ART 497: Introduction to Research Methods
Summer 2011
This syllabus is subject to change as the instructor sees fit or necessary
in order to facilitate student learning.
Instructor: Ed Stewart, PhD.
Office: CVA 203B Office phone: (309) 438-7327
e-mail:
http://www.ilstu.edu/~eostewa
Office Hours: M-H 9:00 – 10:00 (or by appointment).
The Illinois State University Master’s in Art degree (M.A. or M.S.) with a Sequence in Art Education is a program that emphasizes both theory and practice in art education. Graduate level courses offered through the School of Art develop and assess the knowledge, performance, and disposition standards required of the professional art educator. Graduates of the program will contribute to the Realizing the Democratic Ideal (RDI) Intellectual and Ethical Commitments by providing excellence in education thus enhancing the quality of life potential for all learners. Standards adopted by the School of Art include those of the National Art Education Association (NAEA), the Interstate New Teachers Assessment and Support Consortium (INTASC), and the Illinois State Board of Education (ISBE) standards outlined in the Illinois Professional Teaching Standards (IL-PTS), and the Illinois Visual Arts Content – Area Standards (IL-ISBE-VA). Illinois Core Technology (CTS) and Language Arts (CLAS) Standards for all teachers are also considered.
Course Description: Introduction and survey of bibliography, methods of scholarly research, and critical evaluation of research and writing in the field. This material will be covered in the context of the thesis proposal writing process.
The majority of readings will be from journal articles, actual grant proposals, and chapters in various texts.
Objectives:
a. Know the location and contents of various resources in the library
b. Find and review major types of research from examples taken from the literature in art education, and other relevant sources.
c. Present examples of various types of research to the class.
d. Design and write a research proposal.
e. Write a letter of consent for research participants and a letter of permission and assent if the participants are under 18 years old.
f. Complete an Institutional Review Board (IRB) protocol form for the proposed research project.
(INTASC 1, 6, 8; IL-IPTS 1, 7, 9. ISU Realizing the Democratic Ideal (RDI) Ethical and Intellectual Commitments (IC 1-knowledge, EC 2-collaboration, EC 3-regard for learning, IC 4-resourceful, EC 4-respect for learners, and IC 5-enthusiasm) should be evident.
ATTENDANCE – Class attendance is extremely important. Missing class may affect your ability to keep pace with the other graduate students in the class and thus, may affect your final grade.
EVALUATION – In-class participation and discussion, written papers including the library work sheet, reaction papers written from research articles, a draft of a proposed research project, and in-class presentations. Written papers are to be word-processed, double-spaced, and in APA format. (Bring copies of written summaries for class members).
Course Requirements:
1. Familiarization of resources for research beyond art education journals.
LIBRARY WORKSHEET 75 pts. (15%)
2. Familiarization and developing competence in use of APA format in writing papers and developing reference lists.
REFERENCE LIST OF ARTICLE REVIEWS 50pts. (10%)
3. Review and critique of articles representing various types of research throughout the semester.
5 RESEARCH REPORTS (experimental, survey, ex post facto,
qualitative, & historical) @25pts. ea. (125 pts.) (25%)
4. Development of a proposal for a research project including a review of literature on chosen topics for a research (thesis) project.
RESEARCH PROPOSAL 150pts. (30%)
5. Research proposal presentation and critique including asking/answering questions about the proposal.
PROPOSAL PRESENTATION TO THE CLASS 50pts (10%)
6. Class participation.
TAKE PART IN DISCUSSIONS AND DAILY REFLECTIONS
50 pts. (@ 2pts. per day) (10%)
COURSE SCHEDULE
The professor reserves the right to alter the syllabus for better student learning.
Week 1
Introduction
· Why Research? How do you know (anything)?
· types of research.
· how to skim articles.
· basic APA style.
· a little basic vocabulary.
· scavenger hunt (Due by the end of week 3).
· overview of proposal writing process.
A trip to Milner Library for orientation
Basic statistics found in research studies
Week 2
Students will begin reading examples of different types of research from the art education literature. Please refer to your class bibliography for examples but try to find more current literature.
Experimental/Quasi Experimental, Survey, Ex Post Facto, Qualitative, & Historical Research
Ethics in research with human subjects
Research Issues & Literature Reviews.
Reaction papers and class discussion.
All students will provide a report on articles that includes:
· Overall response to the article;
· Was the review comprehensive...what limits were imposed in terms of types of studies, dates, content?
· What questions did it raise?
· What questions did it answer?
· Who were the participants? Was randomization employed?
· What was the treatment? Was there a control group?
· What statistical tests were used?
Students should have a question to investigate and begin their own literature reviews on their topic(s).
