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INVESTIGATING A SENSE OF PLACE: THE SIGNIFICANCE OF ECO-ART EDUCATION

IN

AN ELEMENTARY ART SCHOOL CURRICULUM

By

MARY FINNEY

A CAPSTONE PROJECT PRESENTED TO THE COLLEGE OF THE ARTS OF THE

UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS

UNIVERSITY OF FLORIDA

2016

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©2016 Mary Finney

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Acknowledgements

First, and most of all, I would like to thank Dr. Craig Roland, for your expertise, and

guidance, throughout the process of this research. Without your help this paper would not have

been possible. I would like to thank my co-chair Jodi Kushins, for your support, guidance, and

many helpful suggestions.

I would also like to extend my sincere gratitude to my friends and family for their support

through my time in graduate school. Each of you, Stacey Robinson, Shakira Bryant, Natalie

Hyder, Vicki Nowlin, Susan Adams, Carina Rachow have assisted me and encouraged me in

numerous ways that words cannot express my gratitude to you. I am grateful to you and blessed

for you being in my corner, being a part of my journey, and for being a part of my life. Thank

you.

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ABSTRACT OF CAPSTONE PROJECT PRESENTED TO THE COLLEGE OF THE ARTS

OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS

INVESTIGATING A SENSE OF PLACE: THE SIGNIFICANCE OF ECO-ART EDUCATION

IN AN ELEMENTARY ART SCHOOL CURRICULUM

By

Mary Finney

December 2016

Chair: Craig Roland

Committee Member: Jodi Kushins

Major: Art Education

Abstract

In my capstone project, I focus on the impact that place-based education (PBE) can have

on young students. By creating and implementing a unit plan that incorporated the basics of PBE

in a 5th grade art curriculum, I discovered that a unit plan that meets all the important points that

PBE has to offer cannot be included in one unit plan. In my supporting paper, I discuss the

requirements of place-based education; such as self-awareness, civil engagement, and

understanding environmental sustainability, which were necessary for this study. Then I describe

how my students were engaged in the course of the unit but overall lacked the ability to convey

this visually in their work. Finally, I share some of the results that their artwork reveals. My

recommendations for future studies include more time to ensure a deeper understanding of the

unit goals. I conclude this capstone paper with final insights about the potential that a place-

based unit could have in an elementary art curriculum in encouraging student understanding of

their individual place in their world and their community.

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Table of Contents

Title Page .........................................................................................................................................1

UF Copyright page ...........................................................................................................................2

Acknowledgements ..........................................................................................................................3

UF Formatted Abstract ...................................................................................................................4

Table of Contents .............................................................................................................................5

Introduction ......................................................................................................................................7

Statement of the Problem .....................................................................................................8

Purpose of the Study ............................................................................................................9

Assumptions of the Study ..................................................................................................10

Definition of Terms............................................................................................................11

Study Limitations ...............................................................................................................12

Literature Review……………………………………………………………………………………………………...….12

Methodology ..................................................................................................................................17

Subject Selection, Site, and Description ............................................................................18

Research Methodology ......................................................................................................19

Data Collection Procedures ................................................................................................20

Data Analysis .....................................................................................................................20

Limitations .........................................................................................................................20

Findings .........................................................................................................................................21

Inconsistent Level of Interest .............................................................................................22

Disconnect between Understanding and Artwork .............................................................22

Time Allowance .................................................................................................................22

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Summary across all Findings ............................................................................................23

Discussion and Conclusion ...........................................................................................................23

Discussion and Interpretation of Findings ........................................................................24

Implications and Recommendations ..................................................................................26

Conclusion ........................................................................................................................26

References ......................................................................................................................................28

Appendix ........................................................................................................................................31

Author Biography ..........................................................................................................................33

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Introduction

When I was younger, I recalled seeing several things that informed me about how

important my relationship with the environment was. I remember there were a bunch of

television shows that filled children’s programming with themes of environmental preservation:

“Bill Nye: The Science Guy,” “The Magic School Bus,” “The Mighty Morphan Power Rangers.”

