changing. They were g e t t i n g used to having me around. I t h i n k they a s s o c i a t e d me with fun, d i f f e r e n t t h i ngs they were being allowed to do. A couple of times d u r i n g the lesson students would ask me what I thought of t h e i r work, or i f they thought i t was f i n i s h e d , or what they should do next. If I f e l t i t was i n my realm of a u t h o r i t y I would a i d them, but otherwise d i r e c t e d them to t h e i r teacher. She d i d many things d i f f e r e n t l y than I would have and I was conscious of t h i s being her classroom (May, 30 , 1985 ) . 3.6 DATA COLLECTION AND DATA ANALYSIS Various experts w r i t i n g about research i n v o l v i n g f i e l d w o r k and data c o l l e c t i o n recommend d i f f e r e n t methods of data c o l l e c t i o n and a n a l y s i s . \"One of the few areas of agreement among p a r t i c i p a n t observers i s that the methodology c h a r a c t e r i s t i c a l l y embraces not one, but a blend or combination of methods and techniques\" (Pohland, 1971, p. 11). Sevigny d e s c r i b e s h i s approach of t r i a n g u l a t e d i n q u i r y . \"My n o t i o n of t r i a n g u l a t i o n i n v o l v e s an ethnomethodological o r i e n t a t i o n and combines m u l t i p l e case study i n v e s t i g a t i o n , m u l t i p l e s t r a t e g i e s f o r data c o l l e c t i o n , m u l t i p l e s t r a t e g i e s f o r data p r o c e s s i n g , and m u l t i p l e s t r a t e g i e s f o r data a n a l y s i s \" (Sevigny, 197 8 , p.7) . Smith and Pohland d e s c r i b e t h e i r approach as the multi-method, m u l t i - p e r s o n , m u l t i - s i t u a t i o n , m u l t i - v a r i a b l e nature of p a r t i c i p a n t o b s e r v a t i o n (Pohland, 1971) . The consensus i s that by r e l y i n g on more than one source or method the p a r t i c i p a n t observer i s b e t t e r able to o b t a i n a complete p i c t u r e of the s i t u a t i o n and i s able to v e r i f y i n f o r m a t i o n by comparison. The 52 t e c h n i q u e s o f d a t a c o l l e c t i o n f o r t h i s r e s e a r c h i n c l u d e d o b s e r v a t i o n , r e s p o n d e n t i n t e r v i e w i n g , a n d d o c u m e n t a n a l y s i s . T h e t y p e s o f o b s e r v a t i o n s m a d e c h a n g e d i n f o c u s d u r i n g t h e r e s e a r c h . E a r l y o b s e r v a t i o n s w e r e o f a g e n e r a l n a t u r e t o o b t a i n a n o v e r v i e w o f t h e c l a s s r o o m , p a r t i c i p a n t s a n d u n d e r s t a n d t h e r o u t i n e s . S p r a d l e y e x p l a i n s how t h e o b s e r v a t i o n s t h e n b e c o m e m o r e f o c u s e d a n d f i n a l l y s e l e c t i v e ( S p r a d l e y , 1 9 8 0 ) . A f t e r I o b t a i n e d i n f o r m a t i o n o f a g e n e r a l n a t u r e , a n d o n c e t h e c u r r i c u l u m was b e i n g i m p l e m e n t e d I f o c u s e d o n t h e c h a n g e s b e i n g m a d e t h r o u g h t h e t e a c h e r ' s u s e o r n o n u s e o f t h e c u r r i c u l u m . T h e i n f o r m a t i o n o b t a i n e d i n i n t e r v i e w s r a n g e d f r o m a f r i e n d l y c o n v e r s a t i o n i n t h e s t a f f r o o m t o a m o r e f o r m a l i n t e r v i e w w i t h w r i t t e n q u e s t i o n s . I n t h i s s t u d y a c o n t i n u a l d i a l o g u e b e t w e e n t h e r e s e a r c h e r a n d t e a c h e r p r o v i d e d d a t a f o r a n a l y s i s . T h e a m o u n t o f p r e l i m i n a r y p l a n n i n g f o r i n t e r v i e w s w o u l d v a r y . F i e l d w o r k i n v o l v e s c o n s t a n t r e v i s i o n a n d r e f l e c t i o n o n o n e ' s n o t e s . I a l w a y s h a d s o m e t o p i c s w h i c h I w o u l d h a v e i n m i n d t o d i s c u s s e a c h d a y b u t w h e n a n d how t h e s e w o u l d b e b r o a c h e d w o u l d d e p e n d o n t h e c i r c u m s t a n c e s . T h e s e q u e s t i o n s w o u l d b e w r i t t e n i n my n o t e s , b u t I w o u l d o n l y r e f e r t o t h e m a s n e e d e d . S o m e t i m e s , e s p e c i a l l y i n t h e b e g i n n i n g I w o u l d w r i t e a l i s t o f q u e s t i o n s a n d we w o u l d g o t h r o u g h t h e m l i k e a q u e s t i o n n a i r e . A n e x a m p l e o f t h i s i s w h e n I was o b t a i n i n g b i o g r a p h i c a l i n f o r m a t i o n . U s u a l l y t h o u g h i t s e e m e d m o s t b e n e f i c i a l t o \" p l a y i t m o r e b y e a r \" a n d l e t K a r e n s p e a k a b o u t w h a t w a s i m p o r t a n t f o r h e r a t t h e t i m e . L e a r n i n g t o l i s t e n a n d a s k f e w e r q u e s t i o n s was a s k i l l t h a t I d e v e l o p e d . S p r a d l e y o f f e r s a d e t a i l e d d i a g n o s i s o f e t h n o g r a p h i c i n t e r v i e w s w h i c h 53 p r o v i d e s m u c h c o m m o n s e n s e a d v i c e o n c o n d u c t i n g a n i n t e r v i e w ( S p r a d l e y , 197 9) . D o c u m e n t a n a l y s i s t o o k t h e f o r m o f t i m e t a b l e s , r e p o r t c a r d s , l e s s o n p l a n s , b u l l e t i n b o a r d s , a n d m o s t i m p o r t a n t l y t h e c h i l d r e n ' s a r t w o r k . P h o t o g r a p h s w e r e t a k e n o f t h e b u l l e t i n b o a r d s a n d a r t w o r k a s w e l l a s d e t a i l e d d e s c r i p t i o n s w r i t t e n . T h e i n f o r m a t i o n c o l l e c t e d i n t h e f i e l d t h r o u g h n o t e s a n d d o c u m e n t s was e x t e n d e d a f t e r l e a v i n g t h e f i e l d s e t t i n g , n u m b e r e d a n d c o l o u r c o d e d a c c o r d i n g t o i d e a s t h a t w e r e e m e r g i n g . C o n s t a n t r e r e a d i n g o f n o t e s a n d o r g a n i z a t i o n o f i d e a s p r o v i d e d a f o c u s i n g o n c e r t a i n t o p i c s a n d a l l o w e d c a t e g o r i e s a n d r e p e t i t i o n s o f i d e a s t o b e c o m e c l e a r . N o t e - t a k i n g was o f t h r e e k i n d s . I n s i t u f i e l d n o t e s a r e w h a t S p r a d l e y d e s c r i b e s a s \" c o n d e n s e d \" ( S p r a d l e y , 1 9 8 0 ) . T h e s e r e c o r d k e y p h r a s e s o r m a j o r e v e n t s t h a t a r e o b s e r v e d i n t h e f i e l d s i t u a t i o n . I t o o k s o m e n o t e s i n t h e f i e l d w h i l e o b s e r v i n g , b u t a l s o w o u l d d e p e n d o n w r i t i n g t h e s e n o t e s i m m e d i a t e l y u p o n l e a v i n g t h e s i t u a t i o n . T h e c o n d e n s e d n o t e s w e r e t h e n r e w r i t t e n i n t o a n e x p a n d e d a c c o u n t a s s o o n a s p o s s i b l e a f t e r l e a v i n g t h e f i e l d . U s i n g t h e a n e c d o t a l n o t e s a n d f r o m m e m o r y o f o b s e r v a t i o n t h e r e s e a r c h e r m u s t a t t e m p t t o d e s c r i b e i n a s m u c h d e t a i l h i s a c c o u n t o f w h a t t o o k p l a c e i n t h e f i e l d . T h e t h i r d t y p e o f n o t e s I k e p t was a d i a r y o r f i e l d j o u r n a l . T h i s b e g a n w i t h n o t e s f r o m t h e b e g i n n i n g m e e t i n g w i t h u n i v e r s i t y a d v i s e r s e a r l y o n i n t h e d e v e l o p m e n t o f t h e r e s e a r c h t o p i c a n d c o n t i n u e d t h r o u g h t h e s t u d y . A l l d a t e s o f d i s c u s s i o n s w i t h p e o p l e , i m p o r t a n t s o u r c e s t o r e a d , a n d m o s t i m p o r t a n t l y p e r s o n a l t h o u g h t s o f t h e p r o c e s s I was g o i n g t h r o u g h w e r e r e c o r d e d . 3 . 7 C O N C L U S I O N T h e r e s e a r c h m e t h o d u s e d i n t h i s s t u d y h a s b e e n d e s c r i b e d a s h a v i n g m a n y s i m i l a r i t i e s t o p a r t i c i p a n t o b s e r v a t i o n , e t h n o g r a p h y a n d n a t u r a l i s t i c o b s e r v a t i o n . T h e c h o i c e o f a u n i q u e r e s e a r c h m e t h o d h a s b e e n j u s t i f i e d a s t h e b e s t way t o o b t a i n t h e i n f o r m a t i o n s o u g h t i n t h i s s t u d y . T h e s p e c i a l c i r c u m s t a n c e s o f t h e e n t r y a n d r o l e o f t h e r e s e a r c h e r a s p a r t i c i p a n t o b s e r v e r was o u t l i n e d a n d t h e k e y r o l e t h e r e s e a r c h e r i n t h i s s i t u a t i o n p l a y s was n o t e d . T h e v a r i o u s m e t h o d s o f d a t a c o l l e c t i o n a n d o r g a n i z a t i o n o f t h e q u a n t i t y o f d a t a was d i s c u s s e d . 55 CHAPTER 4 THE RESEARCH CONTEXT AND ACTIVITIES 4.1 INTRODUCTION This chapter i s a s y n t h e s i s of the data obtained while at the sc h o o l . It begins with an i n t r o d u c t i o n to the school and c l a s s and d e s c r i b e s the teacher - resear c h e r r e l a t i o n s h i p . The a r t program i n place i n the classroom i s d e s c r i b e d by: 1) ob s e r v a t i o n of the teacher's a r t and other c l a s s e s 2) observ a t i o n s of a r t d i s p l a y s 3) d i s c u s s i o n s with the teacher about her p e r c e p t i o n s of her program 4) comments by students and other t e a c h e r s . A f t e r the new d r a f t c u r r i c u l u m was given to the teacher her i n i t i a l r e a c t i o n s are recorded and her use of the c u r r i c u l u m d u r i n g the planned u n i t . The comments that f o l l o w are intended to be honest, p e r s o n a l statements of ob s e r v a t i o n s made by the resear c h e r d u r i n g the course of the r e s e a r c h . While t r y i n g to maintain a c e r t a i n amount of o b j e c t i v i t y they are a l s o , by the nature of the res e a r c h , w r i t t e n by someone i n v o l v e d i n the s i t u a t i o n and are not meant to be p r o f e s s i o n a l statements but r a t h e r r e f l e c t i o n s and o p i n i o n s by a novice r e s e a r c h e r . 4.2 THE RESEARCHER'S INTRODUCTION TO THE SCHOOL An i n d i c a t i o n as to what the sch o o l would be l i k e came before I a c t u a l l y caught s i g h t of the s c h o o l . Climbing higher and higher up the mountain, past t a l l t r e e s and houses b u i l t on a slope that would seem l i k e a b u i l d e r ' s nightmare, I turned on to 56 a q u i e t r e s i d e n t i a l s t r e e t a n d c a m e u p o n t h e s c h o o l . T h e n e i g h b o u r h o o d was f u l l o f l a r g e , w e l l k e p t h o m e s a n d g a r d e n s , m a n y w i t h a v i e w o f a c i t y f a r b e l o w . T h e s c h o o l t h o u g h , h a d n o o u t s t a n d i n g f e a t u r e s . I t i s a l o n g , l o w t w o s t o r e y s t r u c t u r e , w i t h m a n y w i n d o w s a l o n g t h e f r o n t a n d a g y m n a s i u m a t o n e e n d . B e t w e e n t h e r o a d a n d t h e s c h o o l i s a p a v e d l o t f o r t e a c h e r s ' c a r s a n d a p a v e d p l a y g r o u n d . B e h i n d t h e s c h o o l a r e b a s e b a l l d i a m o n d s a n d b e y o n d t h a t f o r e s t . U p o n e n t e r i n g y o u a r e i n t h e l o w e r f l o o r a n d m u s t c l i m b u p a s t a i r c a s e , p a s t t h e l i b r a r y t o t h e o f f i c e o n t h e t o p f l o o r . C l a s s r o o m s a r e p l a c e d o n b o t h f l o o r s o f f o n e ' l o n g h a l l w a y . G r e e t e d b y a c h e e r f u l s e c r e t a r y I was t o l d t h a t s h e h a d b e e n i n f o r m e d b y K a r e n t h a t I w o u l d b e a r r i v i n g a n d s u g g e s t e d I c o u l d w a i t i n t h e s t a f f r o o m . A f t e r a f e w m o m e n t s o f p e r u s i n g t h e a c c u m u l a t i o n o f t y p i c a l s t a f f r o o m n o t i c e s a s t u d e n t k n o c k e d a t t h e d o o r a n d s a i d s h e h a d b e e n s e n t b y K a r e n t o t a k e me t o t h e c l a s s r o o m . T h e \" r o y a l t r e a t m e n t \" I was b e i n g g i v e n s e e m e d a t f i r s t t o o c o n s i d e r a t e , b u t l a t e r I r e a l i z e d t h i s t o b e p a r t o f t h e n a t u r a l o r d e r o f t h i n g s i n K a r e n ' s G r a d e 4 / 5 c l a s s r o o m . C l a s s e s w e r e i n s e s s i o n a l o n g t h e l o n g h a l l w a y w i t h t h e e x p e c t e d n o i s e a n d a c t i v i t y o f h u n d r e d s o f c h i l d r e n o n a F r i d a y a f t e r n o o n . A l o n g t h e w a l l s t h e r e w a s o n e b u l l e t i n b o a r d o u t s i d e e a c h c l a s s r o o m w h i c h was d e c o r a t e d w i t h a n a r t l e s s o n f r o m t h e c l a s s w i t h i n . T h e s e w e r e b r i g h t l y c o l o u r e d a n d c a r e f u l l y d i s p l a y e d a r t l e s s o n s b u t w i t h a c e r t a i n u n i f o r m i t y . T h i s v i s u a l i n t r o d u c t i o n p e r m i t t e d me t o s e e a t a g l a n c e h a l f a d o z e n a r t l e s s o n s . 57 A t t h e c l a s s r o o m t h e t e a c h e r g r e e t e d me a n d s a i d \" h e l l o \" a n d a s k e d me t o s i t a t a l a r g e t a b l e a l o n g t h e s i d e o f t h e r o o m . I was i n t r o d u c e d t o t h e c l a s s a s s o m e o n e f r o m t h e u n i v e r s i t y who w o u l d b e s p e n d i n g s o m e t i m e w i t h t h e c l a s s , a n d t h a t I h a d a s p e c i a l i n t e r e s t i n t h e i r a r t l e s s o n s . S h e t h e n c o n t i n u e d t a l k i n g t o t h e c l a s s w i t h t h e i n t r o d u c t i o n t o t h e a r t l e s s o n . I t s e e m e d a g o o d s i g n t h a t s h e was s o o b l i v i o u s t o my p r e s e n c e a n d c o u l d e a s i l y c o n t i n u e o n w i t h w h a t s h e h a d b e e n d o i n g . T h e c l a s s r o o m was a b r i g h t , b u s y p l a c e . I t h a d a f a m i l i a r c l u t t e r e d f e e l i n g o f a n e l e m e n t a r y c l a s s r o o m w h e r e 29 p e o p l e s t u d y e i g h t d i f f e r e n t s u b j e c t s a n d i n t e r a c t d a i l y . T h e r e w e r e m a n y d i s p l a y s o f s t u d e n t ' s w o r k a r o u n d t h e r o o m , m a i n l y o f a r t a n d v i s u a l i m a g e s f r o m o t h e r s u b j e c t a r e a s . T h e r e h a d o b v i o u s l y b e e n g r e a t c a r e t a k e n w i t h t h e d i s p l a y s w h i c h l o o k e d a s i f t h e t e a c h e r h a d p u t t h e m u p . W o r k was a l l m o u n t e d o n c o l o u r e d c o n s t r u c t i o n p a p e r a n d s p a c e d e q u a l l y o n b u l l e t i n b o a r d s . T h e s t u d e n t s ' d e s k s w e r e a l l s i n g l y s p a c e d i n r o w s f a c i n g t h e f r o n t o f t h e c l a s s . I t was a l a r g e c l a s s o f 29 s t u d e n t s w h i c h m e a n t t h a t t h e d e s k s a n d a f e w o t h e r p i e c e s o f f u r n i t u r e a l m o s t c o m p l e t e l y f i l l e d t h e r o o m . T h e r e w e r e m o d e l s t h a t h a d b e e n b u i l t o n a n a t i v e t h e m e i n t h e s h e l v e s a b o v e t h e c o a t r a c k s a n d t h e t e a c h e r ' s d e s k w a s p i l e d w i t h b o o k s a n d p a p e r s . A l o n g t h e b a c k w a l l w e r e l o w s h e l v e s c o m p l e t e l y p a c k e d w i t h t e x t b o o k s e r i e s . T h e r e w a s a c e r t a i n a m o u n t o f s h y n e s s a n d c u r i o s i t y b y t h e s t u d e n t s a b o u t who I m i g h t b e a n d w h a t I was d o i n g t h e r e . T h e c h i l d r e n s i t t i n g c l o s e s t t o me v e n t u r e d t o t a l k t o me d u r i n g t h e l e s s o n . T h e c l a s s was m a d e u p o f p r e d o m i n a n t l y C a u c a s i a n 58 s t u d e n t s who w e r e a l l w e l l d r e s s e d a n d r e a s o n a b l y c h e e r f u l . F r o m my e x p e r i e n c e t h i s was a q u i e t a n d w e l l b e h a v e d c l a s s . T h e r e w e r e r o u t i n e s a n d b e h a v i o u r s e x p e c t e d o f t h e m w h i c h t h e y k n e w a