Liz

ABOUT OUR PROJECT
As part of the Arts Educator 2.0 Project, I have been placed in a collaborative inquiry group, or "CIG," whose goal this year is to choose a topic within the arts, create a hypothesis, research the topic, and create and carry out an organized study that will result in a final product. Our group chose to center on the issue of arts advocacy, specifically, careers in the arts, and wondered that if parents and students were informed about arts related economic possibilities, their attitudes might become more supportive of arts activities in the community and arts programs in the schools. Our assumption is that student motivation is central to effective learning and teaching. If students and parents did see economic value for arts education in the schools, would pupil motivation improve, and would students become more successful in their arts classes?

To test this hypothesis, we will measure changes in student attitude and motivation towards the arts. We will create a unit of study in which we will give the students a pre-test about their opinions and feelings about the arts. We will then present the students with several arts career titles, and have them discover about and create a product pertaining to that career in small groups, which they will present to the class. We will then give students a similar post-test to monitor any changes in their approach to and opinion about the arts.

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==CAREERS IN MUSIC/ART STUDENT PRE/POST TEST ==


 * Please rate questions 1 through 7 on a scale of 1-5 (1 = Great DISLIKE of the subject, 5 = Great LOVE of the subject). **


 * 1.) How well do you like music?**

(1) (2) (3) (4) (5)


 * 2.) How well do you like music class?**

(1) (2) (3) (4) (5)


 * 3.) Would you like to play an instrument if you do not already?**

(1) (2) (3) (4) (5)


 * 4.) Do you like to sing?**

(1) (2) (3) (4) (5)


 * 5.) How well to you like art?**

(1) (2) (3) (4) (5)


 * 6.) How well do you like art class?**

(1) (2) (3) (4) (5)


 * 7.) Do you like to draw or create works of art including electronic works of art?**

(1) (2) (3) (4) (5) ** 8.) How many minutes do you spend outside of school doing art or music activities? ** (0-15) (15-30) (30-45) (45-60) (More than 60 minutes)


 * 9.) How many times have you attended a concert or art show in the last year?**

(0) (1) (2) (3) (More than 3)
 * 10.) How many concerts or art shows has anyone in your family attended in the last year? **

(0) (1) (2) (3) (More than 3)


 * 11.) How often have you read about art or music in the past year?**

(Never) (Rarely) (Sometimes) (Often) (Many)


 * 12.) Do you any desire to study art or music in college?**

(No) (Probably Not) (Maybe) (Probably Yes) (Yes)


 * 13.) How much do you know about careers/jobs in the music field?**

(Nothing) (Very Little) (Some) (Quite a Bit) (A lot)


 * 14.) How much do you know about careers/jobs in the arts?**

(Nothing) (Very Little) (Some) (Quite a Bit) (A lot)


 * 15.) How important is it to attend school "after high school" to pursue a career in art or music?**

(I don’t know) (Not Important) (Somewhat Important) (Very Important) (Most Important)


 * 16.) Can you make money in an art or music career?**

(I don’t know) (No) (Very Little) (Average) (Yes a lot)


 * 17.) Please circle all of the jobs below that you believe are music/art related:**

Automobile Designer Painter Cartoonist Jeweler Sculptor Fashion Designer Graphic Designer Landscape Architect Choreographer Dancer Theater Director Costume Designer Broadcast Journalist Talent Agent Composer Conductor Audio Technician Singer Musician Teacher Organist Film Director Actor Music Therapist Illustrator Book Designer Fabric Designer Floral Designer Interior Designer Makeup Artist Camera Operator Instrument Repair Producer Salesman

STUDENT TASK SHEETS
1. You are now a Disc Jockey!
 * Create a playlist of songs that you would play during a 1-hour, semi-formal wedding dinner.
 * In your list, include song titles, artist names, and time of each song.
 * List all equipment that would be needed for this type of job.
 * List possible stores where you could get this equipment.
 * How will you get your name out to potential clients?
 * How much will you charge for your services?

2. You are now a Performer!
 * Decide what type of performer you want to be (singer, solo instrumentalist, instrumentalist in a band, etc).
 * List song examples that you would perform.
 * How much/often will you rehearse?
 * How will you get your name out to potential clients?
 * What equipment will you need for a "live" gig?
 * Perform one of your song selections for the class!

3. You are now a Director!
 * Decide what type of performer you want to be (Stage, Motion Picture, Radio, Television, etc).
 * Where do you work? What is your work environment like?
 * What are some of the requirements of your job? What do you do on a daily basis?
 * What types of people do you work with?
 * Direct a short, 1-minute commercial for "Crest toothpaste" with other group members serving as actors.

4. You are now a Composer!
 * What kind of music do you write?
 * What kind of education do you need?

 I did not notice any significant changes in opinion about arts and careers, but I contribute that to the fact that our time to present the project was limited. I knew when beginning this project that in order to see significant changes in the attitudes of our parents and students towards the arts, our job of educating about and advocating for the arts would have to be continuous for a much longer period of time.

Through our pre- and post tests, I found that there //is// an interest for the arts in many of my elementary students, but it seems that most students do not carry through with it because it is not encouraged by their family and community. The students who come from families that are already involved in music or art seem to have a natural tendency toward it, are currently involved in it, and have plans to stay involved in the future. Some examples of these students are children of music teachers, children of parents who still play an instrument, and children of parents who had a very positive musical or artistic experience as a child.

My conclusion is that students need to be surrounded by art and music //more frequently// for them to feel that it is an accepted and valued activity and livelihood, and this must start in our general music and art classrooms in our schools.