I remember walking straight home almost every day right after school just to sit down and watch

one of my favorite shows, “Captain Planet.” In this show, a group of five teenagers from

different nationalities come together to save the environment from destructive humans. I

remember the lyrics of the theme song singing, “Saving our planet is the thing to do; looting and

polluting is not the way, here’s what Captain’s Planet has to say!” I remember walking along the

city streets with my family, seeing bright green signs with the bold white word “RECYCLE.” I

even recall my teachers playing simple games and quizzes, inquiring about the “3 R’s,” reduce,

reuse, recycle. It wasn’t until I got older that I understood the big push to “Save the

Environment.”

In the 1960s a response of the growing concern for environmental issues resulted in a

number of events and governmental acts being passed on behalf of the environment: The Clean

Air Act in 1955, The Wilderness Preservation Act in 1964, National Earth Day on April 22,

1970, the Solid Waste Disposal Act in 1970, The Creation of the Environmental Protection

Agency and the Endangered Species Act in 1973 (Krug, 2003). In the 1980s however, there was

a huge environmentalism setback where the government became more responsive to demands of

the industry and development (Krug, 2003). Due to this turnaround, budgets were cut and some

environmental efforts discontinued. In the 1990s, ecologists mediated the relationships between

the environment and humans by reintroducing native plants and animals into sites in order to

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help sustain biodiversity (Krug, 2003). There is no denying that there have been many efforts in

the aid of the environment, however without more effort to rethink and revise our dominant view

over nature, our environment, and the world as we know it, will cease to sustain life for us and

generations to come.

Statement of the Problem

As a second-year art teacher, I have noticed a shared perspective amongst my students.

Despite the essential role that our environment plays in sustaining life in our society, my students

are significantly more focused on material things rather than taking a vested interest in protecting

their environment. Life, as we know it, would not exist without the environment that we too

often take it for granted: from the air we breathe, to the water we drink, to the trees that offer us

shade and the land that enables us to grow the food that we eat. When I was younger, I remember

being bombarded with visual aids in the form of flyers and TV commercials that served as

reminders of our impact on the environment and the importance of environmental conservation.

Today as an adult looking at my students, the concept of environmental sustainability has taken a

backseat. I believe that my students need to broaden their horizons over the things they hold so

dear. Instead being so enthusiastic about their possessions, I encourage them to share the same

sense of pride and ownership over the community and environment in which they live, as they do

for the next new thing they acquire in life. Theodore Roosevelt stated,

“Here is your country. Cherish these natural wonders, cherish the natural resources,

cherish the history and romance as a sacred heritage, for your children and your

children’s children. Do not let the selfish men or greedy interests skin your country of its

beauty, its riches or its romance” (Change.org).

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The environment has been in some cases irreversibly damaged as a result of our careless

actions. We, as citizens of this planet, must make it our duty to stay informed, be proactive and

ever conscious of how our actions affect our environment. If we fail to change our perspective on

how to treat our environment, the place we know as home will cease to sustain life for us and for

future generations to come.

Purpose of the Study

According to Blandy and Hoffman (1993), the “ . . . reasons for the consideration of an

art education of place reflect environmental concerns that are globally imminent and personally

felt” (p.23). The purpose of my capstone project is to observe whether a focus on place through

eco-art integrated into my art curriculum can assist with informing and bringing a sense of

ownership amongst my students when relating to their environment. Students should be aware of

the impact their actions are contributing to the damage to the environment as well as guide them

in how they could be advocates for positive change.

Research Questions

My capstone project will be guided for the following questions:

1. How will my students respond to an art unit plan that addresses ecology and the

environment?

2. Will incorporating place-based education into an art curriculum increase levels of

interest in the environment and community for my students?

3. Does the students’ work show an increase in understanding environmental

sustainability?

4. What characteristics are associated with the students who have successfully integrated

learned information from a unit of study on the environment into their daily lives?

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Rationale and Significance of the Study

According to Psychiatrist Dr. William Glasser, children have four basic needs that

motivate behavior: (1) belonging which can be fulfilled by loving sharing and cooperating with

others; (2) power which can be fulfilled by achieving, accomplishing, and being recognized and

respected; (3) freedom which can be fulfilled by making choices; and fun which can be fulfilled

by laughing and playing (cited in Stern, 2010). Place-based education offers students engaging

learning experiences that also contribute to their school and community. Sobel (2012) defined

place-based education as:

. . . the process of using the local community and environment as a starting

point to teach concepts in language arts, mathematics, social studies, science

and other subjects across the curriculum. With emphasis on the hands-on,

real-world learning experiences, this approach to education increases

academic achievement, helps students develop stronger ties to their

community, enhances students’ appreciation for the natural world, and creates

a heightened commitment to serving as active contributing citizens (Sobel,

2012 p.6).

