Date of Award
5-2014
Access Control
Campus-Only Access
Degree Name
Art Education (K-12), M.S.Ed.
Department
Art Education Department
Advisor
Dr. Shirley Hayes
Department Home page
http://arteducation.buffalostate.edu/
Abstract
The initial purpose of this study was to understand how one art teacher applied aspects of differentiated instruction in her art classroom. In the review of literature, I documented research and theories about differentiated instruction, which showed an overlap between theories of constructivism and differentiated instruction.
The methodology relied on a basic qualitative case study in which I played the role of participant as observer. Through the use of observation, interview, and document analysis, I sought to uncover aspects of differentiated instruction that one high school art teacher applied in her classroom over a period of twelve weeks for one period per day. I took careful observation notes during each visit, conducted daily informal interviews and one semi-structured interview at the end of the period of research. First, I did open coding on the data and then gradually found categories that emerged from the data. As I read and reread observation notes, transcriptions, and reflective memos, these essential categories emerged as findings for the study: empowerment, diversity, warm demander, constant flux, flexible grouping, harmonious classroom, involvement of student, unwavering support, investment in students, and reflective practices. These were categories that coincided with what research showed as desirable to differentiated instruction in the review of literature.
At this point in her teaching career the teacher’s methodology appears implicitly informed by the principles of differentiated instruction, in which she internalized the differentiated method of instruction that has become automatic in her daily practice. What the teacher was able to articulate as aspects of differentiated instruction were different from those aspects that I observed in her ability to do differentiated instruction as I observed it. The teacher does need to give more thought in terms of how to devise conceptually based art curriculum using differentiated instruction rather than relying totally on art technique and skill-building. Future research could determine whether other veteran teachers embody characteristics of differentiated instruction and/or constructivism even when they are unable to verbally communicate the theories.
Recommended Citation
Bartkowski, Kristen, "A Basic Qualitative Study Investigating the Use of Differentiated Instruction in a High School Art Classroom" (2014). Art Education Projects. 18.
https://digitalcommons.buffalostate.edu/arteducation_projects/18
Note: To access this document you must have a Digital Commons account using a valid Buffalo State email address or be accessing the internet through the Buffalo State campus network.
