Annotated Bibliography

1)      Pamperin, Martha. "Tactual Art." V.I. Guide. (2008): n. page. Web. 17 Jun. 2012. <http://www.viguide.com/tactualart.htm

This article is a reprint. Pamperin describes the advantages of art, but the kind of disadvantages that visually impaired students face in art. This source seems valuable for lesson plan ideas. It offers a limited amount of classroom options.

2)      National Federation of the Blind. 2012. <http://www.nfb.org/.

This website, National Federation of the Blind, is a membership organization for the blind in the United States. This site offers links to articles, support groups, other helpful websites. As with most of the articles, they have great generalized information for helping those who are blind, but do not provide a lot of advice for the art room.

3)      Castellano, Carol. "Tips for Classroom Teachers." Future Reflections. (2003): n. page. Web. 17 Jun. 2012.

This article is reprinted from the Blind Children’s Resource Center. It is simply a bulleted list. This list is a great overview of basic ideas to assist blind students in the core classroom. It doesn’t specifically pertain to art, but still offers useful tips.

4)      Art Education for the Blind. <http://www.artbeyondsight.org/

The website offered many useful links. The most useful was the Art History through Touch and Sound, this is a book and audio set that gives the blind audience a chance to view art in way that works for them. It also gives links on how to make the raised tactile diagrams for assisting the blind in feeling the art. Still not finding great resources for young artists, I hope these diagrams can be beneficial.

5)      Cooper, Holly. "Art: A Great Tool for Teaching Students with Visual Impairments." (2002): n. page. Web. 17 Jun. 2012. <http://www.tsbvi.edu/seehear/spring02/art.htm>.

Cooper discusses a few ideas for helping visually impaired students be successful in the art room. I especially liked the idea of using themes to emphasize particular concepts. Since this article is 10 years old, and Cooper worked for the Texas School for Blind and Visually Impaired at the time that she wrote this article; I am interested in how many new ideas and techniques she has used since.

6)      "Art in the Dark" program. The National Federation of the Blind of Connecticut, Film. <http://www.nfbct.org/html/artinthedark.htm>.

This video from The National Federation of the Blind of Connecticut is a great advocacy video for art for the blind. It interviews a Para-Professional, Verna O’Donnell, who followed a blind student from preschool to elementary school. She used ideas and resources to create a program for the visually impaired students.

7)      Kuell, Chris. "Tapping the Creativity of Blind and Visually Impaired Students." Dialogue. 45.2 (2009): n. page. Web. 17 Jun. 2012.

Kuell’s article is reprinted to Reflections in 2009. This article gives links to many of the frequented website for those who are visually impaired. It also talks about a Verna O’Donnell’s journey in discovery great ways to share art with blind students. The lists of tactile art supplies that are suggested are also helpful.

I have many other sources, but they are simply repeats of the informatio stated above.  My hope is that some quality time in the library will result in more hard copy information.

Working Proposal

Making art meaningful to those with visual impairments
By Kelley Schotte

Background (or Position Statement): My elementary school is the vision school for our district. Our program supports and aides the learning  needs of visually impaired (VI) students, Kindergarten to 5th grade. These students range from slight visual impairments to students that are almost completely blind. This research is being done to better serve the needs of all of my students in the art room, but specifically looking at the needs of one student in particular (K).

Research Question and Sub questions: How do I make art meaningful for students with visual impairments? Is my school and its team equipped and trained enough to the best environment for a particular student? What does this child's curriculum in art look like? What tools and techniques are the best choices in the art room?

Related Research:
Martha Pamperin's guide to a VI adjusted curriculum. http://www.viguide.com/tactualart.htm
Dese- services and curriculum accommodations for the blind.
List is still developing.

Permission: My goal is to share the information and situations experienced throughout this study. I will need permission from parents, administrator and colleagues to share this gathered research data.

Data Sources: Other research articles, books, Internet resources, interviews of colleagues as well as students and parents, specialists and schools catering to VI. I also hope that personal journaling, filming and reflection on my teaching techniques with become a great data source.

Methods and Analysis: My goal is to use team work to build a curriculum that fits the needs of K. I will use knowledge gained through research to help K have a more meaningful experience in art. I plan to video tape myself teaching K with his Para, and see where we have room for growth, as well as where the "hang-ups" are in the lessons. The use of other teachers to observe my techniques and their ideas and advice to advance my techniques.

Time Line:
August-September(2012)-Begin journaling all encounters with K, teaching, in passing etc, as well as any ideas, suggestions and meetings that might pertain to K.
Formulate ideal goals for K to propose to team.
Seek permission for an potentially shared research information.
Meet with VI team and set realistic goals for K's art experience for 2012.
Internet researches for VI resources.