n d f o l l o w e d . T h e l e s s o n c o n t i n u e d . T h e c l a s s w o u l d b e m a k i n g E a s t e r b u n n i e s i n a n t i c i p a t i o n o f t h e E a s t e r h o l i d a y c o m i n g u p . K a r e n s h o w e d t h e t w o p i e c e s o f w h i t e p a p e r e a c h s t u d e n t w o u l d g e t , how t o f o l d t h e m a n d c u t a h e a r t . \" R e m e m b e r w e ' v e u s e d h e a r t s h a p e s b e f o r e . P l a c e t h e t w o p i e c e s o f p a p e r t o g e t h e r . U s e t h e o t h e r p a p e r t o d e c o r a t e y o u r b u n n y . \" W i t h t h e t w o l a r g e w h i t e h e a r t s s h e d e m o n s t r a t e d how t h e y c o u l d b e g l u e d t o g e t h e r t o m a k e t h e f a c e a n d b o d y o f a r a b b i t . E v e r y o n e u n d e r s t o o d how t h i 3 m i g h t g i v e t h e a p p e a r a n c e o f a r a b b i t a n d b e c a m e e x c i t e d a b o u t i t . K a r e n b e g a n s o m e q u e s t i o n i n g a b o u t how t h e b u n n i e s c o u l d b e d e c o r a t e d w i t h t h e c o l o u r e d c o n s t r u c t i o n p a p e r . C h i l d r e n v o l u n t e e r e d i d e a s a b o u t p u t t i n g a r i b b o n t h r o u g h t h e b u n n i e s ' e a r s , c l o t h e s , bow t i e s , h a t s e t c . ( M a r c h 2 2 , 1 9 8 5 ) Row b y r o w t h e s t u d e n t s w e r e t o l d t o g e t t h e i r p a p e r w h i l e K a r e n w r o t e t h e s t e p s o f w h a t was t o b e d o n e o n t h e b o a r d . T h e n o i s e l e v e l r o s e a s t h e s t u d e n t s b e g a n m o v i n g t o g e t s u p p l i e s a n d d i s c u s s i n g t h e i r b u n n i e s . T h e y w e r e o b v i o u s l y e n j o y i n g t h i s l e s s o n . K a r e n m o v e d a r o u n d t h e c l a s s d u r i n g t h e e n t i r e l e s s o n h e l p i n g s t u d e n t s a n d t a l k i n g t o t h e m . T h e r e was c o n t i n u o u s l y a h i g h n o i s e l e v e l a n d a l o t o f i n t e r a c t i o n a m o n g t h e s t u d e n t s , i n c o n t r a s t t o t h e q u i e t w h e n I f i r s t e n t e r e d t h e c l a s s a n d w h e n t h e l e s s o n w a s b e i n g i n t r o d u c e d . K a r e n h e l d u p a f e w b u n n i e s a n d d r e w t h e s t u d e n t s ' a t t e n t i o n t o s o m e t h i n g t h a t s h e f e l t h a d b e e n d o n e 59 v e r y w e l l . T h e o t h e r s t u d e n t s t o o k n o t i c e a n d g o t t h e i d e a t o t r y i t . T h e r e w e r e m a n y s i m i l a r i t i e s a n d s o m e d i f f e r e n c e s a p p e a r i n g a m o n g t h e b u n n i e s . A l l s t u d e n t s c o n t i n u e d w o r k i n g f o r a b o u t 40 m i n u t e s u n t i l c l e a n u p t i m e . When t h e y a r e a n n o u n c e d , t h e s t u d e n t s s t o p p e d t o l i s t e n t o d i r e c t i o n s . A l l s t u d e n t s h a v e a n u m b e r w h i c h t h e y m u s t p u t o n t h e i r b u n n i e s a n d a n y p i e c e s o f p a p e r t h e y h a v e c u t w h i c h h a v e n o t y e t b e e n a t t a c h e d . S m a l l p a p e r s c r a p s a r e t h r o w n a w a y a n d l a r g e o n e s p u t b a c k i n c o l o u r e d p i l e s o n t h e s i d e t a b l e . R o u t i n e s h a v e o b v i o u s l y b e e n s e t u p w h i c h a r e w o r k i n g v e r y w e l l . K a r e n h a s t a u g h t a c l a s s i n w h i c h t h e r e w e r e n o c r i s e s o r d i s c i p l i n e p r o b l e m s . T h e s t u d e n t s w e r e e a g e r t o p l e a s e t h e i r t e a c h e r , a n d w e r e f o r t h e m o s t p a r t e n t h u s i a s t i c a n d w e l l b e h a v e d . S h e s p e n t h e r e n t i r e t i m e i n t e r a c t i n g w i t h t h e s t u d e n t s . N e v e r d i d s h e r a i s e h e r v o i c e . Q u i t e t h e o p p o s i t e . H e r v o i c e was n o t i c e a b l e i n t h a t i t was s o q u i e t , c a l m , s l o w a n d c o n t r o l l e d w h e n s h e s p o k e . S t i l l s o m e s t r a i n a n d u n e a s i n e s s was d i s c e r n a b l e , p e r h a p s d u e t o f a t i g u e f r o m a b u s y a f t e r n o o n . When t h e b u n n i e s h a d a l l b e e n p u t a w a y t h e s t u d e n t s g o t r e a d y t o g o h o m e . T h e y r e c i t e d a p o e m a n d t h e n l e f t n o i s i l y . K a r e n s t o o d a t t h e d o o r a n d a s t h e y w e r e l e a v i n g , p a t t e d e a c h o n e o n t h e h e a d a n d s a i d \" H a v e a g o o d w e e k e n d \" . T h e r e was a r e a l s e n s e o f c a r i n g i n t h e w a y s h e r e l a t e d w i t h t h e s t u d e n t s , w h i c h s h e h a d f i r s t s h o w n t o me b y h a v i n g a s t u d e n t w a l k me f r o m t h e s t a f f r o o m t o t h e c l a s s a n d w h i c h s h e e n c o u r a g e d t h e s t u d e n t s t o a l w a y s s h o w o n e a n o t h e r . I s t h i s s n a p s h o t o f a c l a s s r o o m c u l t u r e b e g i n n i n g t o a p p e a r 60 almost too good to be true? I t h i n k i n some respects that i s what I thought a f t e r t h i s f i r s t v i s i t . However, these were upper-middle c l a s s c h i l d r e n motivated to l e a r n with a very experienced, c o n s c i e n t i o u s teacher who was l e a d i n g her c l a s s . 4.3 THE DEVELOPMENT OF IHE_TEACHER - RESEARCHER RELATIONSHIP My i n t r o d u c t i o n to the c l a s s and Karen had been made at the beginning of that f i r s t a r t l e s s o n , but our r e l a t i o n s h i p r e a l l y began a f t e r s chool that day when we had time to s i t together and t a l k . Karen was much the same alone as she was with the c l a s s . The f a t i g u e of a F r i d a y afternoon had set i n and I f l a s h e d back to how I would have f e l t when t e a c h i n g i f someone had wanted to c a r r y on a t e a c h i n g r e l a t e d c o n v e r s a t i o n with me a f t e r 3:30 on a F r i d a y . We spoke about the classroom and I made i n t r o d u c t i o n s about myself and what my p r o j e c t i n v o l v e d . I had brought a summary of the r e s e a r c h I was hoping to do with Karen and went over i t with her. Karen spoke at l e n g t h about the commitments she had a l r e a d y made f o r the r e s t of the school year and how they would take much of her and the c l a s s ' s time. T h i s year was the a n n i v e r s a r y o f . t h e s c h o o l and her c l a s s would be performing a dance f o r the parents, r e p o r t cards were coming up, and Karen was o r g a n i z i n g a l l the t r a c k and f i e l d f o r the s c h o o l . The amount of time that would be r e q u i r e d of Karen was a r e a l concern to her, and a r e a l concern to me that she would be u n w i l l i n g to give the time or q u i t the p r o j e c t once s t a r t e d . As the c o n v e r s a t i o n 61 c o n t i n u e d s h e a s k e d i f I w o u l d w r i t e o u t e x a c t l y w h a t t h e s t u d e n t s ' i n v o l v e m e n t i n t h e s t u d y w o u l d b e . I t was a g r e e d t h a t I w o u l d r e t u r n t h e n e x t w e e k t o b e g i n g e t t i n g a q u a i n t e d w i t h t h e s c h o o l a n d s t u d e n t s . K a r e n h a d b e e n t e a c h i n g a t t h i s s c h o o l f o r f i v e y e a r s a n d b e f o r e t h a t h a d b e e n a t t w o o t h e r e l e m e n t a r y s c h o o l s w i t h i n t h e s a m e s c h o o l d i s t r i c t . S h e h a d a t o t a l o f e i g h t e e n y e a r s t e a c h i n g e x p e r i e n c e i n v a r i o u s g r a d e l e v e l s a n d s u b j e c t s . S h e h a d m a j o r e d d u r i n g h e r B a c h e l o r o f E d u c a t i o n d e g r e e p r o g r a m i n P h y s i c a l E d u c a t i o n a n d t a k e n o n e m e t h o d s c o u r s e i n t e a c h i n g a r t . S h e was s t i l l a b l e t o r e c a l l t h e i n s t r u c t o r ' s name a n d s t a t e d t h a t t h e r e s o u r c e b o o k s h e h a d d e v e l o p e d d u r i n g t h a t c o u r s e was s t i l l o n e o f h e r m a i n s o u r c e s f o r l e s s o n p l a n n i n g . S h e h a d f o u n d t h e c o u r s e v e r y w o r t h w h i l e a n d e s p e c i a l l y l i k e d t h e s a m p l e s w h i c h s h e h a d d e v e l o p e d b e c a u s e t h e s e w e r e v e r y u s e f u l t o h e r i n h e r t e a c h i n g . S i n c e t h e n s h e h a d a t t e n d e d m a n y a r t w o r k s h o p s o f f e r e d b y h e r s c h o o l d i s t r i c t a n d t r i e d i n t h e s u m m e r d o t o e x t r a r e a d i n g w h e n s h e h a d t h e t i m e . W h e n a s k e d a b o u t h e r p e r s o n a l a r t i n t e r e s t s s h e d e s c r i b e d h e r s e l f a s g o i n g t o t h e t h e a t r e a n d was p r o u d t h a t s h e h a d b e e n t o t h e c i t y a r t g a l l e r y . S h e f e l t t h a t s h e h e r s e l f h a d n o \" t a l e n t \" i n a r t , t h a t s h e c o u l d n ' t d r a w , a n d d i d n o t f e e l c o m f o r t a b l e d o i n g s o i n f r o n t o f t h e c l a s s . O u r r e l a t i o n s h i p w a s j u s t a t i t s b e g i n n i n g b u t c o n t i n u e d t o g r o w . U n s u r e o f e a c h o t h e r a t t h a t t i m e we w e r e c a u t i o u s a b o u t w h a t was s a i d . My f i r s t i m p r e s s i o n s w e r e o f a t e a c h e r who was g e n u i n e l y c o n c e r n e d a n d c a r i n g f o r h e r s t u d e n t s , v e r y c o n s c i e n t i o u s , a n d h a r d w o r k i n g . S h e h a d o b v i o u s l y won t h e 62 r e s p e c t o f h e r c l a s s . S h e p u t f o r t h m u c h e f f o r t t o g e t r o u t i n e s a n d o r g a n i z a t i o n a l p a t t e r n s w h i c h e v e r y o n e f o l l o w e d . H e r d i s p o s i t i o n w i t h t h e c l a s s was o n e o f c a l m c o n t r o l a l t h o u g h I a l w a y s g o t t h e i m p r e s s i o n t h a t s h e w o r k e d h a r d t o m a i n t a i n t h i s a n d f e l t s h e was o p e r a t i n g u n d e r a c e r t a i n a m o u n t o f s t r a i n . A s we t a l k e d a f t e r s c h o o l t h a t f i r s t d a y i n h e r c l a s s r o o m a n o t h e r t e a c h e r who was a g o o d f r i e n d o f K a r e n ' s c a m e i n . We w e r e i n t r o d u c e d a n d s h e s t a y e d t o t a l k f o r a f e w m i n u t e s . When s h e was p r e s e n t I n o t i c e d t h a t K a r e n was m u c h m o r e a t e a s e . T h i s i n t e r r u p t i o n , a l o n g w i t h n u m e r o u s i n t e r r u p t i o n s f r o m s t u d e n t s , p a r e n t s , t e a c h e r s , j a n i t o r s , l i b r a r i a n s a n d a d m i n i s t r a t o r s , was a c o n t i n u a l p r o b l e m I f a c e d w h e n t r y i n g t o g e t t h e u n d i v i d e d a t t e n t i o n o f K a r e n a t t h e s c h o o l . A t t i m e s i t was a l s o d i f f i c u l t t o g e t K a r e n ' s u n d i v i d e d a t t e n t i o n b e c a u s e s h e h a d s o m u c h e l s e o n h e r m i n d . S h e was a \" l e a d e r \" i n t h e s c h o o l a m o n g s t t h e o t h e r t e a c h e r s a n d s e e m e d t o c a r r y a h e a v y b u r d e n o f t h e w o r k l o a d f o r e x t r a - c u r r i c u l a r a c t i v i t i e s . H a v i n g t o b e i n v o l v e d a n d h a v e e v e r y t h i n g d o n e h e r way t o o k a l o t o f t i m e a n d e n e r g y . O n e d a y i n t h e s t a f f r o o m w h i l e we w e r e t a l k i n g a t e a c h e r c a m e i n a n d m a d e s o m e s o r t o f a c o m m e n t a b o u t b e i n g u n a b l e t o o b t a i n t h e r i b b o n s f o r t h e t r a c k m e e t . T h i s t e a c h e r was g o i n g t o d o s o m e t h i n g f o r a r e p l a c e m e n t . K a r e n , who w a s a l s o o n t h e c o m m i t t e e , w a n t e d t o s e e i t h e r s e l f a n d l e f t t o h a v e a l o o k . A n o t h e r t e a c h e r i n t h e r o o m m a d e a c o m m e n t t o t h e e f f e c t \" G o d h a s s p o k e n \" a n d t h a t K a r e n h a d t o h a v e e v e r y t h i n g d o n e h e r w a y . 63 On t h e n e x t v i s i t K a r e n c o n t i n u e d w i t h h e r p o l i t e c o n c e r n f o r me b y i n t r o d u c i n g me t o t h e s t a f f a t r e c e s s . S h e a l s o c o n t i n u e d t o s e e m c o m f o r t a b l e w i t h me i n h e r c l a s s r o o m a s a n o b s e r v e r a n d was m o r e r e l a x e d i n o u r c o n v e r s a t i o n s . D u r i n g r e c e s s s h e a s k e d me s o m e p e r s o n a l q u e s t i o n s a n d we t a l k e d a b o u t o u r f a m i l i e s . S h e was i n t e r e s t e d t o k n o w m o r e a b o u t who I was r a t h e r t h a n j u s t t h a t I was f r o m t h e u n i v e r s i t y . T h i s s e e m e d r e a s o n a b l e t o me b e c a u s e I was p r y i n g s o m u c h i n t o h e r w o r l d a s a t e a c h e r a n d p e r s o n , i t m a d e s e n s e t h a t i t s h o u l d b e r e c i p r o c a l f o r h e r t o k n o w m o r e a b o u t m e . A s t i m e w e n t o n I w o u l d m a k e a p o i n t a b o u t a s k i n g a b o u t w h a t h a d h a p p e n e d i n t h e c l a s s d u r i n g my a b s e n c e a n d a s k i n g a b o u t e v e n t s i n K a r e n ' s l i f e t h a t I k n e w w e r e t a k i n g p l a c e . B e i n g a b l e t o t a l k a b o u t t h i n g s o t h e r t h a n j u s t t h e a r t l e s s o n s a n d my i n v o l v e m e n t i n t h e c l a s s m a d e me f e e l m u c h c l o s e r t o w h a t was h a p p e n i n g . I f e l t t h a t my n o t e t a k i n g m a d e K a r e n u n e a s y o n my f i r s t v i s i t s . T h e s e w e r e t i m e s w h e n I was t r y i n g t o s o r t o u t w h a t was i m p o r t a n t t o n o t e , s o I t o o k e x t e n s i v e n o t e s o n e v e r y t h i n g . My s e e k i n g o u t a n d r e c o r d i n g i n f o r m a t i o n m a y h a v e b e e n a l i t t l e o v e r w h e l m i n g . A s t i m e w e n t o n I r e l i e d m u c h m o r e o n j o t t i n g d o w n a f e w k e y w o r d s o r p h r a s e s a n d f i l l i n g i n my n o t e s l a t e r w i t h t h e d e t a i l s . E a r l y o n t h o u g h I o f f e r e d t o l e t K a r e n r e a d w h a t I h a d w r i t t e n t h a t d a y . I r a t i o n a l i z e d t h a t s h e w o u l d n o t f e e l a s i n t i m i d a t e d i f s h e k n e w e x a c t l y w h a t I was u p t o . S h e r e a d t h r o u g h a f e w p a g e s a n d s e e m e d p u z z l e d t h a t I f o u n d a n y t h i n g o f i n t e r e s t a n d t h o u g h t i t was a l l a b i t s t r a n g e . 