Today’s Agenda• Introduction to Children’s Artistic
Development ➢ Heidi’s Horse
• Overview - Children’s Qualitative Research Paper Assignment
• APA Style “Workshop”
• Pairs Analysis of Adopted Drawings
Artistic Development
In “Heidi’s Horse,” Sylvia Fein analyses the artistic life of a child between the ages of 2 and 17
Heidi’s Horse https://www.youtube.com/watch?v=TV8k6oi0xxk
Significant ideas from “Heidi’s Horse” • When drawing, children follow certain “universal
imperatives” • Art is a secondary language; “. . . a way to say
something about the world that words can’t say” • Mental processes are involved in creating art
Qualitative Research Workshop:Authoring a Scholarly Report Using APA
Red Block FS 2015 Amy Ruopp, Instructor
Qualitative Research Paper Components
• Title Page
• Running head
• Page number
• Paper title
• Author’s name (you)
• Institution
• Body
• Introduction paragraph
• Method section
• Findings section
• Conclusion section
• References Page
(Note: NO ABSTRACT for this assignment.)
Title Page - Overview
Not a mistake! Don’t capitalize “head”
CAPITALIZE the actual running head. It is a shortened version of the title.
Close up of title page
Title Page Elements (Description)
• Running head (left justified) & page number (right justified; upper right corner)
• Title o Summarizes main idea concisely; able to stand alone o Centered w/ upper case & lower case letters o Placed in upper half of the page o NO GRAPHICS, BOLDED TEXT, FANCY FONTS
• Author’s (your) name
• Institution (As flagship campus, “Columbia” does not appear)
Body - Overview
Close up of first page
The words “Running head” do not appear; only the actual running head itself in caps
Paper Title; no line space after
Level 1 headings; centered & bolded
Body (Description)For this short qualitative study, include 4 sections in the body • Introduction (1-2 paragraphs; indented) Should address the following though not necessarily in this order
• Purpose of the investigation • Importance of topic • Context of topic • Initial hypothesis or conclusions about the topic from your point of view
• Method (1-2 paragraphs) • Who was your participant and source of data/information? • What you did. • How you did it. • (Embed an image of your child’s drawing in this section)
• Findings (Results + Discussion; 2-3 paragraphs) • Description of the drawing • Interpretation of the drawing by sections & holistically (overall stage) • What would the authors we read and other experts say about it?
• Conclusion (2-3 paragraphs) • What do your findings mean for this child in particular? How can you, as the
regular classroom teacher, encourage growth? • What does your investigation say about the importance of child art
development for regular classroom teachers in general?
References
Notice “hanging indent”
“References” is centered but NOT
bolded.
ReferencesAccording to the 6th edition of the Publication Manual of the American Psychological Association (2009), “References acknowledge the work of previous scholars and provide a reliable way to locate it” (p. 37).
Format: • Heading – References - is centered on top line of a new page • “Reference”s is capitalized but NOT bolded like the Level 1
headings. • Lines are double-spaced • First line of each reference is aligned flush w/ left margin;
subsequent lines of the same reference are indented (hanging indent)
How to cite references: http://owl.english.purdue.edu/owl/resource/560/05/
Writing Style• Writing should follow the “3 Cs” • Clear • Concise • Convincing
• Writing should be organized. • Outline what you want to say as a pre-writing strategy. • Consider “Power Writing” Approach http://
www.slideshare.net/jacksonde/power-writing-slideshare • Economy of expression “Say only what needs to be
said” (APA Manual, 2009, p. 67)
• Grammar matters • Examples: What do you think? “The child added many details to their drawing.” “The child didn’t know where to place the ears at.”
Writing StyleAPA is a formal and scholarly writing style.
Conversational: “When I first looked at this drawing, I wasn’t sure about the child’s developmental stage, but after reading about Lowenfeld’s stages, I think I have a better idea.”
Scholarly: (sounds more confident; more assertive): “Lowenfeld and Brittain (1970) described stages of drawing development that informed me of the child’s approximate developmental stage.”
Writing StyleConversational: “When I read the description of the schematic stage, I thought maybe the child was at that stage, but some things about the drawing made it seem like the gang stage was a real possibility as well.”
Scholarly: (Scholarly writing often uses fewer words!) “The child’s drawing reveals characteristics of both the Schematic Stage and the Gang Age described by Lowenfeld and Brittain (1970).”
Even better: “The young artist appears to be between the Schematic Stage and the Gang Age (Brittain & Lowenfeld, 1970) in his artistic development.”
Overall Expectations• Evidence that ALL ASSIGNED COURSE READINGS WERE READ,
synthesized, and understood. o Not just Lowenfeld & Brittain; these authors have been
criticized! o Luehrman & Unrath cited Kerlevage o Erikson & Young –”What Every Educator Should Know” o Wilson & Wilson’s principles o Eisner – 10 things the arts teach o Pink – Why art is important to 21st century education
• Show that you possess INTELLECTUAL CURIOSITY – o If you don’t know, go after the answer!
➢Blackboard Resources ➢Google ➢University of Missouri Libraries
• ORGANIZATION (Even non-APA writing requires organization.)
• PROOFREADING (Check grammar, punctuation, clarity)
APA Resources
• Purdue Online Writing Lab (Don’t rely on EasyBib!!) http://owl.english.purdue.edu/owl/section/2/10/
• Online APA Manual http://www.apastyle.org/ (See “Quick Answers” at the bottom of the page to go straight to needed information)
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