Reflections on Research and Practice

Summer 2022 

RESEARCH 

This is a brief summary of my Final Research Practice Portfolio (FRPP) that I completed as my final project in my Master of Art in Education at The Ohio State University. As a digital arts instructor, I was concerned with the application of digital tools and processes that could lead to higher student success rates and impact students' creative efforts. The research question that I pursued was: In what ways does technology improve students’ feelings of success in the visual arts? Is it possible to employ processes and technology to raise students’ feelings of success in the visual arts? 

I was hoping to discover ways that could build upon students’ interest and excitement in digital media and with drawing tablets and styluses. I found much research and data on the subject of integration of digital media into artmaking that supported the ability of technology such as iPads and Wacom Tablets and the like inspiring creativity and allowing for free play. I also found data to support a balanced effort to integrate both traditional artmaking skills with technology to be a sound approach to student success. 

In my research, I interviewed students, led informal critiques, collected questionnaires, collected student artistic artifacts such as notes, doodles, idea boards, and final projects. My data showed that after analyzing my data, two reoccurring themes: Self-reporting feelings of success and use of permissions to gain efficacy. These ideas were solidified with my students acting knowingly as co-researchers with me to find the best practices. Here is a link to a longer review of my data: Take 2: FRPP Presentation John Grosvenor 

This research, and the actual practice of collecting and interpreting data, will continue to inform my practice as an educator. I have come to find my students powerful allies to advocate both for the arts in the class that they are learning, but also in the school, district, and the community. They are welcome co-researchers willing to help in the cause if we just take the time to adjust the power relationship between student and teacher.  

PRACTICE 

I cannot state how much of an important milestone has been achieved in finishing this Master of Art in Education program here at OSU. I have a twenty-year career as a freelance artist and designer built upon a sound undergrad in illustration. This has added another solid element to my teaching practice that I will use for as long as I am educating young people and practicing art.  

The act of implementing reflexive practice to find ways to improve has been an eye-opening experience in my career. It is something that we all do, but to take that feedback, organize it, reconstruct it and focus those energies upon improving the quality of the lessons, the artistic practice, and the creative energy makes for a better learning environment for both the educator and the student.  

Research, and what artistic research looks like in practice, has also been transformative. Again, this is something that I did in an informal and cluttered fashion my whole life as an artist. However, putting that together in a focused and intentional way changes the game and the efficacy of my teaching abilities. I will continue to invite my students into my research as equals and valuable contributors.  

Finally, learning the practice of advocacy has been a key and mobilizing subject for me. I feel like I have been given tools and the opportunity to actively influence the world around me in a positive manner. I haven’t even finished this journey all the way (the finish line is in sight), and I see a thousand opportunities to support my students, my school, and my community by effectively employing tactics effectively. An art teacher changed my life, and I intend to do the same for as many kids as possible.  

Reflecting on my experience in this program, I am very pleased with the complete learning product that has been put together here at OSU. I will employ the practices of Multicultural Art Education and Universal Design for Learning. I will seek to continue to learn and grow in my development of quality frameworks and curriculums that support play and creative thinking. I will seek to advocate for the betterment of holistic learning in all curriculums by supporting a strong and viable arts community. Dr. Smith, Dr. Richardson-Eisenhower, Dr. Savage, and Dr. Acuff (and others) have all contributed to a well-crafted, digestible, and well-informed contemporary and effective curriculum on the practice of art education.