October-November- Film lessons with K. Making observations and analysis on that time.
Have meeting with willing art colleagues to get ideas. Reading time.
Interviews with other VI students and adults.
Possibly visit the School for the Blind in St. Joseph

December-January- Have someone else observe my teaching time with K to make recommendations, a fresh mind to the project.
Meet with VI team and assess where we are at in our goals, making adjustments as needed.

February-March- Start plans for 2013-2014 school year curriculum.
Decide on what tools need to be purchased and work on budget for this particular department of research.

April-May- Create a way to show the documented success and growth of K.

June- Reflect on school years work and goals. Decide ways to make it better for year two.

July-Build the best way to share findings with all that would benefit from this particular study

August-September (2013) - Get a game plan for 2nd grade art for K. Implement.

Possible Findings: My hope to find the best ways to assist my teaching of art to make it as meaningful of an experience as possible. I hope to learn from others research, gain new lessons, tools, and techniques to enhance my teaching abilities.

Dissemination: This is still being decided at this point. Possibilities include but are not limited to: Blog, published article, and conference presentation.

Budget: Potentially needing a few hundred dollars to purchase the tools and educational resources needed to assist in meaningful art making for VI students.

Chapter 7 What works?

Create a Time Line (this is made with the realistic knowledge that I am Fantastic at biting off more than I can chew, so I am aiming for do-able goals here)

August-September(2012)-Begin journaling all encounters with K, teaching, in passing etc, as well as any ideas, suggestions and meetings that might pertain to K.
Formulate ideal goals for K to propose to team.
Seek permission for an potentially shared research information.
Meet with VI team and set realistic goals for K's art experience for 2012.
Internet researches for VI resources.

October-November- Film times and lessons with K. Making observations and analysis on that time.
Have meeting with willing art colleagues to get ideas. Reading time.
Interviews with other VI students and adults.
Possibly visit the School for the Blind in St. Joseph

December-January- Have someone else observe my teaching time with K to make recommendations, a fresh mind to the project.
Meet with VI team and assess where we are at in our goals, making adjustments as needed.

February-March- Start plans for 2013-2014 school year curriculum.
Decide on what tools need to be purchased and work on budget for this particular department of research.

April-May- Create a way to show the documented success and growth of K.

June- Reflect on school years work and goals. Decide ways to make it better for year two.

July-Build the best way to share findings with all that would benefit from this particular study

August-September (2013) - Get a game plan for 2nd grade art for K. Implement.

The great part about my situation is that I do not foresee needing outside grant funding for this project. My art budget may need some adjusting, but can easily accommodate our purchasing needs.

Research Translation II

The Landscape, the Built environment, and the work of Art: Three Meaningful Territories for Art Education and Material Culture Studies. Richard Lachapelle. Matter Matters, Art Education and Material Culture Studies. Paul E. Bolin and Doug Blandy. 2011
 Summarize-  This article gives a basic overview of the studies of material cultures, including the benefits of this kind of work. He also gives a great overview of terminology used in these studies with examples of how others have researched this work. Lachapelle uses three different types of landscapes in his research, "To sustain a discussion on the landscape as a material culture territory, I will present the example of the Tablelands located in Newfoundland, Canada. To foster a discussion on the built-environment as a cultural territory, I have chosen an example of 20th century military architecture, the six World War II defense bunkers, called flak towers, which still stand in several neighborhoods in Vienna, Austria. To investigate the work of art as a third territory of material culture, I will present and discuss Anishinabe artist Rebeca Belmore's installation and performance at the Art Gallery of Ontario titled Wild (2001)." (Lachapelle p14)
Research Problem-The problem is stated, but it takes some looking. Lachapelle said it best, he is trying to  "provide an illusion of material culture studies as an investigative approach." (Lachapelle, p14) He is looking for a way to make material cultural studies valuable to art education.
Literature Review- This current article uses reliable sources that are not too old. Sources used support the research ideas well. Lachapelle is well organized in explaining previous research he used, and refers back to those studies often. 
Research Questions or Hypotheses-How do different types of landscapes communicate ideas to the viewer?
Data Sources/Sampling- He uses other researches methods to compare himself to. For example he uses "Schiffer's communication model" (Lachapelle, p15) to explain that the Tablelands' geological features are externs. He uses three locations for his data samples.
Measurement Tools- The measurement tools used are those ideas of Schiffer and Knappett. These tools were a little confusing, I felt like he was doing a lot of inferring based on someone elses work.
Methodology/Procedures- Lachapelle uses their models and scientist research to prove his theory true. A lot of his results are based on how scientist "read" the earth.
Results Lachapelle gives ways in which he feels personally these three material artifacts can communicate a concept or idea. He also used Knappett and Schiffer's terminologies and ideas to help justify his findings.
Discussion
 Interesting topic choice first off. I'm not sure why I chose this article, the titled peaked my interest, but the further I got into the article the less interested I became. These ideas of a landscape communicating an idea are great, but unfortunately it is way too advanced for my particular needs.

