Exploration 1- Critical Action Research

"Action research in art education involves an art educator, team of educators, or art teacher with students systematically studying art education practice" (Keifer-Boyd, 2014, p. 246). Prior to reading, I had an obscure idea of what it meant to conduct action research. The idea of conducting any type of research felt very scientific, far removed from the chaos that exists in my elementary art classroom. According to Sheri R. Klein (2012, p. 1), "Such methods have allowed researchers to understand teaching and schooling practices through lenses that "liberate the concept of research from domination by science" (Eisner, 2006, p. 10) and allow for "research that brings to life the sights and sounds" of practice in any "extricable combination of observations, thoughts, feelings, intuitions, trials, errors, and discoveries" (Stout, 2004, p. 196). Through these readings, I have now found clarity in what it means to do action research. As educators, we are constantly observing, reflecting, interviewing, and learning. We do this informally on a daily basis without a conscious awareness. 

The meaning I have gathered is that action research allows me to follow an inquiry I have about the happenings in my classroom and follow that inquiry by asking questions and collecting data. When I think about what questions I have, I shift my focus to thinking about what problems I see. What injustices are occurring within my classroom? Where do I need to do more work to ensure every child is having an equitable art education experience? This leads me to wonder, how can I incorporate exploring issues of social justice and socially engaged art in my elementary classroom? Another question I have is in regards to collaboration. Often, teaching art at the elementary level can feel like being on an island. How can I use action research as a way to collaborate with others? I am also wondering what conducting research looks like while teaching in a hybrid setting. How can I be sure I am engaging with all students? 

When I visualize the space I am in when conducting the research,  I am in my art room. I feel the busy, humming energy of students moving around the room, creating independently. This is a hard realization for me, as this year I am teaching from an art cart pushing into the general classrooms. I am left thinking about how more than the physical space, what is the culture of the class? What expectations have been set? What community has been established? Is this feeling something I can bring with me, regardless of the physical space I am teaching in? 

When I think about what I am doing and whom I am with, I am with my students. I am listening, helping students to find their voice in their art. Because of this, I see myself identifying with a microphone as my identity as a teacher researcher. I hope to amplify student voices, helping them find ways to speak through their art and tell their stories. As a teacher, I try my best to create a student-centered classroom where students are expected to have a voice in their art education and are given choice in what and how they create. Thinking about injustices my students experiences, how can I help students use their art to amplify their voices? 

Klein, S. (2012). Action research: Before you dive in, read this! Preview the document In S. Klein (Ed.), Action research: Plain and simple (pp. 1-20). New York, NY: Palgrave.

Keifer-Boyd, K. (2014). Critical action research activism: Social structure and human agency. Preview the document In M. L. Buffington & S. Wilson McKay (Eds.), Practice theory: Seeing the power of teacher researchers (pp. 246-251). Reston, VA: The National Art Education Association.