This document summarizes an action research project conducted by Megan Heckler in a General Art 1 classroom at Robert C. Byrd High School in Clarksburg, West Virginia. The research question was whether in-class color experiments could increase students' color vocabulary and awareness in works of art. Over the course of the study, students completed pre- and post-tests on color theory and participated in hands-on color experiments. Results showed that students' post-test scores improved significantly compared to pre-test scores, indicating that the color experiments were effective in increasing students' color knowledge and awareness.

1. MEGAN HECKLER
Robert C. Byrd High School

2. Context of RCB High School
 Clarksburg, WV: 16,500 residents and growing
 RCB High: Grades 9-12, approximately 838 students
 General Art 1 Classroom: 25 Individual seats, 4 tables for learning
centers
Students: 25 students, 15 boys and 10 girls, 7 with IEPs

3. Guiding Research Question
Can In Class Color Experiments
Increase Color Vocabulary and
Awareness in Works of Art?

4. Rationale

Students are not introduced to color theory until late in
their education.

Students were students not aware of their color choices
and how they affect their viewers, thus, causing a less
engaging piece of art.

Using a hands-on approach allows the students to learn
through discovery, allowing a more meaningful experience.

Having students more aware of their color selections will
increase the effectiveness of their art. This corresponds
with the host teacher and observations.

5. Teaching Strategy
-Pre-Test and
Discussion
-
-Experiment
-
-
-Review
-Experiment
-
-Review
-
-Project

7. Data Collection
 Pre and Post Test
Scores
Teacher
Researcher Daily
Journal
Observations on
Experiments, games,
bell-ringers,
discussion
Two Project
Assignments

8. Results of Pre/Post Test
Pre Test
90
85
80
80
75
70
73
73
68 68
65
60
65
60
58
55
50
50
40
Pre Test
45
43
40
30
30
20
23
25
30
25
15
10
10
14
12
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

9. Post Test
120
100
102
100
100 100
102 100
100
95
98 100 98
95
88
80
88
83
83
78
60
75
75
63
55
55
Post Test
58
40
38
30
20
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

10. Comparison of Results
Grades on Color Theory Test
120
100
80
60
40
20
0
1
2
3
4
5
6
7
8
9
10
11
12
Pre Test
13
14
15
Post Test
16
17
18
19
20
21
22
23
24
25

11. IEPs
120
100
80
60
Pre Test
Post Test
40
20
0
1
2
3
4
5
6
7

12. Conclusion
In the results concluded by my study, the idea of
using in class experiments to increase color
vocabulary and color awareness is supported. This
is shown by the results and data collected.

13. Recommendations
 Be flexible and take it in stride.
 Encourage students to take risks and learn from
their mistakes.
Be able to admit when you are wrong. Even as a
teacher, you are still learning.
Motivate students through involvement and
discovery instead of direct questions and answers.

14. Acknowledgements





My STUDENTS!
My host teacher, Mrs. Crim, for giving me
steady support and advice throughout my
experience.
The entire RCB school for the help and
support of my teaching goals.
My FSU professors also for the incredible
help and support.
My family for pushing me to pursue my
goals.