USE APA STYLE IN ALL REPORTS
Week 3
Guest Speaker on Reporting to the IRB
Ethical Treatment of Human Subjects: Preparing for IRB Review
Elements of Consent
Begin Reports on Research Articles:
Experimental / Quasi Experimental Research
Week 4
4th of July no school
Survey research report
Ex Post Facto (Causal Comparative) report
Week 5
Ex Post Facto Report
Qualitative Report
Bibliography of articles you have read
Historical report
Your Research Topic: Questions, Hypothesis, Topics in the Review of Literature, Instrumentation, Treatment, and/or Data Collection.
Week 6
Last historical reports
Research / Writing Day
Presentation of Research Proposals
All papers should follow APA style guidelines.
APA guidelines for most used formatting issues
Headings: 111
Quotations: 117
Reference Citations in Text: 207
Reference List: 215
Manuscript prep: 283
Sample manuscript pages: 306 - 320
Sample of an article citation in Reference list:
Authors last name, First initial. (year of publication). Title of article. Title of Publication,
volume # italicized (number if each volume begins with page 1 in parenthesis),
page #s.
Order of Proposal / Thesis:
1. Title Page
2. Summary or Abstract*
3. Begin the paper with a brief Introduction, which references some of the literature and sets up the purpose and need statements.
4. Purpose of the Study
5. Need for the Study
6. Research question
7. Sub questions if necessary
8. Research Hypothesis
9. Null Hypothesis (if applicable)
10. Terms (vocabulary critical to understanding the study)
11. Survey of Literature (becomes review of literature in Thesis.
12. Procedures (Methods)
· Participants & selection
· treatment
· instrumentation
· data collection
13. Analysis (in proposal explain what the data will be, how it will be collected and how it will be used).
14. Conclusions/summary (in the proposal what do you expect to find given what the literature says)
15. References
16. Appendix:
If using younger students as participants you will have
Appendix A. Letter of Permission
Appendix B. Letter of Assent
Appendix C (if using younger participants) will be your IRB form.
If using participants over 18 you will have:
Appendix A. Letter of Consent
Appendix B (if using participants over 18) will be your IRB form.
*This sections will be in the thesis but not in the proposal.
The most common error in proposals is the failure to follow APA formatting in citations in text and in references. Proposals are written in future tense (because you are explaining what you will do) except for the review of literature (because that is about what has been written).
Art 497 Introduction to Research Methods
Summer 2011
Bibliography on Types of Studies from the Published Research Literature
in Art Education
compiled by Dr. F. E. Anderson & Dr. E.O. Stewart
HISTORICAL RESEARCH
Bolin, P.E, (1995). Overlooked and obscured through history; The legislative bill
proposed to amend the Massachusetts drawing act of 1870. Studies in Art
Education, 37(1), 55-64.
Bolin, P.E., Blandy, D., & Congdon, K.G. (Eds.) (2000). Remembering others: Making invisible
histories of art education visible. . Reston, VA: NAEA.
Duncum, P. (1985). How children born between 1724 and 1900 learned to draw. Studies in
Art Education, 26(2), 93-99.
Efland, A. (1988). Studies in art education: Fourth invited lecture: How art became a discipline:
Looking at our recent history. Studies in Art Education. 262-274.
Kader, T. (2000). The bible of art history: Gardner’s art through the ages. Studies in Art
Education, 41(2), 164-177.
McNutt, J. K. (1990). Plaster casts after antique sculpture: Their role in the elevation of public
taste and in American art instruction. . Studies in Art Education, 31(3), 158-167.
Peers, C. (2002). Tracing an approach to art teaching: A historical study of an art education
documentary film. Studies in Art Education, 43(3), 264-277.
Sproll, P. A.C. (1994). Matters of taste and matters of commerce: British government
intervention in art education in 1835. Studies in Art Education, 35(2), 105-133.
Stout, C.J. (2002). The flower teachers: Stories for a new generation. Reston, VA: NAEA.
SURVEY RESEARCH
(STATUS STUDIES)
Anderson, F. E. (1976). The arts and the elderly: An assessment of interest and
attitude. Studies in Art Education, 18(2), 30-38.
Anderson, F. E. and Landgartten, H. (1975). Art in mental health. Studies in Art
Education, 15(3), 45-56
Freedman, K. and Wood, J. (1999). Reconsidering critical response: Student judgments of
purpose, interpretation, and relationships in visual culture, Studies in Art Education,
40(2), 128-142.
Glenn, D. D. and Sherman, A. (1983). The status of women art education faculty in higher
education. Studies in Art Education, 24(3), 184-186.
Jeffers, C. S. (1996). Professional development in art education today: A survey of
Kansas art teachers. Studies in Art Education, 37(2), 101-114.
Lampela, L. (1994). A description of art text books used in Ohio. Studies in Art
Education, 35(4), 228-236. (description survey research).