My desire was for this capstone project to determine if there are benefits from intertwining a

sense of place with eco-art education for my students.

Assumptions

Ecologists’ ideas and issues involve differences in peoples’ perspectives of human and

environmental conditions that are deeply rooted in history and existing social, political and

cultural issues (Krug, 2003). I assume having a better understanding of the environment will lead

my students to be advocates for the environment. Having a better understanding of how their

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actions affect the environment will trigger a reflection of their actions. Knowledge of how other

people and artists have been successful in being advocates for the environment will show them

that it is possible to do the same.

Definition of Terms

When it comes to the history of the land and its relationship with society there are three

main perspectives or views on interdependency: Union, dominion and stewardship (Heiklich,

1992; cited in Krug, 2003).

According to Krug (2003), “Interdependency is a concept about the relations of nature

and culture” (p. 3).

Dominion is a view that humans should dominate or control nature (Krug, 2003).

Examples of this are seen in the media today television shows such as the “Man VS. Wild” series

on Discovery channel or Steven Spielberg’s famous 1975 movie, “Jaws”. Even in history, stories

of the first European colonists that arrived to what is now known as the United States, reflected

their need to control the natural environment as part of their struggle to survive (Blandy, 1998).

Nature was just an object to be used, crafted, elaborated on, but never considered as more than a

resource” Norberg-Schultz pointed out that the alienation or loss of identification with our

environment is the root cause of our placelessness” (cited by Gradle, 2007, p.407).

Stewardship is when you affirm belief and responsibility about caring for the natural

world (Krug, 2003). Some civic leaders diligently work to understand ecological relationships to

achieve a careful balance between nature and constructed spaces (Krug, 2003).

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According to Krug (2003):

Union is an orientation that values ecologically sustainable development. It

is an approach to understanding interdependency arrived at by locating and

not privileging humans within complex ecosystems of nature. Views of art

and ecology premised on this perspective strive to understand the

relationships of all living organisms within particular places through art.

(p. 6)

Eco-art education is the incorporation of ecological issues into the art education

curriculum. It is an interdisciplinary endeavor that draws elements from the more established

fields of visual art education and environmental education (Inwood & Taylor, 2012).

Literature Review

It has been said that the earth is on the brink of irrevocable and damaging ecological

change and we humans are to blame (Carson, 1962). Steffen (cited in Milman, 2015) stated:

“It’s clear the economic system is driving us towards an unsustainable future and people

of my daughter’s generation will find it increasingly hard to survive. History has shown

that civilizations have risen, stuck to their core values and then collapsed because they

didn’t change. That’s where we are today.”

Carson (1962) warned more than three decades ago that Americans would have to answer

tough questions about population control, nuclear waste, water contamination and the loss of

biodiversity (cited in Blandy, Congdon & Krug, 1998).

Acknowledging the negative effects done to the environment is not something that has

gone unnoticed. Blandy (2003) and Krug noted the necessity for a change in aiding the

environment and the benefits that artists and educators can bring. Graham (2007) along with

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Gradle (2007) both emphasize the significance that comes out of place-based education and the

effects of the lack thereof in our classrooms. Inwood’s (2010) work explores effects that

incorporating eco-art education into the curriculum of four different elementary schools.

There have been some efforts to decelerate the harmful effects done to the earth such as

the passage of a number of federal laws like the National Environmental Policy Act and the

creation of the Environmental Protection Agency in the 1970’s (Krug, 2003). Artists like El

Anatsui (http://www.pbs.org/art21/artists/el-anatsui) and HA Shultz

(http://www.haschult.de/action/trash) have taken on the issues through art activism; however

more can be done on the side of art education to contribute to this environmental issue. Krug

(2003) stated “the arts often served political, institutional, expressive, sacred, and/or utilitarian

roles simultaneously in society” (p. 1).

