Action Research Improves Teaching and Learning

Recently I wrote about my action research to evaluate our all-school art show.  Action research is a form of inquiry performed by the person directly responsible for making improvements.  You may be familiar with this practice and may have even tried it yourself.  To become involved in action research, the teacher first must identify a concern.  Richard Sagor (2005) recommends three probing questions to determine if a query is worthwhile:

1. “Is the focus on your professional action?”
2. “Are you empowered to adjust future action based on the results?”
3. “Is improvement possible?”
(Sagor, R. (2005). The Action Research Guidebook.  Thousand Oaks, CA: Corwin Press, pp. 4-5.)

Action research is among the choices offered in my district for individual professional development.  When I wanted to learn more about student cohort groups who frequent the drawing and 3D sculpture studio centers, I interviewed students working at these specific centers.  From this action research, I confirmed that ideas, not media, are central to the work of drawing students.  This explains the passionate discussions that frequently arise in at the drawing studio center!  For 3D artists, the opposite is often true.  The promise of surprising materials attracts a large number of children to the sculpture area.  Artworks emerge from the collections of wood, cardboard, foam, patterned papers, fabric and other odds and ends found on the shelves. 

This year, I focused on girls’ engagement for action research.  I observed students and listed varied artistic behaviors on a checklist.  A few of these behaviors are: generation of ideas, innovation, collaboration (or not), revising mistakes, seeking assistance, peer coaching, development of style and technique, working in a series (or not), and reflection.  This information helped me to identify girls with high, average, and inconsistent levels of engagement.  Knowing the artistic behaviors of highly engaged students enables me to improve teaching and learning for those with inconsistent engagement.

Next time, I will explain the origins of “choice-based art education,” “teaching for artistic behavior,” and TAB. 

Diane Jaquith
Burr Elementary School
Newton, MA
didij@aol.com