Megan Howell Sarah Kramer Takako Mato Linda Cruikshank
Where are we?
Sarah (Art): 2 nd grade art class, Leonardtown Elementary School
Linda (Music): 2 nd grade music class, Evergreen Elementary School
Takako (Music): 2 nd grade music class, Carver Elementary School
Megan (Music): high school jazz band, Chopticon High School
What common problem could we hope to solve in Art and Music as well as at the Elementary and High School levels?
What evidence says there is lack of motivation in the arts?
Because none of the School Improvement Plans for our schools reference the arts in any way, we needed to rely on our individual observations at our respective placements.
In each of our placements, we have observed students who are disinterested, do not pay attention, or refuse to participate.
Why does it matter if students are not motivated?
Unmotivated students’ negative attitudes can affect the rest of class, impeding the opportunities for learning within the lesson.
How Can We Do This?
In order to increase students’ motivation….
We have decided on a four part intervention that will relate the arts to the students’ lives, and increase their interest and motivation in the arts
In order to gauge the students’ interest levels before and after the intervention, we will administer a pre- and post-test of ten questions that inquire about the students’ responses to the arts
In general, I like music/art class a lot.
I like when we learn about art/music.
Day One: Have a discussion about a popular song or cartoon and determine the various jobs that are involved in producing this song or cartoon
Day Two: Have students listen to a piece of music, or look at an artwork and write or draw how it makes them feel.
The Intervention (cont)!
Day Three: Either play a movie clip without sound or read a book without pictures to the class. Then play the same clip with the sound or read the book with pictures included and have students compare and contrast the two experiences how they reacted to it differently.
Day Four: Present a musician or artist to the class, focusing on them as a human being rather than just a famous musician or artist.
*Note that each “Day” will occur once a week (in every placement) due to elementary teachers only seeing each class once a week instead of everyday, as in high school.
Research Questions Research Question Pre-/post-test Observation/ discussion Artifacts Are students engaged? Do they consider art/music relevant to their lives? X X X X X
Following the warm-up, we will watch for instances of students:
raising their hands/participating
holding side conversations/disrupting
not participating/off task
High School Jazz Band
Be cause the results of the TTest turned out to be greater than .05, I cannot be sure that the difference in score between the pre-test and the post-test was due to the implementation of the intervention.
Possible data influences: exhuasted students, last minute schedule changes, absent teacher, not playing the day of the Post-Test
High School Jazz Band
Data from observations
Some students asked multiple times if we were doing a “lesson” today
All students spoke at least once during one of the lessons
When I taught the Day Two lesson, I decided to give the students the option to listen to a 4 minute piece or a 7 minute piece, and they asked if they could listen to both pieces (an answer I was not expecting, was surprised to comply with).
When I taught the Day Four lesson, the artist I introduced was Louis Armstrong, and then they asked if we could also talk about Charlie Parker
Students were able to guess what the “lesson” was about for Day Three as soon as I said we were going to watch a movie clip without sound.
Data from Student Work
Out of 13 students, only 8 responded in the way that was asked of them: how they felt while listening to the music
Some stated the emotions they thought were conveyed in the music, but not how the music was actually affecting them
Are Students Engaged?
Based on the data from my observations:
Students asking if we could do a “lesson”
All students participated in at least one lesson
Students asking to listen to both pieces for Day Two
Students suggesting another musician to discuss on Day Four
Based on students work
The detailed and creative responses to the two pieces of music I played
Students are engaged in music class.
Do Students Consider Music Relevant to Their Lives?
Based on individual answers to these questions (highest number of “yeses” on both Pre- and Post-Tests):
Do you think about music outside of class?
Do you listen to or make music outside of school?
Do you enjoy music?
Yes, most of the students do consider music relevant to their lives.
The Results of the CARP at Carver Elementary School
The Positive Results
Questions 9 : Do you think about music outside of class?
1 student answered YES on the pre-test.
6 students answered YES on the post-test.
Question 11 : Do you think music can change how your feel?
3 students answered YES on the pre-test.
9 students answered YES on the post-test.
Are Students Engaged? YES! All students participated in the discussion about popular music and how music can affects your mood.
Do Students Consider Music Relevant to their lives? Through observing the discussions many students consider music relevant to their lives, but the results of the pre or post-tests did not demonstrate that.
My p-value for the data taken is p=.46 which shows that my CARP did not have an effect on the students feelings towards the arts.
There are some possibilities of why the students did not show an improvement:
The class had to be disciplined about behavior right before they took the post-survey
Maybe they liked the arts before we even went through the strategies
Specific Question Number Breakdown
Are Students Engaged?
According to our survey my students did not change significantly from their pre- to post-test, questions 1-4
In observation the students were very excited to be involved with the strategies we implemented
They seemed to continue their attention throughout the period