Although it can be especially challenging for art teachers to truly understand why young

K-5 students would be interested in the environment and the preservation of ecology; the

advantages of eco-art education far outweigh the challenges (Inwood, 2010). As educators, if we

are able to teach about ideas that invite questions from students about their sense of place in the

world through curriculum study, we cannot only do our part in being advocates for the

environment but also instill in our students’ positive ways to co-exist and advocate for the

environment (Krug, 2003; Graham, 2007; Gradle, 2007).

A Sense of Place

How is the study of art and ecology linked to our understanding of a sense of place?

Place-based education draws connection to one’s sense of place. Place-based education holds out

to students the promise that they can become valued members of a community (Smith, 2002).

The use of pedagogical studies such as system thinking, cooperative learning and place-based

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learning also result in a close connection with environmental education (Inwood, 2010). In order

for students to achieve a deeper understanding the subject must be one that is relevant to their

understanding (Stankiewicz, 2001). The exploration of place, as an enduring idea, is one that

enriches discussion in art curriculum and is an essential component of art education scholarship

(Blandy & Hoffman, 1993). This exploration has validity, for “the sense of place has to do not

only with that we personally feel and think about the environment but also how we suppose

others may thing and feel about it” (Anderson & Milbrandt, 2005, p. 170; cited in Gradle, 2007).

According to Graham (2007), “there is a widespread commitment to prepare students for

success in an economy that is often individualistic, unsustainable, and inequitable” (p. 376).

With eco-art education incorporated into that commitment, it promises an innovative approach to

environmental education, one that balances the traditional roots of this discipline, found in the

cognitive, positivist approaches of science education, with the more creative, affective and

sensory approaches of art education (Inwood, 2010).

Eco-Art in the Art Curriculum

What would an art curricular unit include that engages themes of ecology, the

environment, and place? According to Blandy and Hoffman (1993), “Eco-art education is one

that teaches students about art in a way that promotes an understanding or the interdependence

and interconnectedness of all things” (p. 28). Ecological ideas and issues involve matters that are

deeply connected to the past and existing social and cultural contexts. These ecological concerns

are also associated with location, time, material and change (Krug, 2003).

Any inquiry that allows a way to critically question relationships and interactions of all

life forms within their ecosystem are good places to start planning a unit. Inwood (2010) did a

research study focusing on eco-art learning in an elementary setting. Her study consisted of four

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Canadian elementary school teachers who came together, collaborated and created several

different eco-art unit plans and lessons that incorporated co-learning, theoretical knowledge and

pedagogical expertise of the teachers involved. They collectively created lessons, explored

artists’ choices of medium and materials, as well as lessons that inspired questions by framing

discussions about art to highlight its connections to environmental concepts and issues.

During their study, the teachers discovered that branching out from traditional dominion

over the natural world was a familiar place to begin, that the pedagogy of the eco-lessons were

similar enough to general art lessons, that no training was needed, and that a supportive

atmosphere also inspired the teachers own learning. Inwood concluded her study with practical

ways that teachers and students could deepen their understanding and contribute to the

environmental movement: reducing the amount of waste, consider the use of the classroom

energy, minimize toxins, consider greening their pedagogy or making their lessons more

environmentally friendly, sharing students’ efforts with the community and encourage students

to use their artistic skills to engage activism outside of class.

Ecology and the Artist

How have artists dealt with the ecological issues through their artwork? Ecological art

emerged from the environmental art movement of the late 1960’s through the early 1980s. The

movement consisted mostly of expressions of artists who were disenchanted with the technology

of industrial culture (Blandy, Congdon & Krug, 1998). Methods commonly employed to initiate

ecological sustainability include artistic actions, rituals, performances, and process dramas. It is

important to understand however, that ecological sustainability has many meanings (Krug,

2003).

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El Anasui is a Ghanaian artist has made a name for himself by creating radiant sculptures

of discarded bottles, glass, wood and metal and turns them into items of contemplation. The

focus and idea of many of his art pieces trace a broader story of colonial and postcolonial

economic and cultural exchange in Africa (Anatsui, art21.org). Other works of his have been

inspired by the things seen in his country, like his piece titled “The Peak Project.” In this piece

Anasui was inspired by the “huge piles of detritus from consumption," such as the mountains of

milk tins and bottle tops that have been growing throughout West Africa due to limited recycling

technology. This work examines consumption and the various physical landmarks that trash

generates in different parts of the world (https://africa.si.edu/exhibits/gawu/artworks.html).

