Date of Award

12-1-1979

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

The dissertation is a descriptive study of formative research in four arts enrichment activities developed for the elementary classroom. The appendix contains the essential parts of this description. The rationale for developing enrichment activities for the elementary classroom is related to the lack of background and confidence many elementary educators have for the arts in education. The traditional practice leads educators to exclude arts enrichment activities from their programs.

The formative research in this study is based on four enrichment units used by teacher raters who were trained through in-service sessions. They taught the enrichment activities to eighty elementary students. The steps of the procedures and the results of the data collected on children in a single school are examined.

Five issues are analyzed: whether teachers would be able to use the materials easily, whether teachers would come to appreciate community artists, whether teachers would initiate and carry on the activities in their own classroom, whether children would come to appreciate community artists, and whether children would initiate and carry on the activities outside the school.

The data for the study came from two sources. To examine the first three issues the data came from a sample of eight elementary teachers selected by the Director of Project S.T.E.P. (Supplemental Teaching and Enrichment Program) of Moorhead Public Schools. The last two issues were examined with the data from eighty children who volunteered for the program, grades 1-6, during the same year.

The results suggest minimal difficulty in teacher use of materials. Paper masks, used in Color Movement, were discarded as having a confusing effect on primary children. Marionette materials required additional modification to suit the needs of primary children. Fun films made on transparent film lacked appeal for intermediate students. Origami students in intermediate grades preferred to concentrate on the challenge of origami itself. They did not wish to spend time on background or related poetry.

The interviews of both teachers and children indicated appreciation of community artists. Teachers planned to invite artists into their own classrooms. Intermediate children were more specific in their expectations for imitating the artists.

Interview data revealed that many of the children initiated similar activities in their homes during and following the program in the school.

Teacher interviews supported the use of the materials. Lack of time was the concern of all. They felt that at least two more classes would have provided opportunity for them to test the materials more adequately.

Students were also willing to spend additional time with the activities. Informal observation indicated good attendance and enthusiasm throughout the program.

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