64 O n e d a y K a r e n a n d I w e r e i n t h e s t a f f r o o m a f t e r s c h o o l t a l k i n g a b o u t h e r p r e s e n t a r t p r o g r a m . I was a s k i n g q u e s t i o n s a b o u t h e r p h i l o s o p h y , g o a l s , r e s o u r c e s , p l a n n i n g e t c . S h e s p o k e v e r y o p e n l y a b o u t w h a t s h e d o e s a n d w h y . On t h i s p a r t i c u l a r d a y I was t r y i n g t o g e t h e r t o t a l k i n d e t a i l a b o u t t h e p a r t s o f h e r p r o g r a m . H a v i n g b e e n a t g r a d u a t e s c h o o l f o r t h e p a s t s i x m o n t h s t a l k i n g d a i l y t o o t h e r g r a d u a t e a r t s t u d e n t s a n d p r o f e s s o r s I was u s e d t o d i a l o g u i n g a b o u t a r t a t a f a i r l y h i g h l e v e l . W i t h K a r e n I was t r y i n g t o g e n e r a t e a s i m i l a r d i s c u s s i o n , n o t u n d e r s t a n d i n g t h a t t h i s s i t u a t i o n was e n t i r e l y d i f f e r e n t . K a r e n was t a l k i n g a b o u t e v e r y d a y e x p e r i e n c e s a n d I was s t u c k m u c h f a r t h e r a w a y o n a t h e r o e t i c a l l e v e l . I f e l t f r u s t r a t i o n b e c a u s e I was n o t g e t t i n g t h e a b u n d a n c e o f i n f o r m a t i o n I w a n t e d , n o t k n o w i n g t h a t my n o t b e i n g a b l e t o g e t i t was i t s e l f v e r y s i g n i f i c a n t . P a r t o f t h e d i f f i c u l t y , I r e a l i z e d , w a s t h a t my q u e s t i o n s w e r e t o o o p e n e n d e d . I n e e d e d t o p r o v i d e m o r e i n f o r m a t i o n f r o m w h i c h s h e c o u l d c h o o s e t h e r e s p o n s e . B u t m o s t i m p o r t a n t l y I r e a l i z e d t h a t we w e r e t a l k i n g a b o u t a r t i n t h e way f a m i l i a r t o h e r a n d t h a t I c o u l d n o t p u s h my d i a l o g u e o n h e r . T h a t d a y I w r o t e i n my j o u r n a l \" K a r e n w a s m u c h m o r e r e l a x e d . We c o u l d l a u g h t o g e t h e r a n d w i t h h e r f r i e n d s i n t h e s t a f f r o o m . S h e i s n ' t s h y a b o u t w h a t s h e i s a n d i s n o t d o i n g ( i n h e r a r t p r o g r a m ) . My q u e s t i o n i n g n e e d s i m p r o v i n g . G o t a g o o d g e n e r a l b a c k g r o u n d t o d a y b u t n e e d t o g o o v e r s a m e m a t e r i a l i n d e t a i l \" ( A p r i l , 1 1 , 1 9 8 5 ) . L a t e r I r e a l i z e d d e t a i l s w o u l d c o m e o n l y t h r o u g h r e p e a t e d d i s c u s s i o n s a n d i n s m a l l p i e c e s . A b o u t s i x w e e k s l a t e r I w r o t e a b o u t t h i s s a m e f r u s t r a t i o n i n my j o u r n a l . 65 \"I am academically f r u s t r a t e d by the i n a b i l i t y f o r us to t a l k about a r t education at a meaningful l e v e l . I understand that I can't push my ideas on her but I only see a small change i n her a r t t e a c h i n g with the new c u r r i c u l u m , i f t h a t . I r e a l i z e that I'm not documenting a change here and probably should not even be expecting t h a t \" (May, 24, 1985) . An important aspect of t h i s research was that as the reseacher I was i n v o l v e d and a part of the scene which I was d e s c r i b i n g . Researcher presence i s not to be avoided, but i s an important part of the r e s e a r c h . The r e l a t i o n s h i p between Karen and myself was r e c i p r o c a l . She shared the experiences of her d a i l y t e a c h i n g and I shared my knowledge of a r t t e a c h i n g and the new c u r r i c u l u m . We worked together, both making d e c i s i o n s and n e c e s s a r i l y i n f l u e n c i n g one another. I was c a r e f u l not to l e t her f e e l that someone had come i n t o her c l a s s and was t a k i n g over. At a l l times i t was her classroom and I was the v i s i t o r . 4.4 AN OVERVIEW OF THE _GRADE 4/5 ART PROGRAM OBSERVATIONS OF ART AND OTHER CLASSES During the f i r s t month that I observed t h i s c l a s s they were i n v o l v e d i n v a r i o u s a r t p r o j e c t s . These were: -cut paper bunnies, as an E a s t e r p r o j e c t -thumbprint p i c t u r e s , f u r t h e r drawn with p e n c i l and f e l t crayons -paper q u i l l i n g of r a d i a l designs -poodle dogs made from coat hangers and yarn F i e l d notes w r i t t e n d u r i n g one of these l e s s o n s are i n Appendix 2 . Observations of these l e s s o n s p r o v i d e d an o p p o r t u n i t y to view s i m i l a r i t i e s and d e s c r i b e c h a r a c t e r i s t i c s of the a r t program i n 66 t h i s c l a s s . L e s s o n s w e r e i n t r o d u c e d a s a w h o l e g r o u p a c t i v i t y , u s u a l l y w i t h a 1 0 - 1 5 m i n u t e i n t r o d u c t i o n o f d e m o n s t r a t i o n s , s a m p l e s a n d q u e s t i o n s , f o l l o w e d b y 40 m i n u t e s o f i n d i v i d u a l s t u d e n t w o r k a n d a 10 m i n u t e c l e a n - u p . T h e l e s s o n i n t r o d u c t i o n s w e r e c h a r a c t e r i z e d b y a s t e p - b y - s t e p d e m o n s t r a t i o n o f how t o c o m p l e t e t h e a r t a c t i v i t y c h o s e n f o r t h a t d a y b y t h e t e a c h e r . M o t i v a t i o n was m i n i m a l . A s a m p l e o f w h a t t h e f i n i s h e d p r o d u c t s h o u l d l o o k l i k e was s h o w n , f o l l o w e d b y t h e s t e p s w h i c h s h o u l d b e t a k e n t o a c h i e v e t h i s e n d . D u r i n g t h e b u n n y l e s s o n t h e t e a c h e r s h o w e d t h e s t u d e n t s how t o f o l d a p a p e r a n d c u t a h e a r t , a n d t h e n how t o p l a c e t h e t w o h e a r t s t o g e t h e r t o m a k e a b u n n y b o d y . F o r t h e r a d i a t i n g d e s i g n l e s s o n t h e c h i l d r e n w e r e i n s t r u c t e d o n how t o f i n d t h e c e n t e r o f t h e i r p a g e , a n d t h e n how t o f o l d p a p e r s h a p e s a n d g l u e t h e m d o w n . T h e s t e p s t o b e t a k e n t o c o m p l e t e t h e p r o j e c t w e r e w r i t t e n o n t h e b o a r d a s w e l l a s g i v e n v e r b a l l y . F o r t h e t h u m b p r i n t l e s s o n t h e y w e r e w r i t t e n a s f o l l o w s : - p i c k a t h e m e - u s e f e l t t o m a k e t h e \" c h a r a c t e r s \" - c o l o u r w i t h p e n c i l c r a y o n - i f y o u f i n i s h t r y a n o t h e r A c e r t a i n a m o u n t o f t e a c h e r c o n t r o l a n d d i r e c t i v e n e s s w a s a p p a r e n t i n t h e s e l e s s o n s w h i c h e m p h a s i z e d t h e c o r r e c t way t o c o m p l e t e t h e a r t p r o j e c t . O t h e r e x a m p l e s o f t h i s w e r e t h e c o n s t r a i n t s w h i c h t h e t e a c h e r p l a c e d u p o n t h e s t u d e n t s ' c h o i c e s . F o r e x a m p l e w i t h t h e d i r e c t i o n s f o r t h e t h u m b p r i n t s a b o v e t h e s t u d e n t s w e r e t o l d e x a c t l y w h a t m a t e r i a l s t o u s e t o d e v e l o p t h e i r 67 c h a r a c t e r s . F i r s t they were to use f e l t pens and then colour i n with p e n c i l crayons. One c h i l d who s t r a y e d from these d i r e c t i v e s was t o l d \"Don't use p e n c i l . Use p e n c i l crayon or f e l t pen\" ( A p r i l 11, 1985). For the r a d i a t i n g design l e s s o n students were t o l d that they c o u l d only use 3 c o l o u r s . The teacher h e l d up combinations of c o l o u r s together and asked i f those c o l o u r s went together. L a t e r she expressed her d i s a p p r o v a l to me about a boy who was using black and red. She s a i d he always used those c o l o u r s and they were awful t o g e t h e r . As the students worked Karen c i r c u l a t e d around the room. She would ho l d up examples of artwork and comment upon what she f e l t was done e x c e p t i o n a l l y w e l l . The other c h i l d r e n took note of t h i s and ideas would then be d u p l i c a t e d . There was constant noise from t a l k i n g i n the classroom. I n o t i c e d that copying was not uncommon. Routines had o b v i o u s l y been worked out e a r l i e r i n the year and now were part of the working order of t h i s smoothly run c l a s s . With seemingly no d i r e c t i v e from the teacher, students c a l l e d out the attendance, c l o s e d the drapes, and ran the s l i d e p r o j e c t o r . Students were i n t h e i r seats a f t e r the b e l l rang to s i g n a l the end of r e c e s s , and desks were c l e a r e d a f t e r c l a s s e s . Artwork was numbered i n the corner, and students knew which scraps of c o n s t r u c t i o n paper were small enough to be thrown away and which should be kept. The smooth f u n c t i o n i n g of t h i s classroom wa3 expressed by the behaviour of the s t u d e n t s . When t o l d to l i s t e n to c l e a n up i n s t r u c t i o n s they d i d so almost immediately, s t o p p i n g work. They would move by rows to c o l l e c t m a t e r i a l s , completed o r d e r l y c l e a n 68 up and took care with m a t e r i a l s . Karen r a r e l y had to r a i s e her v o i c e . She spoke calmly and q u i e t l y . D i s c i p l i n e problems were almost n o n - e x i s t e n t . Karen's t i m e t a b l e d i d not show any i n d i c a t i o n of an a r t p e r i o d . But a r t was taught each week f o r u s u a l l y one hour, most oft e n on F r i d a y afternoon between 1:45-2:45. Scheduling was very f l e x i b l e i n t h i s busy classroom; but a r t was i n c l u d e d at some time d u r i n g the week. When p r o j e c t s were not completed i n the time set aside f o r a r t , students were given other o p p o r t u n i t i e s to complete these during the week. Art was taught by the homeroom teacher i n the r e g u l a r classroom, as t h i s school d i d not have an a r t room. In Karen's classroom students worked at t h e i r i n d i v i d u a l desks which were not i d e a l l y s u i t e d to a r t a c t i v i t i e s . Students' desks were of the i n d i v i d u a l type with seats attached and s l o p i n g desk tops. These were arranged i n d i v i d u a l l y i n s i x rows of about f i v e desks each, f a c i n g the f r o n t blackboard. Two long t a b l e s at the s i d e of the room c o u l d accommodate h a l f of the c l a s s working at one time, but other than that the room was very crowded. It con t a i n e d one small sink at the back of the classroom and i t was equipped with a screen f o r viewing s l i d e s and c u r t a i n s to black out the l i g h t . When asked Karen s a i d that i t would be very d i f f i c u l t to do p a i n t i n g i n the classroom. Equipment and s u p p l i e s were i n good order. There was a c e n t r a l supply room where a l l s u p p l i e s were org a n i z e d i n rows on s h e l v e s . Both the q u a n t i t y and q u a l i t y of s u p p l i e s was adequate f o r the les s o n s I observed. When asked about the s u p p l i e s Karen s t a t e d 69 These are ordered by the v i c e - p r i n c i p a l who does a wonderful job. She never has not been able to do an a c t i v i t y because of la c k of s u p p l i e s . She e x p l a i n e d thatthey never run out of red paper at Christmas time. There i s a c e n t r a l supply room which everyone takes from. There i s no hoarding ( A p r i l 11, 1 985) . OBSERVATIONS OF ART DISPLAYS Stake provides a framework from which to observe the q u a l i t y of a school a r t program. Using many of h i s c a t e g o r i e s the artwork i n the school and classroom w i l l be d i s c u s s e d i n r e l a t i o n to environment, workspace and support shown f o r the a r t s . Stake wri t e s \"we f i r s t c o n s i d e r the e a s i l y observable f e a t u r e s of the school which we suspect may r e v e a l a p p r e c i a t i o n f o r , or neglect of, the a r t s . We look f o r signs which say, perhaps i n d i r e c t l y , that a r t i s encouraged and i s welcome here\" (Stake, 1975, p.43). A f t e r l o o k i n g at the completed artwork and observing the a r t c l a s s e s I had a f e e l i n g that there was something too c o n t r o l l e d , too much the same about what was going on. It c o u l d be that the students own c r e a t i v e e x p r e s s i o n was being s t i f l e d by the l e s s o n s , that they were aiming to please t h e i r teacher or that they were copying one another. Karen's i n f l u e n c e upon the students' artwork was f e l t i n other ways and r e s u l t e d i n artwork with a u n i f o r m i t y and emphasis on neatness. This u n i f o r m i t y became apparent a f t e r o b s e r v i n g a few l e s s o n s and many classroom d i s p l a y s . The b u l l e t i n board d i s p l a y of the bunny p r o j e c t i n the hallway was evidence of a c e r t a i n u n i f o r m i t y . A l l of the bunnies 70 had e a r s w i t h p i n k i n s i d e s , a l l eyes were made of one l a r g e shape w i t h a s m a l l e r shape i n s i d e , a l l had arms, and a l l but one had c u r l e d w h i s k e r s . But t h e s e b u n n i e s a l s o d i s p l a y e d a g r e a t v a r i e t y o f c h a r a c t e r i s t i c s . T h e r e was a b a s e b a l l p l a y e r , s h e r i f f , an a r t i s t w e a r i n g r i b b o n s , a bunny w i t h a t u x e d o and a p o c k e t watch, a n o t h e r w i t h an a p r o n and c a r r y i n g a b a s k e t , and a bunny e a t i n g a c a r r o t . A n o t h e r d i s p l a y o f an a r t l e s s o n i n t h e c l a s s r o o m was o f b u t t e r f l i e s c u t f r o m y e l l o w c o n s t r u c t i o n p a p e r w i t h gummed shapes p l a c e d upon them. The b u t t e r f l i e s had been c u t from a f o l d e d p i e c e o f p a p e r so t h a t t h e wings would be s y m m e t i c a l . The wing shape f o r e a c h b u t t e r f l y was a d i f f e r e n t v a r i a t i o n of b u t t e r f l y w i n g s . Each one had b l a c k a n t e n n a and t h e gummed shapes p l a c e d u n i f o r m l y a r o u n d t h e w i n g s . The m a t e r i a l s p r o v i d e d f o r t h e l e s s o n were s u c h t h a t n o n c o n f o r m i t y was i m p o s s i b l e . The f i n i s h e d p r o d u c t was a b u l l e t i n b o a r d o f a t t r a c t i v e b u t t e r f l i e s i n d i s t i n g u i s h a b l e f r o m one a n o t h e r . T h i s sameness was a p p a r e n t t o v a r y i n g d e g r e e s i n o t h e r p r o j e c t s o b s e r v e d a r o u n d t h e room. A d i s p l a y o f a b s t r a c t d e s i g n s had e a c h one on t h e same s i z e and c o l o u r of p a p e r , w i t h s t r a i g h t b l a c k l i n e s d i v i d i n g up t h e p a p e r . In t h e sh a p e s c r e a t e d p e n c i l c r a y o n p a t t e r n s had been made. By c o n t r a s t , t h r e e d i m e n s i o n a l models o f n a t i v e themes w h i c h had been done w i t h g r o u p s of s t u d e n t s a t home, showed v a r i e t y i n use of m a t e r i a l s , s i z e , e t c . L a t e r i n t h e y e a r i d e n t i c a l p o o d l e dogs were made by t h e s t u d e n t s t o g i v e t o t h e i r m o t h e r s f o r M o t h e r ' s Day. These were made by making a frame f r o m a c o a t h a n g e r and w i n d i n g wool a r o u n d f o r t h e f u r . Within the school there seemed to be a j o i n t consensus about keeping a t t r a c t i v e d i s p l a y s on the hallway b u l l e t i n boards, although there wasn't a schedule f o r t h i s . When asked about the importance of d i s p l a y s Karen s a i d \" D i s p l a y s reduce vandalism. Students never mark other students work.