DOCUMENTATION

 * = DATE  ||=  WORK COMPLETED  ||=  LINK  ||  GPRA MEASURE  ||=  HOURS  ||=  TOTAL HOURS  ||
 * = 9/25/09  ||=  Day 1 at IU - Group chose topics & discussed broad scope and vision of project.  ||=  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||=  7  ||=  7  ||
 * = 10/27/09  ||=  Preparation for tonight's meeting  ||=  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 ||=  1  ||=  8  ||
 * 10/27/09 ||  CIG meeting #1  ||  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||  1.5  ||  9.5  ||
 * 11/12/09 ||  Preparation for tomorrow's IU meeting  ||  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 ||  2  ||  11.5  ||
 * = 11/13/09  ||=  Day 2 at IU -  ||=  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||=  7  ||=  18.5  ||
 * = 12/1/09  ||=  CIG meeting #2 -  ||=  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||=  1  ||=  19.5  ||
 * = 12/4/09  ||=  Day 3 at IU -  ||=  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||=  7  ||=  26.5  ||
 * 12/29/09 ||  Added brief explanation of project and time tracker to my personal wiki  || http://missgessner.wikispaces.com/Yellow+CIG || 1 ||  30 m  ||  27  ||
 * 12/30/09 ||  Online research and added links to CIG wiki  ||  http://cigdb.wikispaces.com/Resources+List  || 1 ||  1  ||  28  ||
 * 12/30/09 ||  Student career assignment sheet outlines  || http://missgessner.wikispaces.com/Yellow+CIG || 2 ||  2  ||  30  ||
 * 1/10/10 ||  Ordered Windows 7 Upgrade  ||  www.acer.com  || 1 ||  15 m  ||  30, 15 m  ||
 * = 1/15/10  ||=  Day 4 at IU -  ||=  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||=  7  ||=  37, 15 m  ||
 * 2/18/10 ||  Finalized format and wording of pre-test, copy/paste into Word document, copied and prepared to present to classes  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 2 ||  1  ||  38, 15 mins  ||
 * 2/22/10 ||  Arts Ed emails, set up Skype meeting time, thought about what I'd like to use CIG & for (googled pocket projectors, read Amanda's research and liked last one best)  ||  http://barberartroom.wikispaces.com/Year+2+Grant  || 1 ||  1  ||  39, 15 m  ||
 * 2/22/10 ||  Worked on re-filling individual time table on my wiki (which was accidently erased)  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 1 ||  45 m  ||  40  ||
 * 2/23/10 - 3/3/10 ||  Introduced project and administered pre-test to 5 classes  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 2 ||  3.5  ||  43.5  ||
 * 3/5/10 ||  Day 5 at IU -  ||  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||  7  ||  50.5  ||
 * 3/8/10 ||  Prepared student assignment sheets and career information packets  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 2 ||  2  ||  52.5  ||
 * 3/9/10 - 3/16/10 ||  5 classes completed student career task sheets in groups and began project  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 2 ||  3.5  ||  56  ||
 * 3/1610 ||  Researched products for Year 2 Grant, added info to spread sheet  ||   || 1 ||  2  ||  58  ||
 * 3/17/10 - 3/24/10 ||  5 classes presented their careers while being recorded  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 2 ||  3.5  ||  61.5  ||
 * 3/17/10 ||  Finalized products for grant, added info to spread sheet, and forwarded to David  ||  http://cigdb.wikispaces.com  || 1 ||  2.5  ||  64  ||
 * 3/25/10 - 4/1/10 ||  Administered post-test to 5 classes and wrapped up project  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 2 ||  3.5  ||  67.5  ||
 * 3/24/10 ||  Skype Meeting  ||  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||  1  ||  68.5  ||
 * 4/11/10 ||  Tallied up answers from pre- and post-tests  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 1 ||  3  ||  71.5  ||
 * 4/18/10 ||  Tallied up answers from pre- and post-tests  ||  http://missgessner.wikispaces.com/Yellow+CIG  || 1 ||  3 h, 15 m  ||  74 h, 45 m  ||
 * 4/28/10 ||  Worked on updating documentation tables on my personal wiki and Yellow CIG wiki and made sure they align, uploaded project photos, downloaded photopeach, imbed photopeach movie on CIG presentation wiki  ||  http://cigdb.wikispaces.com/Time+Tracker, http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||  4  ||  78 h, 45 m  ||
 * 4/30/10 ||  Day 6: Went through and chose audio files to keep for video, tallied up answers from pre- and post-tests, helped gather data for presentation video  ||  http://yr2yellowcigpresentation.wikispaces.com/Liz, http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||  7  ||  85 h, 45 m  ||
 * 5/5/10 ||  Skype Meeting with CIG  ||  http://yr2yellowcigpresentation.wikispaces.com/Liz, http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||  45 m  ||  86 h, 30 m  ||
 * 5/11/10 ||  Watched video, worked on my page on presentation wiki, added/sent total hours  ||  http://yr2yellowcigpresentation.wikispaces.com/Liz  || 1 ||  3 h, 15. m  ||  89 h, 45 m  ||
 * 5/11/10 ||  Skype Meeting  ||  http://yr2yellowcigpresentation.wikispaces.com/Liz  || 1 & 2 ||  30 m  ||  90 h, 15 m  ||
 * 5/14/10 ||  Day 6 at IU -  ||  http://cigdb.wikispaces.com http://missgessner.wikispaces.com/Yellow+CIG   || 1 & 2 ||  7  ||  97 h, 15 m  ||

42 IU HOURS + 48 OUTSIDE HOURS = 90 TOTAL HOURS NEEDED FOR 3 CPE CREDIT