A narrative inquiry into the construction of community in a sixth grade art class
Open Access
- Author:
- Wolf, Mary
- Graduate Program:
- Art Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- December 15, 2009
- Committee Members:
- Mary Ann Stankiewicz, Dissertation Advisor/Co-Advisor
Mary Ann Stankiewicz, Committee Chair/Co-Chair
Christine M Thompson, Committee Member
Kimberly Anne Powell, Committee Member
Daniel K Thompson, Committee Member
Jawaid Haider, Committee Member - Keywords:
- middle school
art education
community - Abstract:
- ABSTRACT Research indicates that students are tracked and marginalized based on their perceived inabilities that can lead to shame doubt, fear, and isolation (hooks, 2003; Noddings, 2005; Oakes, 2005). Further research suggests that one way to combat the negative feelings that students may experience is by creating a sense of community in schools and classrooms that addresses students’ psychological needs for autonomy, belonging, and competence (Baumeister & Leary, 1995; Osterman, 2000; Ryan & Deci, 2000; Solomon, Watson, Battistich, Schaps, & Delucchi, 1996). However, little research into the social environment of art classrooms has been conducted and constructing community in the art classroom as a way to improve classroom practice has yet to be thoroughly theorized (Cosier, 2001). Clandinin and Connelly (2000) describe their three-dimensional methodological approach to narrative inquiry as one that emphasizes that the researcher is constantly looking inward and outward, at time, and at place. The purpose of this narrative inquiry was to investigate the phenomenon of community in a sixth grade art class, unofficially labeled as low-ability in their rural Title I middle school in the Northeastern United States. In this study, I sought to better understand how that community impacted those students. The goal of this study was to learn from this investigation of multiple perspectives about the construction of community in order to improve practice in art education. Therefore, an in-depth explanation of community in relation to the concepts of autonomy, belonging, and competence is presented in the literature review that provided the framework for this study. In order to investigate community, I became a participant observer in a sixth grade art class and lived next to my participants, the art teacher, Mrs. Gentry, and the students from Section 6-E. I chronologically recorded events from multiple perspectives including those of the students, the art teacher, and the researcher as they took place in a sixth grade art class over the course of iv one semester. Data was collected through observations, interviews, and discussions, and then analyzed according to Clandinin and Connelly’s (2000) three-dimensional framework (interaction, place, and time). This three-dimensional framework allowed for the evolving story of the construction of community to be documented in real time through real experiences by focusing on personal and social interactions, place, and time. I analyzed data using this framework to reveal key issues relating to resistance and negotiation. Based on the data, I concluded that developing community is a complex endeavor but is beneficial to students’ personal, social, and artistic development.