\" Karen f e e l s a r e a l b e n e f i t i s that other students n o t i c e her d i s p l a y s and would comment upon them. The d i s p l a y s help students develop an a p p r e c i a t i o n f o r school and p r o p e r t y ( A p r i l , 11, 1985) . Although these comments are v a l i d reasons f o r d i s p l a y i n g student work they i n no way acknowledge the b e n e f i t s or meaning that d i s p l a y i n g one's own a r t may have f o r the a r t i s t or viewer. They are reasons e x t e r n a l to the a r t i t s e l f . Student artwork was d i s p l a y e d i n the p r i n c i p a l ' s o f f i c e . From my notes t h i s was w r i t t e n : Some students were s t i l l completing p a s t e l masks. The best of these had been put up i n the p r i n c i p a l ' s o f f i c e . When I asked why (the best) Karen s a i d \"because i t s amazing what people end up i n h i s o f f i c e \" (June 7, 1985) . The \"best\" artwork was that chosen by the teacher. Her choice would give a d e f i n i t e i n d i c a t i o n to the students of the q u a l i t y which she looked f o r i n t h e i r artwork. Karen put up a l l of her own c l a s s d i s p l a y s . Sometimes students would hand her the work and the pins and she would put i t up. When asked why students d i d not put up the d i s p l a y s she rema rked \"Students used to do the d i s p l a y s but now there i s an alarm system so that i f any paper f a l l s down i t goes o f f . It i s very c o s t l y to have f a l s e alarms. A l s o students don't do a good job\" ( A p r i l 11, 1985) . One day Karen was eager to show me a d i s p l a y that had been put up i n the gym f o r a concert by another t e a c h e r . It i n v o l v e d very l a r g e checkerboard p r i n t s , and hanging l a r g e f r u i t s and vegetables that had been hung i n the middle of the gym. O v e r a l l the e f f e c t was c o l o u r f u l , e x c i t i n g and p l e a s i n g . Karen seemed q u i t e envious that t h i s looked so good, but was b a f f l e d because i t had taken the teacher so l i t t l e time. From t h i s Karens i n t e r e s t i n producing v i s u a l l y p l e a s i n g work without having to spend a great deal of time seemed e v i d e n t . I got the f e e l i n g from her that she f e l t she put a tremendous e f f o r t i n t o her a r t lessons and was wondering i f there was an e a s i e r way. THE TEACHER/ S PERCEPTIONS ABOUT HER ART PROGRAM An obvious way of o b t a i n i n g i n f o r m a t i o n about Karen's program was to ask her about i t . What she s a i d she was doing was not always c o n s i s t e n t with what I saw happening and d i d not seem to be c o n s i s t e n t with a w e l l thought out p h i l o s o p h y . A r t i c u l a t i n g her ideas was d i f f i c u l t f o r Karen and at times she was confused by my q u e s t i o n s . Although my q u e s t i o n i n g may not have always been very c l e a r she had not been asked to c o n s i d e r these s o r t s of questions r e c e n t l y and found them d i f f i c u l t to answer. She d i d not submit any long range plans f o r a r t , and does not p l a n by u n i t or sequence any l e s s o n s ; but r a t h e r , plans lessons week by week. She had never seen the 1972 Fine A r t s Guide and was unable to l o c a t e one i n the school even though we looked a l l through the book storage room. Notes taken about the resources she uses were as f o l l o w s : Karen attends workshops but mainly gets ideas from other teachers i n the s c h o o l . Once i n a while she w i l l get together with an a r t teacher from another s c h o o l who has great ideas and get her i d e a s . Mainly she has a r e p e r t o i r e of ideas that she has b u i l t up over the years and r e p e a t s . 73 She doesn't l i k e to use ideas from the Grade 6 and 7 c l a s s e s at her school because those teachers are desperate f o r what to do ( A p r i l 11, 1985) . Twice t h i s year Karen had the a r t c o n s u l t a n t i n her d i s t r i c t come to her classroom to teach a r t l e s s o n s . She spoke very h i g h l y of him and f e l t that the students had gained a l o t from hi s lessons which she could see them using even now. Her philosophy or o b j e c t i v e s f o r her a r t program were that a r t i s a d i f f e r e n t , very important form of e x p r e s s i o n . The importance she p l a c e d upon a r t education was apparent when she t o l d me about an annual event which her c l a s s undertakes. At Karen's c l a s s concert each year she has asked someone from the community to speak on the importance of the a r t s i n education. While I found t h i s to be q u i t e e x t r a o r d i n a r y , Karen s a i d i t very m a t t e r - o f - f a c t l y and remarked that she has been doing i t f o r years. The p l a n n i n g and execution of her lessons depended upon a number of v a r i a b l e s which were evident.through d i s c u s s i o n s . A c o n t i n u a l focus was upon the m a t e r i a l s she used with the student s. It i s most important to use a l o t of d i f f e r e n t m a t e r i a l s but these are r e s t r i c t e d by what she knows how to use and manage. It i s too much h a s s l e to use p a i n t and she doesn't know anything about c l a y , k i l n s e t c . Uses mainly p a s t e l s , crayons, f e l t etc - 2 dimensional ( A p r i l 11, 1985) . When I r e t u r n e d the week a f t e r the c l a s s had worked on the bunny p r o j e c t s they had a l l been completed and were d i s p l a y e d . The students had only j u s t begun them d u r i n g t h e i r a r t l e s s o n . Karen when asked, s a i d t h a t they had been making such a mess that s h e h a d g i v e n t h e m e x t r a t i m e t o g e t t h e m f i n i s h e d a n d o u t o f t h e w a y . T h e p l a n n i n g a n d e x e c u t i o n o f t h e l e s s o n h a d t o b e c o n s i s t e n t w i t h t h e e n e r g y l e v e l o f t h e t e a c h e r . H e r c h o i c e o f t h e t h u m b p r i n t l e s s o n was n o t e d . K a r e n s a i d t h a t o n t h i s d a y s h e f e l t s h e c o u l d n ' t h a n d l e a n y t h i n g m o r e t h a n t h e s e p r i n t s . P a i n t i n g o r a l e s s o n i n v o l v i n g a l o t o f m a t e r i a l s was j u s t t o o m u c h . S h e p l a n s a c c o r d i n g t o h e r n e e d s ( A p r i l 1 1 , 1 985 ) . H e r c o n c e r n f o r t h e t i m e i t t o o k t o c o m p l e t e l e s s o n s was e v i d e n c e d b y h e r c o m m e n t a b o u t a d i s p l a y b y a n o t h e r c l a s s . T h e y ' r e G r a d e 6 . T e d H a r r i s o n - we d i d t h e m a b i t e a r l i e r . We w a t c h e d t h e f i l m . S h e h a d t h e m c o l o u r t h e i r p i c t u r e s f i r s t a n d t h e n p a i n t t h e m . I t t o o k t h e m f o r e v e r ( M a r c h 2 7 , 1 985 ) . E v a l u a t i o n o f s t u d e n t s ' p r o g r e s s i n a r t was n o t s o m e t h i n g t h a t I was a w a r e o f t h r o u g h my o b s e r v a t i o n s . K a r e n s p o k e a b o u t t h e c o n f i d e n c e t h a t s h e h a d i n t h e a r t i s t i c a b i l i t y o f h e r s t u d e n t s a n d how t h e i r w o r k w a s s o m u c h b e t t e r t h a n a n y t h i n g s h e c o u l d d o . S h e s a i d t h a t s h e i n s t i n c t i v e l y k n o w s t h e c h i l d r e n ' s w o r k . F o r r e p o r t i n g p u r p o s e s 3he m u s t g i v e a c h i l d e i t h e r a o n e , t w o o r t h r e e a s a n u m b e r a c c o r d i n g t o t h e f o l l o w i n g c a t e g o r i e s ; a p p l i e d s k i l l s a n d t e c h n i q u e s , a p p r e c i a t e s a n d i n t e r p r e t s a n d e x p r e s s e s i d e a s . F o r s o m e s t u d e n t s s h e m a y a l s o w r i t e a c o m m e n t . V e r y r a r e l y d o p a r e n t s e x p r e s s a n i n t e r e s t i n t h e i r c h i l d ' s a r t p r o g r e s s d u r i n g p a r e n t t e a c h e r i n t e r v i e w s . C O M M E N T S BY S T U D E N T S AND O T H E R T E A C H E R S When I was i n t r o d u c e d t o s t a f f a t t h e b e g i n n i n g o f my 3tudy t h e y w e r e t o l d t h a t I was i n t e r e s t e d i n K a r e n ' s a r t p r o g r a m . D u r i n g t h e s t u d y I was m a d e a w a r e o f how o t h e r s v i e w e d h e r p r o g r a m . O n e i n f o r m a n t 3 a i d t h a t K a r e n was a g r e a t p e r s o n f o r me 75 because she always had l o t s of i n t e r e s t i n g a r t things happening. Another s a i d that Karen was a good choice because her a r t lessons were r e a l l y g r e at. Karen's students' i n t e r e s t and enthusiasm during her a r t lessons would have s u b s t a n t i a t e d t h i s . Two students' views on a r t were that \" a r t i s f o r g e t t i n g messy\". \"Yea, you have to get messy to do a r t \" ( A p r i l , 11, 1985) . CONCLUSION The a r t program t a k i n g p l a c e i n Karen's classroom when I a r r i v e d has been d e s c r i b e d from four d i f f e r e n t p e r s p e c t i v e s : 1) through o b s e r v a t i o n s of the teacher's a r t c l a s s e s as w e l l as other c l a s s e s 2) d i s c u s s i o n s with Karen about her p e r c e p t i o n s of her program 3) o b s e r v a t i o n s of the artwork and d i s p l a y s i n the classroom and school 4) comments by students and other t e a c h e r s . Karen's a r t program c o n s i s t e d of i n d i v i d u a l a r t lessons taught once a week. There was no o v e r a l l or long range p l a n n i n g of these a r t c l a s s e s . The lessons were organized and w e l l managed. The q u a n t i t y of artwork produced i n Karen's c l a s s was abundant. Each week a r t was taught and most p r o j e c t s were completed, and d i s p l a y e d . There were always at l e a s t three d i f f e r e n t a r t p r o j e c t s d i s p l a y e d e i t h e r i n the classroom or b u l l e t i n board o u t s i d e i n the hallway. The d i v e r s i t y w i t h i n the a r t program was more l i m i t e d . Most emphasis was p l a c e d on two dimensional p r o j e c t s , and m a t e r i a l s such as p e n c i l , p e n c i l crayons, f e l t pens, p a s t e l s , v a r i o u s papers and c o l l a g e were used most o f t e n . P a i n t and c l a y were not used. T e c h n i c a l e x c e l l e n c e was a c r i t e r i o n set by the teacher and achieved by the students. An important part of t h i s a r t program was proper use of m a t e r i a l s , neatness and p r e s e n t a t i o n f o r d i s p l a y . Standards were those imposed by the teacher r a t h e r than those emanating from the students. O r i g i n a l i t y was l a c k i n g i n the students' work and a u n i f o r m i t y i n much of the artwork was observed. 4.5 REACTIQNSTO THE_GUIDE Karen had not r e c e i v e d any \" o f f i c i a l word\" about the new guide from e i t h e r her school d i s t r i c t or the Department of Education. She had o r i g i n a l l y heard about i t from a guest speaker at a workshop she had attended e a r l i e r that year w i t h i n her school d i s t r i c t . Not being f a m i l i a r with the e a r l i e r Fine A r t s Guide she was c u r i o u s to f i n d out what was i n t h i s guide. I gave her a d r a f t copy of the guide that had been p r i n t e d f o r her to get aquainted with d u r i n g her week long s p r i n g break. This was a very t h i c k document, which was l a t e r reduced to 77 pages i n i t s f i n a l form to be i n c l u d e d i n the p u b l i s h e d Fine A r t s Guide. She was eager to read the guide but her r e a c t i o n s a f t e r having done so were not as e n t h u s i a s t i c . Her i n i t i a l r e a c t i o n s were that i t was not i n s p i r i n g f o r her and she d i d not t h i n k i t would be p a r t i c u l a r l y u s e f u l f o r her a r t program. She s p e c u l a t e d that other teachers would not f i n d the guide u s e f u l and that i t would not be read. Unable to s t a t e e x a c t l y what she had wanted or expected she s a i d only that she thought i t would be something d i f f e r e n t . When her school r e c e i v e d c o p i e s of Hubbard and Rouse's Method, Me ajn i. ng_ and Media she thought that had been the new guide and was more what she had 77 e x p e c t e d . ( T h e H u b b a r d a n d R o u s e m a t e r i a l i s a s e q u e n t i a l g r a d e l e v e l a r t p r o g r a m w i t h l e s s o n p l a n s i n c l u d e d . ) A c o n s i s t e n t c o n c e r n f o r K a r e n was t h a t t h e g u i d e was t o o t h e o r e t i c a l a n d d i d n o t c o n t a i n e n o u g h s p e c i f i c i d e a s f o r w h a t t o d o i n t h e c l a s s r o o m . S p e c i f i c a l l y s h e p o i n t e d o u t t h a t t h e r e was o n l y o n e l e s s o n p l a n f o r e a c h o f t h e g r a d e l e v e l s s h e t a u g h t , a n d t h i s h a d b e e n c o r r e l a t e d w i t h t h e S o c i a l s t h e m e o f I n d i a n s . K a r e n g a v e t h e o p i n i o n t h a t a t t h i s g r a d e l e v e l I n d i a n s h a d a l r e a d y b e e n s t u d i e d t o o m u c h . T h e l e s s o n p l a n s t h e m s e l v e s w e r e n o t c l e a r . S h e f o u n d t h e t e r m i n o l o g y d i f f i c u l t a n d t h e l a y o u t p o o r . S h e s e e m e d t o h a v e b e e n l o o k i n g f o r l e s s o n s a n d f o c u s e d m a i n l y o n t h e l a c k o f l e s s o n s i n t h e g u i d e . When h e r f r i e n d c a m e b y a n d w a n t e d t o s e e i t , t h e y i m m e d i a t e l y t u r n e d t o t h e l e s s o n s t o c h e c k t h e m o u t . B o t h f e l t t h a t t h e y w e r e n o t c l e a r e n o u g h a n d t h a t t h e r e was n o t e n o u g h o f t h e m . T h e y w a n t e d i t l a i d o u t w i t h m a t e r i a l s , t i m e , a n d s t e p b y s t e p w h a t t o d o . H e r f r i e n d ( K a r e n a g r e e d ) w a n t e d a p a r t o f t h e l e s s o n t o s t a t e w h a t p r o b l e m s t o b e a w a r e o f (May 2 , 1 9 8 5 ) . S h e was c o n f u s e d t h a t s o m a n y t e r m s h a d b e e n i n c l u d e d a n d t h a t t h e r e was s o l i t t l e i n c l u d e d o n e v a l u a t i o n . S h e was i n t e r e s t e d i n t h e b i b l i o g r a p h y b u t was n o t f a m i l i a r w i t h a n y o f t h e b o o k s . S h e w a n t e d t o t a k e a n o t h e r , c l o s e r l o o k a t t h e b o o k l i s t d u r i n g t h e s u m m e r . ( J u s t b e f o r e t h e s u m m e r v a c a t i o n K a r e n s p e c i f i c a l l y a s k e d me w h a t b o o k s I c o u l d r e c o m m e n d t o h e r f r o m t h i 3 l i s t ) . A s w e l l , s h e e x p r e s s e d d o u b t s a b o u t w h e t h e r m o s t t e a c h e r s h a d t h e t r a i n i n g a n d b a c k g r o u n d n e c e s s a r y t o u n d e r s t a n d t h e g u i d e . F r o m f u r t h e r q u e s t i o n i n g I b e g a n t o w o n d e r i f p a r t o f h e r d i s s a p p o i n t m e n t w i t h t h e g u i d e was t h a t s h e h a d e x p e c t a t i o n s a b o u t w h a t a c u r r i c u l u m g u i d e was o r s h o u l d b e t h a t w e r e n o t m e t 78 by the Guide. She was expecting a document f u l l of lesson ideas and s p e c i f i c scope and sequence c h a r t s . What she r e c e i v e d was a document s t r e s s i n g u n i t p l a n n i n g around four content areas - more a s k e l e t o n approach to a l l o w i n g teachers to develop t h e i r own programs. Karen's comments i n d i c a t e d that she wanted more s p e c i f i c ideas, which i s i n keeping with the way she planned her own a r t program. 4.6 USE OF THE NEW GUIDE In keeping with the o r i g i n a l i n t e n t of t h i s research i t was decided to use the new c u r r i c u l u m to develop and teach an a r t u n i t . Planning was to i n v o l v e both the teacher and myself, but t e a c h i n g would be done, as always, by Karen. The r e s e a r c h e r ' s p o s i t i o n was more that of a c o n s u l t a n t , to provide ideas, and m a t e r i a l s as r e q u i r e d and help the teacher make use of and I n t e r p r e t the guide. On May 2nd we both agreed that the next week we would meet, a f t e r i n d i v i d u a l l y c o n s i d e r i n g what u n i t or theme we would l i k e to develop. I f e l t very s t r o n g l y , and t o l d Karen so, that I would l i k e the u n i t to be one which i n t e r e s t e d her and was a p p r o p r i a t e f o r her c l a s s . At the next meeting we d i s c u s s e d v a r i o u s p o s s i b i l i t i e s . My notes read: She had two ideas - puppets and masks. The puppet idea she had got from a workshop. It i n v o l v e d p l a c i n g k n i t f a b r i c over a soap b o t t l e shape and wetting with Rhoplex to allow i t to maintain i t s form. She had a few samples f o r a few years but had never t r i e d i t because she was u n c e r t a i n i t would work. I s a i d I hadn't done i t b e f o r e . 