Investigating Effectual Instruction to

Visual Intelligence

on Student Comprehension ofMeasurement and Spatial Relationships

Susan R. McCoyTemple Independent School District

October 22, 2011

Research Content The Problem Context Literature Review Objective Methods Results Implications and Conclusion References

Problem Students Learn Differently

Not all students learn and retain specific bodies of knowledge in the same way.

Individual differences and intelligences are not accommodated if different from traditional teaching styles for linguistic – verbal or logical – mathematical intelligences.

Creativity and aesthetic experience are being disregarded in education as processes for problem solving.

Art is Elementary Hector P. Garcia Elementary is one of eight elementary schools in Temple ISD. Serving a campus population of 559 students comprised of 70% Hispanic, 18% African-American, and 10% White and 2% Asian.

Garcia Elementary is a Title 1 campus with 92% of the total student population economically disadvantaged, 74% at risk and 37% categorized as Limited English Proficient.

H.P. Garcia provides a comprehensive arts education in two of the four arts disciplines: music and visual arts. Arts education is provided for students Kindergarten through 5th grade.

Where

Literature ReviewCoachman, F. (2010). The relationships between fine arts course enrollment and middle school and high school academic ratings, Campus rating improvement and graduation rates in Texas public schools. Retrieved from: http://www.tmea.org/assets/pdf/Fine_Arts_Enrollment_Data_Summary_2011.pdf Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College PressAuthors surmise it is not talent or a particular Arts discipline that affects developing intelligence but the “habits of mind” that are instilled by studying visual art that could positively impact student learning across the curriculum.

Literature ReviewClark, S. (2006). The relationship between fine arts participation and the emotional intelligence of fifth-grade elementary students. Doctoral dissertation, Brigham Young University. Retrieved from: http://www.cedfa.org/strengthening-programs/program-support/all-fine-arts/According to this dissertation, “Although attempts have been made to justify fine arts education in elementary schools on the basis of various educational and social benefits”, the greatest benefit may lie in arts participation’s impact on the child’s emotional intelligence.

Objective Art Improves Math Skills

The master code of multiple intelligences presented by Howard Gardner in 1984 is simple; for whatever you wish to teach, link your instructional objectives to words, numbers or logic, visual art, music, the body, social interaction, and/or personal experience.

Instruction utilizing visual intelligence will be used to improve mathematical skills and understanding of third grade TAKS math objective 3.111.15.3.11.A use linear measurement tools to estimate and measure lengths using standard units

Methodology Garcia Elementary rated unacceptable 2007-2008

school year by Texas Education Agency. 2008-2009 school year administration and staff

accelerated professional development, scheduled Instructional coaches, invested in special programs to bring students to proficient and acceptable status.

Visual arts teacher consulted with 3rd grade teachers to improve tested math weaknesses.

Math skills that could be strengthened using skills in visual arts were discussed and concepts and uses of measurement would take precedence.

Over February/March time frame and meeting once a week 3rd grade Art classes gained knowledge and applied measurement skills in Op Art Project.

MethodologyMath is in the Eyes of the Beholder

Five 3rd grade self contained classes with an average population of 18 students per class.

2 classroom populations are English speaking2 classroom populations are Bilingual/ESL1 classroom population is Limited English

Proficient

Third Grade Population

African American

Hispanic

White

69.9%

10.5% 18.7%

Methodology Line is an Element of Art and Math Op Art and artist Bridget Riley are introduced. Movement in squares - Bridget Riley 1961 Tempera on board 122x122

Objective: Improve third grade TAKS objective 4, skill 3.11. The Student will demonstrate an understanding of the concepts and uses of measurement.Teacher will give direct instruction of art process.Students will review and teacher will re-teach core classroom instruction of measurement and how to find it using a ruler: 1/8”,1/4”, 1/2", and 1” (also applicable to metric scale).Students will review how to plot a straight line.Students and teacher will discuss patterns creating positive and negative space.

Results

In 2008-2009 3rd Grade Op Art Projectstrengthened measurement skills

Math is a Beautiful Thing

Assessment Summary Resultshttp://www.pearsonaccess.com/cs/satellite?c= Page&childpagename=Texas%2FtxPALPPALayout&cid=1175826712647&pagename=txPALPWarpper

2009-2010

2008-2009

2007-2008

0 20 40 60 80 100

Limited English ProficientNon Limited Eng-lish

75%58%

71%82%

67%85%

Implications and Conclusion Research Instruction using visual format as well as other multiple intelligence formats to assist understanding for the LEPstudent. Continue research on the association of visual arts in conjunction with core classroom instruction to improve student understanding of concepts and uses in other math skills. Practical application and repetition of a math skill will ensure indelible knowledge.The Op Art project in conjunction with the classroom teacher’s instruction appears to have strengthened TAKS math objective 4 skill 3.11. The benefit of focusing on visual intelligence can be justified in TAKS comparisons for the year prior to the Op Art project and the year after when the Op Art project was not continued.

ReferenceBerry, N., Brockman, D., Herbrich, C., Hilborn, A., Lewis, A. E., Reese, E. B. (1998). Experience art: A handbook for teaching and learning with works of art. Aspen, CO: Crystal ProductionsBoyes, L. C. & Reid, I. (2005). What are the benefits for pupils participating in arts activities? The view from the research literature. Research in Education, 73, 1-14.Deasy, R. & Stevenson, L. (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership. Retrieved from: http://www.cedfa.org/strengthening-programs/program-support/all-fine-arts/Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University PressGardner, H. (1990). Art education and human development. Los Angeles, CA: The J. Paul Getty Trust.Goodwin, M. (2001). Visual arts education: Setting an agenda for improving student learning. Reston, VA: national Art Education Association

ReferenceHetland, L., Winner, E., Veenema, S., Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College PressLazear, D. (1991). Seven ways of knowing: Teaching for multiple intelligences. Arlington Heights, IL: skylight Professional DevelopmentLouv, R. (2006). Why children need an arts education renaissance. Retrieved from: http://www.scribbleskidsart.com/generic.html?pid=162 Murfee, E. (1998). Eloquent evidence: Arts at the core of learning. Washington, D.C.: National Endowment for the ArtsMurray, C. (2008). Real education. New York, NY: Three Rivers PressReardon, C. (2005 Winter). Deep in the arts of Texas. Ford Foundation. Retrieved from: http://www.fordfound.org/publications

ReferenceStephens, P. &Walkup, N. (2001). Bridging the curriculum through art: Interdisciplinary connections. Glenview, IL: Crystal Productions Torrance, H. (2002). Connecting art to mathematics: Activities for the right brain. Hal Torrance/Amazon Digital Servicesalos-Tuley, B. (2003). An examination of the relationship between fine arts experiences and creative thinking, academic self-concept, and academic achievement of Hispanic students in grades 3, 4, and 5 in selected south Texas schools. (Doctoral dissertation, Texas A & M University). Dissertation Abstracts International, 65 (01), 008A. Retrieved from: http://www.cedfa.org/strengthening-programs/program-support/all-fine-arts/