H.A. Schult is a German installation and happenings artist, is mostly known for his work

and collection of trash men, who are life size people made completely out of trash

(http://www.haschult.de/action/trash). This 1000 figure Trash People or “Schrottarmee” art

exhibit is, according to HA, a critical reflection on our waste society. One of his trademark

quotes are “we produce trash, are born from trash, and will turn back into trash

(http://recyclenation.com/2010/06/amazing-trash-people-sculptures-ha-schult).” According to

Recycle Nation Recycling Blog H.A. stated this on his website in regards to artist ability to use

any material to make a statement:

During the past three decades, everyday elements have been influencing art

more and more strongly, and art has been responding to everyday life more

and more quickly. In no other era has been anything like this dialogue

between art and everyday life.

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Why is Environmental Art so Important?

I currently work in a low performing elementary school. In my opinion, in schools such

as this the arts curriculum is important but not as highly valued as areas like reading or

mathematics. I believe that only through art will the integration of eco-art increase the likelihood

that educators can help to shift students’ attitudes as well as alter their behavior in positive ways

towards the environment and daily life. There are many ways to accomplish this goal.

So, why is it important to for artists and art teachers to be environmental advocates?

Involvement in art provides a means of gaining insights into changes in one’s life and how subtle

and profound forms of transformation expressed through art can convey ideas, expressions and

reactions to local community environments (Krug, 2003). Kolb (1984) wrote, if education

begins by bringing out the learner’s belief and theories, examining and testing them, and then

integrating the new more refined ideas into the person’s belief systems, the learning process will

be facilitated (p. 28).

Methodology

According to Gregory Smith (2002) there are common characteristics of a place-based

education curriculum such as: teachers being more of co-learners and guides of the lessons and

objectives that adopt social, cultural, and natural features of local environments as the context for

learning. When students can directly experience what they learn in contexts familiar to them,

their capacity to understand and communicate its meaning increases (Cummins, 1996). With this

in mind, I developed a curriculum unit plan that I believe centered around the students’ self-

awareness of ‘home’ in their homes, community and their environment. Sobel (2012) said if we

want children to flourish to become truly empowered, then let us allow them to love the earth

before we ask them to save it. I began this unit by asking the students, “what kind of impact do

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you have on your environment?” “What choices will you make to take care of your environment

and the place we call home?” In this unit for 5th graders the students will explore their own

definitions of home throughout their environment and community by exploring the works of

artist like Barry Rosenthal, Monika Margrett, Carson Ellis, and Robin Wood.

Subjects

For my research, I studied a 5th grade class of 14 students at a Title I elementary school.

There are a total of 7 boys and 7 girls all between the ages of 9 and 11 years old. I chose to do

this age group because they are the oldest group in the elementary setting that I believe is truly

capable of grasping the concept of place-based education. Being that I observed the lesson,

interacted, interviewed and discussed information with students regarding to the integrated

curriculum; I also chose to take pictures of the students while they worked and of the students’

completed works. I was not however permitted to use any pictures of the students’ faces due to

their privacy rights. Prior to any data being collected I made a point to ensure that I had research

permission from the University of Florida Institution Review Board and the permission from the

Elementary School’s Principal to conduct the research.

Research Site

I conducted my study on a 5th Grade class at a Title I school, Westarea Elementary in

Fayetteville, North Carolina. At this school where I teach, I anticipated the timeline of the study

to be 3-55 minute class sessions over a span of 3 weeks. However due to unforeseen

circumstance of school closure due and the resulting damage of hurricane Matthew, the class

sessions took a total of 4 class sessions. Fortunately my school itself was not affected, however

due to county and school-wide safety precautions, class time was limited to 30 minutes on some

days.