79 The other idea she had never done was masks. She had a few sample p a s t e l drawings of masks that she had kept. Also another grade four teacher had made masks with her students and they were on a b u l l e t i n board i n the hallway. Karen thought they were good but that her students were so t a l e n t e d they could do b e t t e r . She d i d n ' t l i k e the dark c o l o u r s they were p a i n t e d (May 9 , 1985 ) . We agreed upon masks p a r t l y because I had done work with them before and because the p o s s i b i l i t i e s f o r r e l a t i n g t h i s to the new c u r r i c u l u m seemed g r e a t e r to me. Karen f e l t that her students would enjoy doing masks and i t was a high p r i o r i t y f o r her to have them do something d i f f e r e n t that they had not a l r e a d y done. Karen immediately became focused on the task of making masks and what m a t e r i a l s would be needed. She began hunting around the room f o r v a r i o u s m a t e r i a l s she f e l t they c o u l d use. I became f r u s t r a t e d because there was so much pl a n n i n g which should precede c o l l e c t i n g m a t e r i a l s . But f o r Karen t h i s was her f i r s t p r i o r i t y . I became f r u s t r a t e d at t h i s time because I f e l t that the p l a n n i n g wasn't going the way I would have l i k e d i t t o . What was important to Karen was not important to me. I wanted to t a l k about o b j e c t i v e s and what the students would l e a r n and she wanted to t a l k about time, m a t e r i a l s and doing something d i f f e r e n t . I was working from the guide from an i n t e l l e c t u a l standpoint and not able to keep Karen on my t r a c k . I r e p e a t e d l y brought her back to t a l k i n g about the four content areas which we should i n c l u d e i n our p l a n n i n g but i t was very hard to get a response from her (May 9, 1985) I t r i e d to get her to r e f e r to the guide and the steps that should be taken to p l a n the u n i t . This was o b v i o u s l y not something which Karen was f a m i l i a r with, nor was she i n t e r e s t e d i n the t h e o r e t i c a l aspects of a r t . She was working with her own frame of r e f e r e n c e developed over years, and had taken p r a c t i c a l l y no n o t i c e of the new ideas c o n t a i n e d i n the 80 c u r r i c u l u m . Her i n i t i a l p e r u s a l of the guide remained ju s t t h a t . Her ideas about a r t te a c h i n g had not been threatened or a l t e r e d as a r e s u l t of the new guide. In f a c t the new ideas had not even r e g i s t e r e d as being worthy of c o n s i d e r a t i o n by her. I l e f t some m a t e r i a l s with her that I had on u n i t planning and masks, f o r her to look at durin g the week. We both agreed to c o l l e c t m a t e r i a l s and meet the next week to plan f u r t h e r . I suggested to Karen that she take 1 another look at the c u r r i c u l u m but she s a i d she would not have time. The next week we got together with books and other m a t e r i a l s we had both c o l l e c t e d . She had books on masks which her l i b r a r i a n had c o l l e c t e d f o r her, l a r g e c o l o u r f u l p o s t e r s from the S o c i a l Studies u n i t s , and a wooden mask. I had an ext e n s i v e set of s l i d e s of masks, samples of p a p i e r mache masks, a s s o r t e d p i c t u r e s , a hockey mask, samples of drawings and p a s t e l masks, and books. (Steggles) I again t r i e d to d i s c u s s the four content areas from the c u r r i c u l u m and how we would want to i n c l u d e each of these i n our p l a n n i n g . Karen seemed q u i t e u n i n t e r e s t e d i n t h i s . My notes s t a t e : G e n e r a l l y t h i s day was very much l i k e the l a s t . Karen focused on m a t e r i a l s while I t a l k e d o b j e c t i v e s . Very l i t t l e was ever w r i t t e n down (May 15, 1985) . I f e l t very much that I was at odds with how Karen was going to organize f o r t e a c h i n g . A f t e r repeated attempts I had been unable to get her to use the guide even as a b a s i s f o r p l a n n i n g . She was using her own ways of doing t h i n g s . 81 K a r e n s e e m e d u n u s u a l l y a g i t a t e d o n t h i s d a y . T h e r e a s o n f o r t h i s c o u l d h a v e b e e n t h a t s h e h a d f o u n d o u t t h a t d a y t h a t a g a i n n e x t y e a r s h e w o u l d b e t e a c h i n g a s p l i t g r a d e c l a s s . When s h e t o l d me t h i s s h e was n o t a t a l l p l e a s e d . S h e r e s e n t e d t h e f a c t t h a t , b e c a u s e s h e was c o n s i d e r e d a g o o d t e a c h e r , s h e was b e i n g g i v e n t h i s e x t r a b u r d e n i n h e r t e a c h i n g l o a d . K a r e n f o c u s e d o n t h e t e c h n i c a l c o n c e r n o f t h e s l i d e p r o j e c t o r t o u s e f o r s h o w i n g t h e s l i d e s . S h e d i d n o t s e e m k e e n o n s h o w i n g t h e s l i d e s a n d f e l t t h e s l i d e p r o j e c t o r c o u l d b e a r e a l p r o b l e m . S h e s a i d s h e h a d u s e d a l l s o r t s o f a u d i o - v i s u a l e q u i p m e n t b u t n e v e r a s l i d e p r o j e c t o r b e c a u s e s h e h a d s o m u c h t r o u b l e w i t h t h e m n o t w o r k i n g . We r u s h e d d o w n t o t h e l i b r a r y t o g e t t h e p r o j e c t o r j u s t a s t h e l i b r a r i a n was l e a v i n g . I s e t u p t h e p r o j e c t o r a n d we s t a r t e d g o i n g t h r o u g h t h e s l i d e s t o e l i m i n a t e s o m e b e c a u s e we f e l t we w o u l d n ' t h a v e t i m e t o s h o w a l l 6 5 . K a r e n w a n t e d t o k e e p i n a n y t h a t d e a l t w i t h c h i l d r e n a n d t h a t w e r e b r i g h t a n d d e t a i l e d . T h o s e e l i m i n a t e d w e r e v e r y d a r k a n d s i m p l e . A t t h i s t i m e i t o c c u r r e d t o me t h a t s h e h a d a v e r y d e f i n i t e i d e a o f w h a t s h e w a n t e d t h e f i n i s h e d m a s k s t o l o o k l i k e ( M a y 1 5 , 1 9 8 5 ) . T h e i d e a s w h i c h s e e m e d t o b e f o r m u l a t i n g now w e r e i n f a c t v e r y c l o s e t o w h a t t h e f i n i s h e d m a s k s l o o k e d l i k e . H e r i n t e n t i o n s a b o u t t h e m a s k s t h a t t h e o t h e r g r a d e f o u r c l a s s h a d m a d e a b o u t b e i n g t o o d a r k , a n d t h e way s h e was c h o o s i n g s l i d e s t o e l i m i n a t e t h o s e s l i d e s , was s i g n i f i c a n t . A s w e l l t h a t d a y we p u t u p a b u l l e t i n b o a r d d i s p l a y i n g t h e i t e m s we h a d b o t h c o l l e c t e d . T h i s was t h e f i r s t t i m e t h a t I s a w a b u l l e t i n b o a r d i n K a r e n ' s c l a s s t h a t r e l a t e d t o a u n i t , i n a n y s u b j e c t a r e a . T i m e w a s r u n n i n g o u t a n d K a r e n w a n t e d t o p u t a l l o u r m a s k i d e a s u p o n a b u l l e t i n b o a r d . T h i s s e e m e d t o b e a b i g j o b f o r h e r . I r e m e m b e r e a r l i e r s h e o n c e s a i d s h e n e v e r p u t s u p a b u l l e t i n b o a r d o n h e r o w n . S h e a l w a y s h a s a f r i e n d h e l p h e r b e c a u s e i t i s m o r e f u n a n d s h e n e e d s h e l p g e t t i n g t h i n g s s t r a i g h t . . . I t r e a l l y l o o k e d g o o d a n d o n l y t o o k 15 m i n u t e s t o d o ( M a y 1 5 , 1 9 8 5 ) . 82 The b u l l e t i n board was one of the d i f f e r e n c e s that I could see i n the p l a n n i n g f o r t h i s u n i t from what Karen u s u a l l y d i d . As w e l l she had now thought i n terms of a sequence of lessons, as opposed to j u s t \"one shot\" l e s s o n s . She had considered using more than one medium and planned a l e s s o n i n which the c h i l d r e n would see and d i s c u s s a v a r i e t y of mask imagery. Karen had wanted to i n t r o d u c e the l e s s o n with a d i s c u s s i o n , show the s l i d e s and then have the students draw a mask on c o l o u r e d c o n s t r u c t i o n paper with p a s t e l s . They would then move i n t o three dimensions by making p a p i e r mache masks. Most of t h i s had come about as a r e s u l t of my suggestions to her, and not by her i n i t i a t i v e s to gain an understanding of u n i t p l a n n i n g as o u t l i n e d i n the guide. There were changes from the way Karen u s u a l l y prepared a r t lessons but these seemed to be more because of my presence than because of use of the guide. I f e l t that what we had planned was reasonably sound and i n accordance with the new guide, but t h i s d i d not seem to be a concern f o r Karen. In f a c t she had r a r e l y c o n s u l t e d the guide while I was t h e r e . I was aware of p l a n n i n g i n accordance with the guide, and where our u n i t was and was not meeting these c r i t e r i a . Karen, although she had read the guide, d i d not r e f e r to i t o f t e n , and was not concerned with b r i n g i n g about changes i n her p l a n n i n g and t e a c h i n g to b r i n g them i n t o l i n e with the Guide's g o a l s . Karen gave the f i r s t l e s s o n i n the mask u n i t the next day. I c o n s i d e r e d that very l i t t l e time had been spent on d e v e l o p i n g the u n i t , but I know, with a l l of Karen's other commitments, she had 83 given i t much val u a b l e time. I l e f t with her some notes about the s l i d e s which she was unable to read the day before. She s a i d she had f a l l e n asleep reading them the night b e f o r e . Despite my f r u s t r a t i o n s and what 1 had considered inadequate p l a n n i n g f o r a u n i t , I was impressed with the l e s s o n she presented as an i n t r o d u c t i o n to masks. She began by asking f o r comments about the d i s p l a y . Students s a i d there were d i f f e r e n t types of masks, and s i x comments were made, aided by Karen about the shapes and c o l o u r s of the masks. She then l e d a d i s c u s s i o n about why people wear masks and where they wear masks. From a v a r i e t y of responses she made t h i s l i s t on the board - d i s g u i s e - p r o t e c t i o n -oxygen masks -hockey p r o t e c t i o n -scare e v i l s p i r i t s -Halloween costumes -Indians represent animals -dust - r o b b e r s , c r i m i n a l s -doctors,dent i s t s -Lone Ranger -drama She asked whether one f e e l s d i f f e r e n t with a mask on. Then she asked the students to r e l a t e these ideas to what they knew about drama. She r e c a l l e d what the students had s t u d i e d about Shakespearean t h e a t r e and how masks were hung o u t s i d e the t h e a t r e 84 showing e i t h e r a happy mask, i f i t was to be a comedy, or a sad mask f o r a tragedy. Great question was asked - Why would they use a mask i n s t e a d of j u s t p o s t i n g the words? F i n a l l y got the r e p l y that people c o u l d not read. Teacher then i n d i c a t e d that we can communicate ideas through masks (May 1 6, 1985) . The d i s c u s s i o n then extended to hockey and the Stanley Cup and geography. The map on d i s p l a y was p u l l e d down and r e p l a c e d by one of Mexico found by a student. Masks of t h i s area were d i s c u s s e d . The students became very i n v o l v e d i n the d i s c u s s i o n and I was amazed by the wealth of i n f o r m a t i o n they were able to o f f e r on t h i s s u b j e c t with Karen's prompting. Karen was able to l e a d the d i s c u s s i o n i n a number of d i f f e r e n t d i r e c t i o n s drawing upon her background knowledge, not j u s t i n a r t but a v a r i e t y of subject areas. This made f o r an e x c e l l e n t b r a i n s t o r m i n g and d i s c u s s i o n about masks. Before the l e s s o n Karen had s a i d \"I don't know anything about masks\" but she was o b v i o u s l y unaware of her own a b i l i t i e s . Her t e a c h i n g s k i l l s were so s u p e r i o r that she was able to l e a d a d i s c u s s i o n i n a r t about a sub j e c t with which she f e l t i n e x p e r i e n c e d with. The same p o s i t i v e r e s u l t s continued through the s l i d e p r e s e n t a t i o n . Her questions were answered by s e v e r a l students. The teacher's enthusiasm was r e f l e c t e d i n the students' i n t e r e s t and enthusiasm a l s o . The range of a r t - r e l a t e d terms used d u r i n g the s l i d e s i n c l u d e d t e x t u r e and m a t e r i a l s used, types of l i n e s and spaces, symmetry, c o l o u r tones, p r o p o r t i o n , and techniques of b u i l d i n g . As w e l l they spoke of mime and who was the most famous 85 mime a r t i s t . When the students could not provide the answer they were asked to f i n d out that night and b r i n g back the answer the next day. They were a l s o asked what c u l t u r e d i f f e r e n t masks they were shown were from. The le s s o n had now been 25 minutes i n length and the students were beginning to get r e s t l e s s . The l e s s o n continued with Karen i n s t r u c t i n g the students to draw masks with p a s t e l s . She reminded them of work they had done on p o r t r a i t s e a r l i e r i n the year where they had lea r n e d about placement of f a c i a l f e a t u r e s . This constant review of previous concepts was a te a c h i n g s k i l l Karen drew upon c o n t i n u a l l y . She asked them to use the whole paper, f e e l t h e i r faces and draw an oval i n the a i r , then l i g h t l y on t h e i r paper. The students only j u s t got a s t a r t on t h e i r drawing as the c l a s s was almost over. The next time I re t u r n e d Karen proudly showed the mask drawings to me. I was at f i r s t s u r p r i s e d by how s i m i l a r the drawings looked to the one which Karen had put on the b u l l e t i n board. They r e v e a l e d use of b r i g h t c o l o u r s , but there was a u n i f o r m i t y about the s i m p l i f i c a t i o n of f a c i a l f e a t u r e s which was u n n a t u r a l . I wondered what the i n f l u e n c e s were upon these students to c r e a t e a uniform type of mask, when that was not what I had heard and seen presented about the v a r i e t y of masks i n the i n t r o d u c t o r y l e s s o n . Karen showed me the p a s t e l drawings which had been cut out and glued on black c o n s t r u c t i o n paper. The s i m i l a r i t y of many of them was s t r i k i n g . The copying was n o t i c e a b l e . During the week Karen had spontaneously decided to h o l d a d i s c u s s i o n about the p a s t e l masks with the e n t i r e c l a s s . She 86 f e l t the Grade 5's who had not begun t h e i r s could l e a r n from what the Grade 4's had done. Using magnets she had taken the student's masks and p l a c e d them on the chalkboard. She then proceeded with questions r e l a t i n g to the elements and p r i n c i p l e s of design, i n r e l a t i o n to the masks. She s a i d that the students were eager to d i s c u s s t h e i r masks and then they went on to d i s c u s s t h e i r l i k e s and d i s l i k e s . Karen had not r e f e r r e d to the c u r r i c u l u m , which contains i n f o r m a t i o n of responding to a r t , but had i n s t i n c t i v e l y used her e x c e l l e n t q u e s t i o n i n g techniques with her s tudents. To a c e r t a i n extent Karen was i n t u i t i v e l y i n c o r p o r a t i n g many of the ideas from the new c u r r i c u l u m i n t o her t e a c h i n g of t h i 3 u n i t . With my prompting a u n i t had been planned, r a t h e r than \"one shot\" l e s s o n s . M o t i v a t i o n m a t e r i a l was presented and a s e r i e s of c r e a t i v e and t a l k i n g about a r t a c t i v i t e s planned. From what I c o n s i d e r e d a very s k e l e t a l plan Karen was using her own t e a c h i n g s k i l l s and i n t u i t i o n to round out and e n r i c h the u n i t . She c o u l d not v e r b a l i z e i n terms of the