Luftig, R. (2003). So what are you doing after college? An investigation of individuals studying
the arts at the post-secondary level, their job aspirations and levels of realism, Studies in
Art Education, 45(1), 5-19.
Luehrman, M. (2002). Art experiences and attitude toward art education: A Descriptive study of
Missouri public school principals. Studies in Art Education, 43(3), 197-218.
Zimmerman, E. (1994). A research and practice about pre-service visual art specialist teacher education.
Studies in Art Education, 35(2), 79-89.
LITERATURE REVIEWS
(STATUS STUDIES AND META ANALYSIS)
Anderson, F. E. (1983). Approaches to cross-cultural research in arts education.
Studies in Art Education, 21(1), 21-31
Anderson, N.O. & Ellens, J.H. (1989). Endocrine chemistry and psychological states. Journal of Psychology
and Christianity, 8(2), 13-22.
Barret, D.B. (1993). Art programming for older adults: What’s out there. Studies in
Art Education, 34(3), 133-140.
Haanstra, F. (1996). Effects of art education on visual-spatial ability and aesthetic
perception: A quantitative review. Studies in Art Education, 37 (4), 197-209.
Jones, J. E. (1993). The influence of age on self-directed learning in university and
community adult art students. Studies in Art Education, 34 (3), 158-166.
Sullivan, G. (1993). Art-based art education: Learning that is meaningful, authentic, critical,
and pluralist. Studies in Art Education, 35(1), 5-21.
Tomhave, R. (1992). Value bases underlying conceptions of multicultural education:
An analysis of selected literature in art education. Studies in Art Education, 34(1), 48-60.
Wang, M.C., Haertel, G.D., & Walberg, H. J. (1993). Toward a knowledge base for school learning.
Review of Educational Research, 63 (3), 249-294.
EX POST FACTO STUDIES (Causal-Comparative or STATUS STUDIES )
Anderson, F. E. (1971). Aesthetic sensitivity, dogmatism and the Eisner art inventories.
Studies in Art Education, 12(2), 23-34.
Anderson, F. E. (1969). Aesthetic sensitivity, previous art experiences, and participation in the
scholastic art awards. Studies in Art Education, 10(3), 34-44.
Clark, G. A. (1993). Judging childrens’ drawings as measures of art abilities. Studies
in Art Education, 34(2), 77-81.
Dalton, K. (1995). Children’s use of baselines: Influences of a circular format.
Studies in Art Education, 36(2), 105-113.
Nelson, P. Lavern, Martin, Sue S. & Baldwin, Vernoice G. (1998). Drawing skills and science
concepts in young children: A study of relationships. Studies in Art Education, 39(3),
262-269.
Neprud, R. W. & Stuhr, P, L. (1993). Cross cultural valuing of Wisconsin Indian art by Indians
and non-indians. Studies in Art Education, 34(4), 362-369.
QUASI-EXPERIMENTAL STUDIES
American Legion Magazine (1994). Studies show that prayer after surgery leads to faster
healing. 20-21.
Brewer, T. M. (1998). The relation of art instruction, grade level, and gender on third and seventh-
grade student drawings. Studies in Art Education, 38 (1), 132-146.
Erickson, M. (1995). Second and sixth grade students’ art historical interpretation abilities:
A one-year study. Studies in Art Education, 37(1), 19-28.
Erickson, M. (1998). Effects of art history instruction on fourth and eighth grade students abilities to
interpret artworks contextually. Studies in Art Education, 39(4), 309-320.
Luftig, R. L. (2000). An investigation of an arts infusion program on creative thinking, academic
achievement, affective functioning, and arts appreciation of children at three grade
levels. Studies in Art Education, 41(3), 208-227.
Nelson, P.L., Martin, S.S., and Baldwin, V.G. (1998). Drawing skills and science concepts in young
children: A study in relationships. Studies in Art Education, 39(3), 262-269.
EXPERIMENTAL
Carson, N. F. (1998). Interactive multi media. An alternative context for studying works of art. Studies in Art
Education, 39(4), 336-349.
Brewer, T M. & Colbert, C. B. (1992). The effect of contrasting instructional
strategies on seventh-grade students’ ceramic vessels. Studies in Art Education,
34(1), 18-27.
Brewer, T. M. (1998). The relation of art instruction, grade level, and gender on third and seventh-grade
student drawings. Studies in Art Education, 38(1), 132-146.
Hardima, G. W. and Zernich, T. (1984). Subjective responses to paintings as originals, colored
slides, and colored prints. Studies in Art Education, 25(2), 104-114.
QUALITATIVE STUDIES
(CASE STUDIES: CONTENT ANALYSIS AND ETHNOGRAPHIC STUDIES)
Anglin, J. M. (1993). Three views of middle school art curriculum. Studies in Art Education, 35(1), 55-64.