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Data Collection Procedures and Instrumentation

In Lesson 1 titled “Home Sweet home: My Home and Me,” we discussed the students’

own definitions of home as well as popular statements such as quotes about home and the Pixar

film “Finding Nemo” to further define the students understanding of home. The students then

reviewed Carlson Ellis’ book Home which revealed home is about individuality and what makes

you part of who you are. Using each of these examples as a reference, I asked the class to write

down what their definition of home is and if they could visually symbolize it, what would that

symbol look like? Next we had an open discussion and shared everyone’s symbols of home. In

Lesson 2 titled “All in the Numbers: The Environment and Me,” I originally planned to have the

students review a 19th century Cree Indian poem that spoke about how the greed of men can

affect the environment. The class would also review and discuss environmental awareness works

by Barry Rosenthal and Robin Wood and discussed the main ideas behind their works. The

students were then to use statistics about marine animals in the environment affected by plastic

debris and created a mixed media statement piece or informational graphic using plastic beads.

In the final lesson, titled “My sustainable ways: My community and Me,” the students reviewed

works by David Bonazzi and Boris Pelcer to see successful examples of pollution awareness

done by artists; using all the information learned as well as reviewed from prior lessons, the

students were to create a work of art or information graphic that raises awareness about both the

positive and negative effects human can have on the environment.

As mentioned above, the planned 3-50 minute classroom sessions, where the students

were to create 3 mixed media pieces had to be adapted to the time constraints, which resulted in

only one completed project in 3-40 minutes sessions. During the discussion part of the lesson,

while students were about to discuss their ideas with the students seated near then, I walked

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around and spoke with the students on the ideas and thoughts of what home meant to them; as

well as their three symbols that described their homes. Of the 4 students that I spoke with 2

needed addition explanation. As I continued to engage with the students, I took pictures, wrote

down any notes about the classes behaviors, dialect and comments the students had. Following

the extended day, I asked each student to complete a questionnaire on his or her thoughts about

the completed assignment.

Data Analysis Procedures

Following the end of the first lesson of the unit plan, I reviewed each student’s journal

entry as well as the product of their milk carton houses. I searched the artwork for the basics

requirements of the carton house, which were the use of materials and the visual creations of

windows, a door, roof, walls and their 3 symbols. As I continued to review the works, I noted

how many homes were close to being complete, and which journals had complete journal entries.

Following the extended class session, where the students were able to complete their

projects, I noted which students had trouble initially forming their connecting symbols with their

art work, were able to complete the art project with the required symbols. I also reviewed with

students with behavioral issues those behaviors that prevented them from completing their work

vs. those who did not have behaviors.

Limitations

Although this research was carefully prepared, I am now more aware that there were

some unavoidable limitations and shortcomings. The research was to be conducted in three-50

minute classes; which covers the span of meeting one day a week for three weeks. This time

frame, however, did not account for the time lost if the teacher was late bringing the class or had

to leave early to meet some other priority. The lack of available time also limit the possibility of

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there being reliable data to collect. For my students, it sometimes takes many perspectives and

examples for them to truly comprehend some essential ideas, and limited time can affect their

response and understanding. Additionally, the size of the study group was smaller than originally

intended and does not adequately represent the majority of my school’s 5th grade body. There

were even fewer students/parents than expected that had an interest to participate, which also

contributed to a smaller select group and accurate generalized results.

Furthermore, traits of place-based education include working and problem solving in the

local environment and community. Without including some aspect of both our local community

and environment, the lessons in the eco-art unit I taught could not be as effective. A limit on time

also affected the choice of material used and the overall lack of interest my students displayed in

a project. The low student interest in the lessons, as well as a general lack of focus and an overall

determination to complete the work involved negatively affected the overall behavior and

participation in the project.

Findings

This research explored the significance of place-based education in an elementary art

curriculum. My aim was to determine how my students respond to such an art curriculum and if

a place-based education increases levels of interest in the environment and community among

my students. My research also aimed to determine if my students’ artwork would show an

increase in understanding of environmental sustainability and what characteristics are associated

with the students who have successfully integrated the learned information into their daily lives.

For my capstone project I created and taught a place-based art lesson centered on fostering their

place in their home, their place in the environment and their place in the community. I collected

data through observation, summative and formative assessment, as well as review of the artwork

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and journal entries. I have combined the results and data into 3 major findings: Inconsistent

Levels of Student Interest, Disconnection Between Students’ Understanding and Artwork, and

the Time Allotment and the Curriculum.