c u r r i c u l u m what content area she was working i n nor d i d i t matter to her. The next day the c l a s s was to be d i v i d e d i n t o the grade l e v e l s . One would continue with p a s t e l masks, and the other would use paste and paper to c r e a t e a mask form. Karen and I set up the s i d e t a b l e f o r paste and paper. (This i s a form of paper mache us i n g newspaper and wallpaper paste.) I mixed the paste and demonstrated to Karen how to p l a c e the newspaper s t r i p s over b a l l o o n armatures. I was concerned that t h i s was a much messier a r t p r o j e c t than Karen would have attempted on her own. From 87 past experiences I knew that too much of a mess would c o n s t i t u t e a poor lesson f o r her. The students found i t d i f f i c u l t to papier mache the b a l l o o n s at f i r s t . We suggested they help one another by working i n p a i r s . As they had more paper on t h e i r b a l l o o n s i t became e a s i e r f o r them, but there was q u i t e a b i t of noise and one boy was sent back to h i s seat to work on h i s own. The other group worked q u i e t l y on i t s p a s t e l drawings. When completed the b a l l o o n masks were hung on a c l o t h e s l i n e to dry but were very heavy and d i d n ' t seem to be d r y i n g very w e l l . One broke and had to be r e p l a c e d onto another b a l l o o n . Karen was concerned that the b a l l o o n s d i d not have a smooth enough su r f a c e and would not dry p r o p e r l y . I c a l l e d the next day to get a progress report and they seemed to be doing b e t t e r . A few days l a t e r when I went to see them students were proudly showing me which one was t h e i r s . I d i s c u s s e d with Karen a l t e r n a t e masks we c o u l d do with the other h a l f of the c l a s s i f she was not happy with the paper mache ones, but she wanted to continue with them. Karen had another idea which she was keen to l e t her Grade 4's t r y . She had a p a p i e r mache p i g which another c l a s s had made e a r l i e r i n the year and she thought i t was cute. Karen showed me the p a p i e r mache p i g and s a i d some of her students wanted to make those. I was a c t u a l l y i n a s t a t e of shock that she would change the u n i t now. She seemed to be t r y i n g to j u s t i f y the students making the p i g s , by saying they f i t i n because she had been reading C h a r l o t t e ' s Web to the c l a s s . Karen s a i d that- she would allow the Grade 4's to choose what they would make (May 30 , 1985) . 88 At t h i s p o i n t I f e l t that although I could i n s i s t that the students a l l continue with the masks as planned, i t was b e t t e r to allow Karen to continue with her plans. It was an i n t e r e s t i n g f i n d i n g on i t s own that she would change a u n i t part way through to something that was completely u n r e l a t e d because she found a \"cute\" i d e a . I f e l t that she d i d not have any concept of o b j e c t i v e s or imagery development, nor had she given any c o n s i d e r a t i o n to student l e a r n i n g i n respect to the planned u n i t . I was d i s a p p o i n t e d but f e l t that t h i s was a very r e a l i s t i c s i t u a t i o n which I was i n . The p r e p a r a t i o n of the p a i n t s f o r students was a r e a l concern to Karen, but I assured her I would help mix the p a i n t s and then she c o u l d l e a r n from t h i s how to do i t on her own next time. I had some understanding of the e f f o r t i t would take Karen to organize p a i n t i n g a f t e r I had done so. It took me one hour to set up the p a i n t s . I t i n v o l v e d g e t t i n g m a t e r i a l s from two d i f f e r e n t rooms. Half of the p a i n t s we used were pre-mixed, but the c o n t a i n e r s were po o r l y packaged and i t was d i f f i c u l t to get the p a i n t out . The other h a l f of the p a i n t s I mixed with pigment, paste, s t a r c h and water. At the beginning of the p e r i o d when I was mixing the p a i n t s the students were a l l s t a r i n g i n f a s c i n a t i o n and I r e a l i z e d at t h i s p o i n t that they should have been taught how to mix them. I d i s c u s s e d the p o s s i b i l i t y of s e t t i n g up a pa i n t group i n the c l a s s who would be r e s p o n s i b l e f o r p a i n t s . Karen s a i d yes there was one g i r l i n the c l a s s who co u l d do t h a t , but d i d n ' t seem to t h i n k i t was something a l l c o u l d do. I s a i d l e a r n i n g care and p r e p a r a t i o n of p a i n t s was a s k i l l the students should l e a r n but I don't t h i n k she agreed with t h i s (June 7 , 1985) . The students' l a c k of p a i n t i n g experience was evidenced as they began working. Most students were not h o l d i n g the p a i n t brushes p r o p e r l y , were not wiping o f f excess p a i n t so that they had d r i p s , and many were p l a c i n g wet c o l o u r s together causing 8 9 them to run i n t o one another. They were very e n t h u s i a s t i c about what they were doing. Karen had asked them to sketch t h e i r designs on t h e i r masks f i r s t , but most were so eager to begin p a i n t i n g that they d i d very b r i e f sketches. This seemed c h a r a c t e r i s t i c to me of students having been given a new m a t e r i a l to work with. Karen was concerned that the p a i n t i n g looked too sloppy. I suggested that because the students had not p a i n t e d very much t h e i r s k i l l s were weak. As w e l l I i n d i c a t e d that the students seemed to be very pleased with what they were doing. Karen r e p l i e d \"They must reach a c e r t a i n t e c h n i c a l standard\" (June 7 , 1 985 ) . Meanwhile the grade 4's were c r e a t i n g paper masks from some samples I p r o v i d e d to Karen. They were given p r a c t i c a l l y no i n s t r u c t i o n because the teacher's a t t e n t i o n had gone to g e t t i n g the grade 5's prepared f o r p a i n t i n g . Nevertheless these students were able to work on t h e i r own and w i t h i n the p e r i o d most had c r e a t e d c o l o u r e d cut paper masks with which both they and the teacher were p l e a s e d with. They were immediately d i s p l a y e d i n the classroom. These students were used to working e x t e n s i v e l y with cut paper and produced high q u a l i t y work i n t h i s medium. Karen's c r i t e r i a f o r success depended h i g h l y upon the v i s u a l impact of the f i n i s h e d product. It should be c o l o u r f u l , neat, e x c i t i n g , a d u l t - l i k e and c a r e f u l y presented. Thi3 p r o j e c t met a l l of these c r i t e r i a f o r Karen. The students continued to p a i n t t h e i r masks d u r i n g the next c l a s s e s . When completed a f i n a l coat of varathane was a p p l i e d to give a shiny f i n i s h . Some students added wool or straw hanging 90 down as h a i r around the masks. Karen commented that the students had completed p a i n t i n g t h e i r masks q u i c k l y and everyone had f i n i s h e d . This was very important to Karen. She t r i e d to maintain a sense of the group and a l l working together and completing t h e i r work. Pa i n t s had been l e f t out on the s i d e t a b l e . Karen made the comment that next time she would provide fewer c o l o u r s of p a i n t s and would use s m a l l e r paintbrushes so that they could get t h i n n e r l i n e s . (These had not been a v a i l a b l e at the time.) When asked i f she would repeat t h i s u n i t she s a i d i t would depend on the students. She had f e l t f o r t u n a t e t h i s year with the group of students she had, but i n past years she had had students with whom she would not have done a u n i t such as t h i s . She d e f i n i t e l y would again do p a s t e l and paper masks, as these she f e l t were very s u c c e s s f u l . O v e r a l l I got the impression that she was very p l e a s e d with the students' work but that i t had i n v o l v e d more time, energy and mess that she normally gave to a r t c l a s s e s . I am not sure she was w i l l i n g to s u s t a i n t h i s energy l e v e l i n a r t . The students' masks were d i s p l a y e d on a l a r g e b u l l e t i n board o u t s i d e Karen's classroom and i n the showcase at the entrance to the s c h o o l . Karen wanted to put these up so that i n the f a l l when the students r e t u r n e d to school the w a l l s would not be bare. The c o l o u r and v a r i e t y of m a t e r i a l s used had a strong impact; the d i s p l a y s were extremely a t t r a c t i v e . Karen had many fa v o u r a b l e comments from other t e a c h e r s . 91 CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 5;. 1 _ CONCLUSIONS The f o l l o w i n g c o n c l u s i o n s are based upon the f o r e g o i n g study of the t r i a l implementation of a d r a f t copy of an a r t c u r r i c u l u m by an elementary g e n e r a l i s t teacher when pro v i d e d with a s s i s t a n c e from the resear c h e r i n the r o l e of a c o n s u l t a n t . The extent to which the f a c t o r s a f f e c t i n g implementation as o u t l i n e d by F u l l a n (1982) were analyzed and re p o r t e d i n an attempt to a s c e r t a i n the degree to which s i g n i f i c a n t implementation had taken place i n the way of changing m a t e r i a l s , t e a c h i n g approaches and a t t i t u d e s and b e l i e f s . The teacher was pro v i d e d with c o n s u l t a t i o n by the res e a r c h e r d u r i n g the pl a n n i n g and implementation of a u n i t while using the new c u r r i c u l u m . The research provides many responses to the c u r r i c u l u m by the teacher and sheds l i g h t on the process of implementation. To the extent that t h i s teacher i s not a t y p i c a l the f i n d i n g s c o u l d represent what might be found among other teachers i n s i m i l a r t e a c h i n g s i t u a t i o n s . But i t i s a l s o understood that implementation focuses on i n d i v i d u a l teachers and t h e i r p e r s o n a l experiences, and t h e r e f o r e change w i l l be d i f f e r e n t f o r everyone. It i s the o p i n i o n of t h i s r e s e a r c h e r that the teacher i n v o l v e d i n t h i s study i s above average i n her commitment to t e a c h i n g and to her students. She was chosen by the zone c o - o r d i n a t o r of her sc h o o l d i s t r i c t f o r involvement i n t h i s study and there i s reason to b e l i e v e that h i s choice i n d i c a t e d t h at he a l s o c o n s i d e r e d her 92 an exemplary teacher. This study then represents a \"best case\" s c e n a r i o of the i n t e r a c t i o n of a teacher with a new curriculum, who was exemplary to begin with and was al s o given continued support and c o n s u l t a t i o n from myself, an a r t s p e c i a l i s t . Without these two p o s i t i v e i n f l u e n c e s the implementation of the new c u r r i c u l u m would l i k e l y be l e s s s u c c e s s f u l than i n d i c a t e d by t h i s study. Some of the f a c t o r s a f f e c t i n g implementation as d i s c u s s e d by F u l l a n i n the l i t e r a t u r e review on implementation i n Chapter 3 were c o n s i s t e n t with the f i n d i n g s of t h i s study, while others were not. S t i l l others were not r e l e v a n t and t h e r e f o r e c o n c l u s i o n s cannot be drawn. G e n e r a l l y the c h a r a c t e r i s t i c s r e l e v a n t to the change, teacher, school and resear c h e r a c t i n g as c o n s u l t a n t , are d i s c u s s e d . As t h i s was a t r i a l implementation the school d i s t r i c t , community and governmental involvement i n implementation was not a s c e r t a i n e d . CHARACTERISTICS OF THE CHANGE Need and relevance of the change: The l i t e r a t u r e r e p o r t s that implementation i s impeded when there i s an i n c o m p a t i b i l i t y between the c u r r i c u l u m and the teacher's b e l i e f s and method of t e a c h i n g . In t h i s study Karen was not able to c l e a r l y express a phi l o s o p h y before u s i n g the new c u r r i c u l u m and t h e r e f o r e i t d i d not seem that the c u r r i c u l u m was being i n t r o d u c e d i n t o a s i t u a t i o n at odds with i t . But the c u r r i c u l u m d i d not help the teacher to c l a r i f y or develop her own phi l o s o p h y e i t h e r . Karen e x h i b i t e d a d e s i r e to change on her own accord to 93 improve her program before encountering the new d r a f t guide. F u l l a n s t a t e s that t h i s w i l l p o s i t i v e l y a f f e c t implementation. But the changes she wanted to make were not to develop or address the u n d e r l y i n g philosophy of why she was te a c h i n g a r t . She was g e n e r a l l y p l e a s e d with the s o r t s of experiences she was p r o v i d i n g i n her a r t program and wished to supplement them. Improving her art program meant f i n d i n g new lessons to teach which had not been done before, were not too messy, which i n t e r e s t e d and cha l l e n g e d the students and co u l d be d i s p l a y e d e f f e c t i v e l y . She a l s o s a i d that she co u l d see l i t t l e reason f o r many teachers to put much time and e f f o r t i n t o using a new c u r r i c u l u m because they were not going to be h e l d accountable f o r i t . A d m i n i s t r a t o r s and parents d i d not r o u t i n e l y ask about a r t programs and the s o r t s of rewards which Karen got from her a r t program by c r e a t i n g b u l l e t i n boards and d i s p l a y i n g the students' artwork would not n e c e s s a r i l y i n c r e a s e as a r e s u l t of using the new c u r r i c u l u m . Another m o t i v a t i o n was the rewards she and her students got from e n t e r i n g artwork i n e x h i b i t i o n s and a r t c o n t e s t s . The new c u r r i c u l u m d i r e c t l y discourages a r t co m p e t i t i o n s . There was d e f i n i t e l y a f e e l i n g that the change was being imposed from the o u t s i d e , which had an adverse e f f e c t on Karen's w i l l i n g n e s s to implement. Karen e x h i b i t e d a sense of s k e p t i c i s m towards a d m i n i s t r a t o r s , as d i s c u s s e d by D o l l (1982). She f e l t t h a t there had been too many changes i n c u r r i c u l a and m a t e r i a l s that year and that those o u t s i d e the school were not s e n s i t i v e to the many changes being imposed upon t e a c h e r s . 94 C l a r i t y and Complexity: Lack of c l a r i t y and too much complexity i n a guide are a major d i f f i c u l t y i n implementation according to F u l l a n (1982). Karen s a i d that the guide was not re l e v a n t to her because she d i d not understand what i t would mean to her everyday t e a c h i n g p r a c t i c e s . Lesson plans which she wanted were not provided i n abundance and the other more t h e o r e t i c a l m a t e r i a l on o b j e c t i v e s and u n i t p l a n n i n g was l o s t to her. As we l l the format of the guide p e r c e i v e d as too complex and d e t a i l e d , d i d not provide her with easy access to i n f o r m a t i o n . There was a f e e l i n g of \"why are they g i v i n g t h i s to me. I t ' s not what I want or need.