We made it!
Wednesday night we shared our final presentations for the Research Methods class. Dr. Tillander did a great job encouraging us, supporting us, and guiding us through a jam packed course. I not only learned what it takes to carry out research, but I also learned a lot about myself and my current philosophy of art education..The reason for this--my work during this class partially included examining my own methods of teaching.
Examining my own methods isn't something that occurred only during this class. It has been a slow process that has been taking place through all the UF classes. A few key components include: an article by Efland (1976) in one class, another by Hathaway (2013) in a different class, and an understanding of the backward design curriculum process.. In addition, during the History of Art Education course I was introduced to Victor D'Amico, a pioneer in our profession, I was intrigued by his work and began researching and investigating his methods and techniques and wanted to integrate some of his ideas in my classroom.. Consequently, the proposal for my capstone project is to examine how I can implement some of D'Amico's philosophies of art education into my classroom. Dr. Roland has agreed to be my capstone chair and I look forward to this next step in my UF journey.
Eland, A. (1976). The school art style: a functional analysis. Studies in Art Education,
17(2), 37-44. Retrieved from http://www.jstor.org/stable/1319979?pq-origsite=summon&seq=7#page_scan_tab_contents
Hathaway, N. E. (2013). Smoke and mirrors: Art teacher as magician. Art
Education, 66(3), 9-15.