Inconsistent Level of Interest

In terms of levels of interest, the students began the study with a large amount of interest

and eagerness in completing the project. They enjoyed speaking about themselves and their own

family. When directed with the guidelines and materials of the project, the students were eager to

get started. The interest level greatly decreased as time progressed which led to distractions and

behaviors problems.

Disconnect between Students’ Understanding and Artwork

Each student wrote in their journals and discussed their own understanding of “Home”

and the many relations to the word. The students were then instructed to find three symbols that

remind them of home and creatively find a way to incorporate each symbol onto their milk

carton houses. Although the students completed the journal entry portion of the assignment,

adding symbols into the artwork was a challenge for some. Some house were merely a covered

milk carton while others were very detailed.

Time Allowance and the Curriculum

The allotted amount of time for this unit was not sufficient to produce consistently high

levels of understanding and artistic performance across this group of students. The time allotted

for the unit plan did not allow for students to complete their work in one setting. Other students

began to rush to complete their work. Some students focused on creating works that were very

detailed and exceeded the minimum guidelines. Still other students began to lose interest when

given more time to complete their work. The allotted time also did not account for unexpected

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setbacks such as school closures due to unpredictable weather and extended time allowance for

student understanding or the main idea.

Summary Across all of your Findings

My students’ reactions included interest, eagerness, and intrigue in the lesson. Due to the

lack of unavoidable time lost, my findings did not verify whether my students’ work show an

increase in understanding of the importance of environmental sustainability outside of

repurposing the used material for the project. Furthermore, the results of this project offer no

definitive answer regarding what characteristics are associated with the students who have

successfully integrated the learned information into their daily lives. My findings reveal that the

amount of time that was used on the project was not enough to keep the student engaged, nor

was it enough to complete the art project in one session. Without enough time to keep the

students engaged, the students have more of a chance of being distracted and/or having

behavioral issues. Some students rushed to complete their work in the allotted time while others

capitalized when given more time with adding more detail to their work. Many students

comprehended the instructional portions of the lesson, but struggled to translate what was

learned onto their artwork.

Discussion and Conclusion

Kolb (1984) wrote that if education begins by bringing out the learner’s belief and

theories, examining and testing them, and then integrating the new more refined ideas into the

person’s belief systems, the learning process will be facilitated (p. 28). To discover if the benefits

of place-based education could assist my students, I created a place-based, three-part unit plan

that focuses on the student self-awareness at home, in their environment, and their community. I

collected data using the action research methodology of planning, action, then analysis; with the

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help of field notes, formative and summative assessments and the use student work and journal

entries. Following my analysis, I found a shortness of time was a major factor in the outcome of

the unit taught, along with my students’ interest levels, comprehension and ability to make

connections between the lessons big ideas and their artwork. Next, I discuss my findings and

possible explanations regarding the success or lack of success in the lesson with respect to the

time allowance, conceptual disconnect and my students’ interest.

Discussion and Interpretation of Findings

I believe that time was a one of the major factors in the outcome of the lesson. The

unit was planned where each lesson and project was to be completed within each 50-

minute session. I did not account for the time it would take for the instruction to be

understood by students. I finished each example and discussion with an opportunity for

students to write their ideas and opinions about what they learned in their journals.

Following the first discussion, only 4 of the 14 students completed each entry with an

answer associated with home. However, when provided with more time, 12 of the 14

students went back and fully answered each question. If you look at Figure 1(see

Appendix), you can see the journal entry of a student who once given the opportunity went

back to write a more comprehensive entry (on the right) and another entry of a student

who chose not to complete the entry (on the left). This same example of effort can be seen

in the works of some of the students who choose to go back and rethink their project like

the example seen in Figure 2. In Figure 3, you can see from a picture taken after session 1

(above) and then another picture after the session of extended time (below), Student A13’s

project really developed from having extended time to work. Due to this observation, I

believe that if there was more time given than just a 50-minute session, perhaps an hour

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and a half, there would been enough time to explore the deeper meaning of the subject as

well as time enough for my students to complete the assignment, while motivated and

interested. Additionally, there was a major setback in my unit lesson completion because of

Hurricane Matthew. Some of the areas where my students and I live and were heavily

damaged. If it wasn’t for school closures and hourly delays, the opportunity for extended

time to use to work on and complete the other lessons of the unit plan could have been

explored.