\" Q u a l i t y and P r a c t i c a l i t y of Program: Karen made a d e c i s i v e statement about her d i s a p p r o v a l of the guide. Very q u i c k l y and without h e s i t a t i o n she s a i d t h at f o r h e r s e l f the guide would not be u s e f u l . She had the a b i l i t y to peruse the guide and know whether or not i t would serve her purposes. The a b i l i t y was probably developed as a way to deal with the q u a n t i t y of new m a t e r i a l s which she was asked to read. S p e c i f i c a l l y she s t a t e d that there were too few l e s s o n plans, the l e s s o n plans were p o o r l y presented and omitted too much p r a c t i c a l i n f o r m a t i o n about m a t e r i a l s and methods which a g e n e r a l i s t teacher would need. The themes were over-used. She p o i n t e d out that i n Grade Four the students 3tudy Native people i n many other s u b j e c t areas. There were too many terms i n c l u d e d that she was not f a m i l i a r with and too l i t t l e i n f o r m a t i o n about e v a l u a t i o n . G e n e r a l l y she f e l t that the t r a i n i n g and background experiences that were needed to use t h i s guide were beyond those 95 of most g e n e r a l i s t t e a c h e r s . On the p o s i t i v e side she was very i n t e r e s t e d i n the b o o k l i s t as a p o s s i b l e source of other new ideas f o r her a r t t e a c h i n g which r e v e a l s that she was committed to c o n s i d e r i n g new ideas i n her a r t t e a c h i n g . She a l s o made mention of the stages of a r t i s t i c development which she had not seen before and would l i k e to know more about. The m a t e r i a l s p r o v i d e d by the researcher, i n the r o l e of c o n s u l t a n t , and used f o r b u l l e t i n boards and as m o t i v a t i o n f o r the u n i t , p r o v i d e d a major change i n the way Karen taught. She used these m a t e r i a l s and was able to draw upon her own experiences i n a meaningful way to d i s c u s s a r t even though she f e l t her own a r t background was l a c k i n g . The p i c t u r e s and s l i d e s acted as a c a t a l y s t to a d i s c u s s i o n of elements and p r i n c i p l e s of design, techniques, uses of m a t e r i a l s , a r t c r i t i c i s m and h i s t o r i c a l , contemporary and a r t from other c u l t u r e s . The p r a c t i c a l i t y of the d r a f t c u r r i c u l u m f o r t h i s teacher must be questioned because i t d i d not provide her with l e s s o n plans f o r new ideas which i s what she r e a l l y wanted. The r e s u l t was that Karen read the guide when i t was given to her but d i d not r e f e r to i t as she was p l a n n i n g her u n i t or when t e a c h i n g . CHARACTERISTICS AT THE SCHOOL DISTRICT LEVEL The H i s t o r y of Innovative Attempts: Karen spoke g e n e r a l l y about the i n f l u x of new m a t e r i a l s and the constant pressure to be r e s p o n s i b l e f o r t e a c h i n g more i n f o r m a t i o n . She d i d not c i t e any s p e c i f i c implementations or changes i n t r o d u c e d to her i n the past which might i n d i c a t e that there had been a h i s t o r y of i n n o v a t i o n 96 attempts, and which had e i t h e r p o s i t i v e l y o r - n e g a t i v e l y a f f e c t e d her d e s i r e to implement t h i s a r t c u r r i c u l u m . The Adoption Process: Karen had not been i n v o l v e d i n e i t h e r the development of thes guide or i n i t s p l a n n i n g f o r implementation, and t h e r e f o r e t h i s i s not r e l e v a n t . £§Ilt£iI_Ml!!illiitIitiZ£_2HEE°£t_iIl^_IIlZ£lZ£55Ilt : Permission to conduct the study i n t h i s school d i s t r i c t had been granted by the d i s t r i c t o f f i c e , but otherwise they were not i n v o l v e d i n t h i s t r i a l implementation. t a f f. _D e v e l o p_m e n t [IH ;3.ervice] M^_£.i£ti£iEiti£H: I n s e r v i c e as i t a f f e c t s implementation can be d i s c u s s e d with respect to my involvement as a c o n s u l t a n t p r o v i d e d to a s s i s t the teacher. Short term t r a i n i n g p r o v i d e d by p r o f e s s i o n a l s has been found to be e f f e c t i v e only i n the short run (Horsland, 1982) . Such a c o n c l u s i o n i s supported by t h i s study. It i s d o u b t f u l the c o n s u l t a t i o n o f f e r e d by the res e a r c h e r w i l l have long term e f f e c t s . The r e s e a r c h e r - a s - c o n s u l t a n t was able to a i d i n Karen's understanding of the c u r r i c u l u m , by p r o v i d i n g m a t e r i a l s support and encouragement. Without these i t i s l i k e l y that her involvement with implementing the c u r r i c u l u m would have been f a r l e s s . The c o n t i n u i n g involvement of a human resource person, a c o n s u l t a n t or f a c i l i t a t o r , seems necessary f o r e f f e c t i v e implementation as the l i t e r a t u r e suggests. (Common, 1980). T i m e - l i n e and Information System (Evaluation) : Karen p r o g r e s s e d through the s i x phases of the adoption process as o u t l i n e d by Havelock (1970): awareness, i n t e r e s t , e v a l u a t i o n , t r i a l , adoption and i n t e g r a t i o n . A c c o r d i n g to H a l l et a l , (1975) 97 she began to use the new c u r r i c u l u m but i t i s presumptuous to s t a t e that she would continue with adaptation and m o d i f i c a t i o n s of the c u r r i c u l u m to s u i t her own s i t u a t i o n due to the short length of t h i s study. I n d i c a t i o n s were that very l i t t l e of the new guide would be used i n her a r t program i n the f u t u r e , other than what was s p e c i f i c a l l y designed as a u n i t f o r her with t h i s r e s e a r c h e r . 52iIPLi£^_^£™!i£i£l_5^i£i£iilil£i£l: As a t r i a l implementation t h i s study d i d not i n v o l v e the school board or community. But comments by Karen i n d i c a t e d that parents r a r e l y showed an i n t e r e s t i n t h e i r c h i l d ' s a r t progress at paren t - t e a c h e r i n t e r v i e w s . Karen attempted to i n t e r e s t parents i n t h e i r c h i l d ' s a r t education by asking a guest speaker to speak about the a r t s a f t e r her c l a s s ' s s p r i n g c o n c e r t . CHARACTERISTICS AT THE SCHOOL LEVEL The P r i n c i p a l : During the four months which I spent c o l l e c t i n g data f o r t h i s study the p r i n c i p a l d i d not approach me to i n d i c a t e any i n t e r e s t i n the implementation of the guide. Karen s a i d t h at she f e l t that she was not accountable to anyone f o r her a r t t e a c h i n g . A new p r i n c i p a l with an i n t e r e s t i n a r t t e a c h i n g was t a k i n g over the next year and Karen pondered one day about whether i t would make a d i f f e r e n c e to a r t at her s c h o o l . Teacher-Teacher R e l a t i o n s : Because t h i s t r i a l implementation was conducted with only one teacher the extent to which i n t e r a c t i o n with other t e a c h e r s undertaking implementation a l s o a f f e c t e d Karen's implementation of the guide c o u l d not be 98 s t u d i e d . Karen d i d r e c e i v e support from one teacher on s t a f f with whom she was f r i e n d l y and they d i d d i s c u s s the new c u r r i c u l u m . T h e i r f e e l i n g s towards i t were very s i m i l a r . As w e l l , Karen spoke with her about the new lessons she was teachin g with the r e s e a r c h e r ' s a s s i s t a n c e . Teacher C h a r a c t e r i s t i c s and O r i e n t a t i o n : Some of the p e r s o n a l i t y t r a i t s Karen possessed which seemed to a s s i s t i n her implementation e f f o r t s were: a genuine c a r i n g about teaching and the students, a w i l l i n g e s s to spend e x t r a time ou t s i d e of c l a s s , many years of t e a c h i n g experience, confidence i n the a b i l i t y of her students, and d i s c i p l i n e and c l a s s management systems which had been e s t a b l i s h e d i n the classroom. A s e r i o u s impediment to implementing t h i s c u r r i c u l u m seems to have been a la c k of knowledge about a r t t e a c h i n g o b j e c t i v e s and l a c k of p e r s o n a l p h i l o s o p h y on why a r t should be taught and how to b r i n g about the o b j e c t i v e s of an a r t program. As w e l l a l a c k of confidence about her own \" a r t i s t i c a b i l i t i e s \" l i m i t e d her e f f e c t i v e n e s s . Time pr e s s u r e s , u n r e a l i s t i c e x p e c t a t i o n s and e x t r a d u t i e s a l l a f f e c t e d implementation n e g a t i v e l y , as d i s c u s s e d by F u l l a n (1982). Accor d i n g to F u l l a n (1981) a s i g n i f i c a n t or fundamental change i n v o l v e s the use of new m a t e r i a l s , t e a c h i n g approaches and o f t e n an u n d e r l y i n g change i n b e l i e f s or p h i l o s o p h y . Karen made use of new m a t e r i a l s . These were the new c u r r i c u l u m and s l i d e s , books, v i s u a l a i d s , and media i n c l u d i n g p a i n t and paste and paper. Her t e a c h i n g approach d u r i n g the execution of the planned u n i t showed some a l t e r a t i o n s from her p r e v i o u s t e a c h i n g . Lessons were r e l a t e d as p a r t of a planned u n i t , a b u l l e t i n board with 99 v i s u a l aids was d i s p l a y e d , and m o t i v a t i o n through the use of s l i d e s , books and a c t u a l masks were in t r o d u c e d . A l l of these were i n keeping with the new guide and provided the teacher with a \"ready made\" u n i t to use again but does not ensure that she w i l l continue to develop subsequent u n i t plans i n the same way on her own. Less evident was a change i n Karen's b e l i e f s or philosophy about a r t e d u c a t i o n . Karens concern before and a f t e r u s ing the new d r a f t guide with producing r e c o g n i z a b l e , neat a r t o b j e c t s with an uncanny s i m i l a r i t y which c o u l d be a t t r a c t i v e l y d i s p l a y e d , i n d i c a t e s that her b e l i e f s remained unchanged. Other areas of Karen's a r t program were not n o t i c e a b l y a f f e c t e d by the use of the c u r r i c u l u m . Planning appeared to be i n c i d e n t a l . Lesson plans were not w r i t t e n out and there was no mention of e v a l u a t i o n as i t was d i s c u s s e d i n the c u r r i c u l u m . Emphasis was on m a t e r i a l s p r e p a r a t i o n and manipulation by the students and not upon student l e a r n i n g and o b j e c t i v e s . CHARACTERISTICS EXTERNAL TO THE LOCAL SYSTEM Role of Government: The government's involvement at the time of t h i s study had been to develop the guide. Any implementation a s s i s t a n c e t h a t was to be p r o v i d e d to school d i s t r i c t s was not i n evidence t h i s time. It i s s i g n i f i c a n t that Karen had heard about the development of the new guide, but d i d not know when i t was to be implemented. The l a c k of communication was c o n f u s i n g to her. E x t e r n a l A s s i s t a n c e : Any e x t e r n a l a s s i s t a n c e was the rese a r c h e r a c t i n g i n the r o l e of a co n s u l t a n t and d i s c u s s e d under s t a f f development and p a r t i c i p a t i o n . 100 provided by i s 5.2 RECOMMENDATIONS 1. The review of l i t e r a t u r e on the statu s of a r t education r e v e a l e d that there i s a s c a r c i t y of i n f o r m a t i o n a v a i l a b l e from which the st a t u s of a r t education i n our elementary schools can be determined. More research, p a r t i c u l a r i l y that which i s Canadian and d e s c r i p t i v e based on d i r e c t o b s e r v a t i o n s , r a t h e r than s t a t i s t i c a l , i 3 needed. 2. Cur r i c u l u m development and implementation l i t e r a t u r e i n gene r a l education and s p e c i f i c s u b j e c t areas c o u l d provide a s s i s t a n c e to a r t educators. An attempt should be made f o r ar t education to generate more i n f o r m a t i o n s p e c i f i c to the development and implementation of a r t m a t e r i a l s . 3. This study attempted to use a v a i l a b l e Canadian l i t e r a t u r e as much as p o s s i b l e . Much of the l i t e r a t u r e p e r t a i n i n g to Canadian a r t education i s p u b l i s h e d i n p r o v i n c i a l a r t j o u r n a l s which are u n f o r t u n a t e l y not r e a d i l y a v a i l a b l e i n t h i s r e s e a r c h e r ' s u n i v e r s i t y l i b r a r y . Some recent copies of Jou r n a l s such as FINE (the J o u r n a l of the Fine A r t s C o u n c i l The A l b e r t a Teacher's A s s o c i a t i o n ) , Art Education (the Jo u r n a l of the Saskatchewan S o c i e t y f o r Education through Art) are a v a i l a b l e , but more o f t e n must be obtained through i n t e r l i b r a r y l o a n . With such an imbalance i n the amount of American l i t e r a t u r e i n Canadian l i b r a r i e s i t would seem 101 reasonable to o b t a i n the Canadian l i t e r a t u r e that i s a v a i l a b l e . 3. F u r t h e r to encouraging e a s i e r access to l i t e r a t u r e p u b l i s h e d throughout Canada on a r t education i t would be u s e f u l f o r those i n v o l v e d i n c u r r i c u l u m development and implementation to gain an understanding of what i s being done elsewhere i n Canada. Recently elementary a r t curriculums have been r e v i s e d i n at l e a s t three p r o v i n c e s , which may have meant that the \"wheel i s being r e i n v e n t e d \" . An i n t e r e s t i n g study c o u l d be made l o o k i n g at the s i m i l a r i t i e s and d i f f e r e n c e s i n a r t c u r r i c u l a across Canada. 4. Within B r i t i s h Columbia follow-up research on the implementation of the f i n e a r t s c u r r i c u l u m would be u s e f u l , done at p e r i o d i c i n t e r v a l s a f t e r the o f f i c i a l implementation. With the understanding that implementation i s a process o c c u r i n g over time, changes c o u l d be noted i n the use or non-use of the guide and of the e f f e c t i v e n e s s of the guide and v a r i o u s implementation approaches. 5. From t h i s r e s e a r c h i t was observed that there was a lac k of communication between the C u r r i c u l u m Branch and teachers about a c u r r i c u l u m which they were soon to implement. By the end of June Karen had r e c e i v e d no i n f o r m a t i o n from e i t h e r the M i n i s t r y of Education or her school d i s t r i c t about the a r t c u r r i c u l u m which was to begin t r i a l implementation i n September. If p r o v i d i n g teachers with i n f o r m a t i o n about c u r r i c u l u m changes has a p o s i t i v e e f f e c t on t h e i r implementation of these changes i t would seem that more 102 i n f o r m a t i o n about the proposed a r t c u r r i c u l u m changes should be given i n the f u t u r e . An o v e r r i d i n g theme i n t h i s study was that what c u r r i c u l u m developers p r o v i d e d i n the new f i n e a r t s c u r r i c u l u m was not what the teacher looked f o r i n a new c u r r i c u l u m . The end r e s u l t i n t h i s study was that much of the i n f o r m a t i o n provided to the teacher was ignored. R e c o n c i l i a t i o n i s needed between what those i n v o l v e d i n the development of a c u r r i c u l u m b e l i e v e teachers need i n order to improve teaching and what teachers want and w i l l use i n t h e i r classrooms. D i f f i c u l t i e s were encountered with respect to communication between the teacher and res e a r c h e r d u r i n g t h i s study. In h i n d s i g h t i t would seem that i t i s the r e s e a r c h e r ' s r e s p o n s i b i l i t y to be aware of and s e n s i t i v e to the teacher's everyday use of language and to make the necessary adjustments to enable a f r e e flow of i d e a s . The res e a r c h e r must come out of the \" i v o r y tower\" and be prepared to i n t e r a c t with the teacher on her own ground. The s o r t s of m a t e r i a l s sought by the teacher i n t h i s study, and made use of most e f f e c t i v e l y , were p r a c t i c a l m a t e r i a l s such as s l i d e s , v i s u a l m a t e r i a l s , books and l e s s o n p l a n s . These should be p r o v i d e d along with the new c u r r i c u l u m as support m a t e r i a l . They made the most d i r e c t change i n improving the a r t program d e s c r i b e d i n t h i s study. 