My students sometimes have a mindset to rush, moving quickly or finishing soon

with many of their art projects. When implementing this study, my students appeared to

have been very interested in the place-based centered lesson from the start. I believe a

lesson that focuses on the students’ perspective on life versus information for passing a test

is overall more interesting for them. I made a point to use multiple ways of discussing the

students own ideas of what home meant to them to ensure that those ideas that are already

associated with home can be communicated through their art; there was however a

disconnect. The students were instructed to find 3 symbols that remind them of home and

creatively depict them on their milk carton house. Figure 3 shows the journal entry with

one student’s symbols, beside a picture of his milk carton house. In the photo you will

notice that the student merely covered the milk carton to look like a house, but failed to

depict his symbols. Out of the class there were a total of 8 of 14 students who fully

completed their projects with the depicted symbols as instructed. The only explanation

that I can conclude from the visual disconnect in the students’ artwork is that perhaps the

extended time made the interest of working on this project decrease. Perhaps if more time

26

was needed for the project, the use of a different and more interesting material could have

enticed the students to finish their work.

Significance, Implications, and Recommendations

If an art teacher is interested in using place-based education in an elementary

curriculum, I would recommend creating lessons that use material that entices their

students’ interest. I believe that if my lesson used materials such as clay or cardboard, the

level of interest for my students might have been more consistent, regardless of the

number of class sessions required or available to complete the project. When planning your

instruction, leave time for the unexpected, as well as time if your students need further

explanation or activities to foster understanding. Without that deep comprehension of the

lesson content the benefits and time taken implementing this type of curriculum would be

wasted. For further research of place-based education, I suggest dedicating more than just

a brief unit plan in your art curriculum. Lastly I wish to acknowledge that a major benefit

of the research I did on place-based education was that it really increased my enthusiasm

and knowledge for creating lessons dealing with place and the local environment. I wish to

revisit the lessons plans and develop the lesson plans that I’ve created to perfect them in

hopes of finding better practices with studying the environment for my classes. In regards

to implementation, my research has encouraged me to search for big ideas that will entice

my students’ interest, hold their attention, as well as provide different ways to incorporate

different concepts to increase their learning.

Conclusion

In my short time of teaching, I can truly say that I am still on a journey of learning

and I love the impact that my job has on my students; from the memory of them having a

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great time amongst their peers while making something new to teaching a lesson that could

be applied outside the school walls. One of the greatest things that I’ve learned throughout

this research is that yes, it is important to make sure the overall lesson and main objective

is one that benefits the students at the end of the day. However, making sure that it’s fun

and provides an opportunity to learn is more significant for the child and the educator.

Although every lesson implemented isn’t always as accurate as I’d like, I’ve come to realize

that if I, as an art educator, continue to search for the best way to assist my students in

being prepared for the world, running into a dead-end will never end my journey. If you’d

like to check out my journey as I continue to add onto my lessons learned, you can visit my

website at www.weebly.maryfinneyufstudies.com.

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Appendix: List of Figures with Figure Captions

Figure 1. Journal Entry about Home. This photo illustrates a student’s filled out completely

(right) and work of a student who didn’t complete journal entry (on the left).

Figure 2. Comparison of Session 1 and the extended time session. The top two images illustrate

the students’ progress after session 1. The bottom two images illustrate the students’ progress

after the extended session.

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Figure 3. Journal entry of student’s house VS. Work. This figures illustrates the students’

written definition of home as well as their symbols of home. The bottom two pictures show the

students’ work completed with no symbols incorporated.

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Author Biography

Mary Finney is an Elementary art school teacher out of Fayetteville, North Carolina. She

received her Undergraduate degree from Fayetteville State University with a concentration in

Graphic design. She is currently studying to receive her Masters in Art Education from the

University of Florida located in Gainesville Florida. Other commutable work includes 4 years as

a Youth Training and Employment Case Manager with the Workforce Development Center of

Cumberland County. She is a member of the Gamma Upsilon Zeta Chapter of Zeta Phi Beta

Sorority Inc. and gives back to the community in her free time. She is an art instructor at one of

the local community centers, as well as a volunteer for the local university when she is not

teaching. In her free time, she works on her up and coming business Beasty Designs, a face and

body painting business. She currently resides in North Carolina.