103 9. The need f o r a resource person or mediator during the implementation of a new c u r r i c u l u m i s evidenced by t h i s study. Without myself a c t i n g as a resource person i t i s d o u b t f u l whether implementation of the guide would have taken place to the extent that i t d i d with t h i s teacher. Rush (1984) wr i t e s about the need f o r a r t educators who can act as i n t e r p r e t e r s and make the l i n k between theory and p r a c t i c e . The e x c l u s i o n of a r t c o n s u l t a n t s by school d i s t r i c t s who can perform t h i s i n t e r p r e t e r ' s r o l e leaves the p o s s i b i l i t y open that implementation w i l l be minimal at best. 10. Any c u r r i c u l u m to be used by g e n e r a l i s t teachers should take i n t o account those t e a c h e r s ' education i n a s p e c i f i c s ubject area and t h e i r g e n e r a l l e v e l of e x p e r t i s e . The c u r r i c u l u m must be w r i t t e n to the l e v e l of g e n e r a l i s t t e a c h e r s , not s p e c i a l i s t a r t t e a c h e r s . 104 APPENDIX I Dear S i r : I am a graduate student i n Art Education at the U n i v e r s i t y of B r i t i s h Columbia and am p r e s e n t l y working on my master's t h e s i s As part of my t h e s i s I am i n t e r e s t e d i n conducting research on the implementation of the new elementary a r t c u r r i c u l u m guide using one teacher i n your school d i s t r i c t . One of your a r t teachers suggested that I submit to you a copy of my t h e s i s p r o p o s a l i n order to o b t a i n permission f o r my study. Enclosed please f i n d a copy of the p r o p o s a l f o r you to review. I understand that i f a l l i s i n order you w i l l be able to give me a u t h o r i z a t i o n to conduct the study. It i s expected that between January 1 9 8 5 and January 1 9 8 6 a new elementary c u r r i c u l u m guide w i l l be i s s u e d i n B r i t i s h Columbia. There i s reason to b e l i e v e that because of r e s t r a i n t the implementation of t h i s guide c o u l d be s e r i o u s l y c u r t a i l e d . The f i n d i n g s of my proposed study c o u l d be u s e f u l to your school d i s t r i c t f o r i n s e r v i c i n g and workshops r e l a t e d to t h i s c u r r i c u l u r n . One g e n e r a l i s t teacher p r e s e n t l y t e a c h i n g at grade l e v e l 4 , 5 o 6 w i l l be needed f o r t h i s study. The teacher w i l l be i n v o l v e d an exchange of ideas with the r e s e a r c h e r about the new c u r r i c u l u m . Classroom o b s e r v a t i o n w i l l be necessary. The proposed time frame f o r the study i s March to June 1 9 8 5 . I would a p p r e c i a t e your guidance i n t h i s matter as soon as p o s s i b l e as I would l i k e to begin the study i n March. If you r e q u i r e any c l a r i f i c a t i o n or f u r t h e r i n f o r m a t i o n please do not h e s i t a t e to contact me. Yours s i n c e r e l y , 105 APPENDIX I I A r t L e s s o n - T h u r s d a y A p r i l 11, 1985 Approx. 1:45 P a p e r t o w e l f o r e a c h s t u d e n t p a s s e d out ahead o f t i m e . W r i t t e n on b l a c k b o a r d -C r i t e r i a : - p i c k a theme - use f e l t t o make t h e \" c h a r a c t e r s \" - c o l o u r w i t h p e n c i l c r a y o n s - i f you f i n i s h t r y a n o t h e r Desks c l e a r e d o f f b e f o r e a r t c l a s s . S t a n d when desk i s c l e a r e d . S i t . Must s h a r e m a t e r i a l s . I n t r o d u c e s t o p i c - f i n g e r p r i n t a r t . Must make t h u m b p r i n t i n t o a c h a r a c t e r . \"What m a t e r i a l s were u s e d ? \" - q u e s t i o n s about m a t e r i a l s u s e d i n sample shown. T e a c h e r shows examples f r o m b o o k s . Reads d i r e c t i o n s . Shows b o r d e r s . L i k e done i n p o e t r y . Ink - won't wash, use same f i n g e r b e c a u s e i t i s permanent -compares t o p a i n t . Theme. \"What i 3 a theme?\" About 8 s t u d e n t s g i v e a n s w e r s . Examples - c i r c u s , dog pound, camping, c i t y . W r i t t e n on b o a r d . S t e p s -1. t h u m b p r i n t -2 . C h a r a c t e r s w i t h f e l t - t h e y f a d e -3. c o l o u r w i t h c r a y o n Shows 4 e x a m p l e s . Asks what theme i t i s . Humour i n p i c t u r e - p e r s o n t h o u g h t c a r e f u l l y . D e c o r a t i o n o f c h a r a c t e r s . C h i l d r e n seem v e r y i n t e r e s t e d i n s e e i n g examples by o t h e r s t u d e n t s . C o - o p e r a t e - 1 stamp pad f o r e a c h row. P a p e r - d i f f e r e n t s h a p e . T r y once - must f i n i s h and g i v e good t r y - t h e n can t r y a n o t h e r . T h i n k about theme - what shape o f p a p e r would you need. S m a l l s i z e p a p e r about h a l f s h e e t s . Row by row t h e y g e t p a p e r w h i c h i s on a l a r g e t a b l e a t t h e s i d e of t h e room. N o i s e l e v e l r i s e s . S t u d e n t s s h a r e stamp pad a r o u n d one s t u d e n t s d e s k . \"You have t o g e t messy t o do a r t . \" - S t u d e n t T e a c h e r - \"Don't use p e n c i l . Use p e n c i l c r a y o n o r f e l t p e n.\" -some s t u d e n t s p u t f i n g e r p r i n t s down f i r s t and t h e n draw a r o u n d them - o t h e r s drew f i r s t and t h e n p u t f i n g e r p r i n t s on. - s t u d e n t s a r e i n t e r e s t e d i n c r e a t i n g c h a r a c t e r s . N o i s e l e v e l d r o p s o f f a f t e r s t u d e n t s g e t m a t e r i a l s and b e g i n work . T e a c h e r p a t r o l s a r o u n d c l a s s r o o m . S h a r i n g between s t u d e n t s - m a t e r i a l s , pens, i d e a s 106 2 : 1 2 T e a c h e r s h o w s e x a m p l e o f o n e s t u d e n t s w o r k - w h a t i s t h e t h e m e -n o t e c h a r a c t e r d e v e l o p m e n t . - s h o w s 2 m o r e s t u d e n t s w o r k a n d r e p e a t s . T e l l s t h e m t o w o r k l e s s o n b a c k g r o u n d a n d m o r e o n c h a r a c t e r d e v e l o p m e n t . S t u d e n t s h a v e t a k e n b o o k s a s e x a m p l e s t o l o o k a t . H u m o u r - o f c h a r a c t e r s t h e s t u d e n t s a r e c r e a t i n g . M o v e m e n t - s t u d e n t s l e a v e d e s k s t o g e t m a t e r i a l s , v i s i t , u s e s t a m p p a d s . S t u d e n t s t a l k q u i e t l y o r w h i s p e r . 2 : 2 0 H a l f o f s t u d e n t s a r e w o r k i n g o n t h e i r o w n , n o t p a y i n g a t t e n t i o n t o w h a t o t h e r ' s a r e d o i n g . D a v i d h a s s p e n t a l m o s t n o t i m e a t h i s d e s k w o r k i n g . S o c i a l i z i n g b e t w e e n s t u d e n t s . T e a c h e r s p e a k s i n d i v i d u a l l y w i t h s t u d e n t s a b o u t w h a t t h e y a r e w o r k i n g o n - h a s s p o k e n t o e n t i r e c l a s s o n l y o n c e . 2 : 2 5 T e a c h e r s h o w s e x a m p l e o f s t u d e n t s w o r k - a s k s w h a t t h e t h e m e i s -s a y s s h e l i k e s c o n t r a s t o f l i g h t a n d d a r k p r i n t s . T e a c h e r i n d i v i d u a l l y m a k e s s u g g e s t i o n s t o s t u d e n t s a b o u t t h e i r w o r k . 2 : 3 0 \" S i t , p u t y o u r p e n c i l s d o w n a n d l i s t e n \" . S t u d e n t s a r e a l m o s t i n s t a n t l y q u i e t . O n e s t u d e n t i s f i n i s h e d . T e a c h e r s h o w s how t o p u t o n b l a c k c o n s t r u c t i o n p a p e r t o f r a m e . S t u d e n t s m u s t g l u e d o w n u s i n g o n l y a d a b o f g l u e i n e a c h c o r n e r - A s k s q u e s t i o n s a b o u t g l u e i n g a n d s t u d e n t s k n e w t h a t g l u e c o u l d g e t m e s s y l o o k i n g . \"I l i k e t h e a u d i e n c e b a c k t h e r e . T h a t ' s w o n d e r f u l . \" - r e a c t i o n b y T e a c h e r t o s t u d e n t s w o r k . \"How e x c i t i n g . \" No c o m m e n t s m a d e t o c l a s s a s a w h o l e . 2 : 4 0 A b o u t 6 s t u d e n t s h a v e c o m p l e t e d t h e i r w o r k a n d m o u n t e d o n b l a c k c o n s t r u c t i o n p a p e r . 2 : 4 1 \"3 m o r e m i n u t e s b o y s a n d g i r l s . \" - w a r n i n g o f t i m e . E a c h s t u d e n t h a s a n u m b e r f o r i d e n t i f i c a t i o n t h a t t h e y p u t i n t h e c o r n e r . H a l f t h e c l a s s ( a l m o s t ) o u t o f t h e i r s e a t s . 2 : 4 5 \" E v e r y o n e i n t o s e a t s n o w . H a v e y o u g o t y o u r n u m b e r i n t h e b o t t o m r i g h t h a n d c o r n e r ? \" T e a c h e r c a l l s o u t n u m b e r s a n d w o r k i s c o l l e c t e d i n o r d e r . C l e a n - u p - w i p e h a n d s o n p a p e r t o w e l - i n k p a d s b a c k o n my d e s k O n e b o y t a k e s g a r b a g e c a n a r o u n d . C l e a r y o u r d e s k o f f . - s t u d e n t c l e a n s t h e b o a r d . D i s c i p l i n e - d e t e n t i o n . Homewo r k . M u s t b r i n g i n 2 0 0 g r a m s o f w o o l b y t o m o r r o w . C a n s o m e o n e b r i n g i n s h o p p i n g b a g s . R e c i t a t i o n o f p o e t r y . 107 R E F E R E N C E S A l e x a n d e r , R . R . ( 1 9 7 9 ) . Mr J e w e l as a m o d e l . S t u d i e s i n A r t E d u c a t i o n , 2 1 , ( 3 ) , 2 5 - 2 9 . A r t s i a s u r v e y o f p r o v i n c i a l c u r r i c u l a a t t h e e l e m e n t a r y a n d s e c o n d a r y l e v e l s . ( 1 983 ) . C o u n c i l o f M i n i s t e r s o f E d u c a t i o n , C a n a d a . B e n h a m , B . J . ( 1 9 7 7 ) . T h o u g h t s o n t h e f a i l u r e o f c u r r i c u l u m r e f o r m . E d u c a t i o n a l L e a d e r s h i p , ( 1 1 ) . B e n - P e r e t z , M . ( 1 980 ) . T e a c h e r s ' r o l e i n c u r r i c u l u m d e v e l o p m e n t : A n a l t e r n a t i v e a p p r o a c h . C a n a d i a n J o u r n a l o f E d u c a t i o n , _5, (2) , 5 2 - 6 2 . B e r s s o n , R . D . ( 1 9 7 7 ) . T h e u s e o f p a r t i c i p a n t o b s e r v a t i o n i n t h e e v a l u a t i o n o f a r t p r o g r a m s . S t u d i e s i n A r t E d u c a t i o n , 1 9 , (2) . 6 1 - 6 7 . B o g d a n , R. ( 1 9 7 5 ) . I n t r o d u c t i o n t o q u a l i t i a t i v e r e s e a r c h m e t h o d s . New Y o r k : W i l e y . C h a p m a n , L . ( 197 8 ) . T e a c h e r v i e w p o i n t s u r v e y . S c h o o l A r t s , 7 8 , (4) , 5 1 - 5 2 . C h a p m a n , L . ( 1 9 8 2 ) . I n s t a n t ^ r t ^ I n s t a n t _ C u l t u r e . C o l u m b i a U n i v e r s i t y : T e a c h e r s C o l l e g e P r e s s . C h a p p e l l , G . ( 1 9 7 6) . A s u r v e y o f t h e v i s u a l a r t s i n B r i t i s h C o l u m b i a s e c o n d a r y s c h o o l s 1 9 6 7 - 6 8 t o 1 9 7 2 - 7 3 . B r i t i s h C o l u m b i a A r t T e a c h e r s A s s o c i a t i o n J o u r n a l , 16_, (1) , 1 8 - 1 9 . C o l e s , K . A . ( 1 9 8 1 ) . I m p l e m e n t a t i o n o f t h e B . C . e l e m e n t a r y . l a n g u a g e a r t s c u r r i c u l u m g u i d e . U n p u b l i s h e d m a s t e r ' s t h e s i s , U n i v e r s i t y o f B r i t i s h C o l u m b i a , V a n c o u v e r . C o m m o n , D . L . ( 1 980 ) . A c o n c e p t u a l i z a t i o n f o r t h e i m p l e m e n t a t i o n p r o c e s s . I n M . D a n i e l s & I. W r i g h t ( E d s . ) , I m p l e m e n t a t i o n v i e w p o i n t s , V a n c o u v e r : U B C C e n t r e f o r S t u d y o f C u r r i c u l u m a n d I n s t r u c t i o n . C r o c k e r , R . K . ( 1 9 8 1 ) . C l a s s r o o m p r o c e s s r e s e a r c h a n d t h e p r o b l e m o f i m p l e m e n t a t i o n . I n K . L e i t h w o o d & A . Hughes ( E d s . ) , C u r r i c u l u m C a n a d a I I I : C u r r i c u l u m r e s e a r c h a n d d e v e l o p m e n t a n d c r i t i c a l student_outcomes (p . 1 1 6 ) 108 D a n i e l s , M . & W r i g h t , I. ( E d s . ) . ( 1 9 8 0 ) . I m p l e m e n t a t i o n v i e w p o i n t s . V a n c o u v e r : U n i v e r s i t y o f B r i t i s h C o l u m b i a , C e n t r e f o r t h e S t u d y o f C u r r i c u l u m a n d I n s t r u c t i o n . D a y , M. & D i B l a s i o , M . ( 1 9 8 3 ) . C o n t r i b u t i o n s o f r e s e a r c h t o t h e t e a c h i n g o f a r t . S t u d i e s i n A r t E d u c a t i o n . 2_4, ( 3 ) , 1 6 9 - 1 7 6 . D e a n , J . P . , E i c h h o r n , R . L . & D e a n , L . R . ( 1 9 6 7 ) . i n M c C a l l , G . J . & S i m m o n s , J . L . ( E d s . ) . ( 1 9 6 9 ) . I s s u e s i n P a r t i c i p a n t O b s e r v a t i o n : A_T_e x;t _ a n d _ R e ^ d e _r . M a s s a c h u s e t t s : A d d i s o n - W e s l e y P u b l i s h i n g C o . D o l l , R . C . ( 1 9 8 2 ) . C u r r i c u l u m i m p r o v e m e n t s : D e c i s i o n m a k i n g a n d p r o c e s s ( 5 t h e d . ) . B o s t o n , M a s s a c h u s e t t s : A l l y n a n d B a c o n I n c . E f l a n d , A . ( 1 97 6) . T h e s c h o o l a r t s t y l e : A f u n c t i o n a l a n a l y s i s . S t u d i e s i n A r t E d u c a t i o n , _1_7, < 2) ' 3 7 - 4 3 . E i s n e r , E . ( 19 68 ) . C u r r i c u l u m M a k i n g f o r t h e Wee F o l k : S t a n f o r d U n i v e r s i t y ' s K e t t e r i n g P r o j e c t , S t u d i e s i n A r t E d u c a t i o n . j ) , (3) , 4 5 - 5 6 . E i s n e r , E . ( 1 9 7 9 ) . T h e e d u c a t i o n a l i m a g i n a t i o n . New Y o r k : M a c m i l l a n P u b l i s h i n g C o . I n c . F l a n d e r s , T . ( 1 9 8 3 ) . T e a c h e r r e a l i t i e s , n e e d s a n d p r o f e s s i o n a l d e v e l o p m e n t . I n R . B u t t , J . O l s o n & J . D a i g n a u l t ( E d s . ) . C u r r i c u l u m C a n a d a I V : U B C C e n t r e f o r t h e S t u d y o f C u r r i c u l u m a n d I n s t r u c t i o n F u l l a n , M . ( 197 9) . C o n c e p t u a l i z i n g p r o b l e m s o f c u r r i c u l u m i m p l e m e n t a t i o n . I n W. W e r n e r ( E d . ) . C u r r i c u l u m C a n a d a ( p . 4 0 - 5 0 ) . U B C C e n t r e f o r t h e S t u d y o f C u r r i c u l u m a n d I n s t r u c t i o n . 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Curriculum Reform and Classroom r e a l i t i e s : Henny Penny, the sky i s f a l l i n g . In Curriculum Canada IV: UBC Centre f o r the Study of Curriculum and I n s t r u c t i o n . Werner, W. (1981) . An i n t e r p r e t i v e approach to c u r r i c u l u m implementation. In Curriculum Canada I I I (p. 138-159) . Wilson, S. ( 1977 ). The use of ethnographic techniques i n e d u c a t i o n a l r e s e a r c h . Review of E d u c a t i o n a l Research, 4J7_, ( 1 ) , 2 4 5 - 2 6 5 . Wolcott, H. ( 1975) . C r i t e r i a f o r and ethnographic approach to research i n s c h o o l s . Human O r g a n i z a t i o n , 34 , ( 2 ) , 1 1 1 - 1 2 7 . "@en ; edm:hasType "Thesis/Dissertation"@en ; edm:isShownAt "10.14288/1.0055270"@en ; dcterms:language "eng"@en ; ns0:degreeDiscipline "Art Education"@en ; edm:provider "Vancouver : University of British Columbia Library"@en ; dcterms:publisher "University of British Columbia"@en ; dcterms:rights "For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use."@en ; ns0:scholarLevel "Graduate"@en ; dcterms:title "A case study of an elementary generalist teacher's trial implementation of an art curriculum guide"@en ; dcterms:type "Text"@en ; ns0:identifierURI "http://hdl.handle.net/2429/28562"@en .