What works chap 5&6

Legwork chap 5
I think a source that I could use, and had not considered before, is someone else who is blind. I can't believe I hadn't thought about it, but interviewing an adult that has been blind their whole life would be an awesome resource.
I think the thing for me to remember is that as I interview people and read articles/websites, I need to mention that this is a research study that will be shared with colleagues. I need their permission/site of my source to share. You have to give credit, where credit is due.
Best data source could be myself... like I've said in earlier posts, have someone teach me, so I can kind of get a feeling for K's situation on a daily basis.
Eyework Chap 6
One of the things we have used to chart K's progress is this checklist. Now I can't remember what it is for, the criteria, and it's packed for the summer. But we were trying to make some of these items things to work on in the art room. For example at the end of this year, we were amazed as K's really started to build up the strength in his hands, and could hold a crayon on his own. We were teaching him how (on his own eventually) to simply draw up and down/ side to side, and understand that directional path. I feel like I need a check list of skills that we can hope to help K accomplish next school year, this is what I would chart/measure/count.
Document Oral Language
Oh, I like the idea of recording to see where the hiccup is so to speak. I know that I have tried really hard to use the same type of vocabulary as K's Para and specialists, while still introducing some art vocabulary. This recording might give me a better way to reflect on my teaching practices with K and help me to experiment with teaching techniques.
Ethnographic Observation
This seems almost like a funny topic for me. As far as making a map goes, K and our other VI students have things that help them identify that "this is the art room, this is the cafeteria" they can sometime tell by the amount of space they have traveled through, or specific turns they are making, as well as textured indicators outside our doors. Bu I try very hard to get setup at the beginning of the year, and not make a lot of changes. My VI students memorize the space, they know I always keep my supplies in specific places, and If I get in a weird mood and temporarily move them, they get confused. I must also admit (this ties in with the language component) that I forget when you say, "they are right over there or see this?" they probably do not know what you are talking about. K is not quite ready to go off and find supplies on his own. In fact he get the whole back table to himself with his Para and their work supplies. I hope that someday we will be at the level of "go get the glue" and he will know where to go on his own. My typical student teacher interaction is that I never stop moving. but when it comes to K this year, I was so insanely busy with the rest of his needy kindergarten classmates, that It was hard. But I always tried to make it a point to spend a moment with him as he came in the door, and then at least 5 minutes during class to interact with him and see how he was doing on techniques. I hope that this time can be expanded and become more conducive to K's needs in the future.

What works chap 4

Explore the Emic and the Etic
Emic stance. As an insider I know there are important skills and concept that need to be taught to K, from me. But I also understand that he has a LONG way to go in his learning before I can even get to certain content ideas. Even the idea of K eventually using scissors is the most terrifying thing to me. I know I got on my soap box in chap 2, but I still feel that my subject is valuable and he needs it. I also feel that in spite of his VI he should still have to follow some rules.
Etic stance. As an outside I think I would see a young man who is really struggling to do the simplest tasks. But I would also see that this school is trying really hard to do what they can for him. As an outside (substitute para's) have made the comment, that it seems like no one has ever made him mind before.
Three Questions of Analysis
What surprises you?  Why don't we have the knowledge? Why haven't we had more training?
What intrigues you?  K's situation is a new one for teaching, and I am totally fascinated. I am always going to be enthusiastic about what I teach, no matter who I am teaching it to. I am intrigued by the challenge that K presents me as a teacher.
What disturbs you?  Expectations, why did parents refuse to get him more free help before this experience? Why is it that mom&dad appear not to care that much?
State your ethics
This seems easier than it should be...
I am here to teach no matter the challenge. K will get the education he deserves from me. No research work or findings will be published without the consent of K's parents, the VI director, and administration. Names are changed for privacy reasons.

What works chap 3

Chapter 3
Discover what you know
The journal keeping would be helpful for myself and K's Paraprofessional, but at this point he is not ready for such a big step.
The sources I can consult/have are the VI specialists for my school. I also have talked with another art teacher in the district who works with a 5th grade blind student. These sources had limited suggestions.
I think my next stop is going to be talking to someone in my area that specializes in helping blind children. If memory serves me correct, there is St. Joseph School for the Blind about an hour from my home city. I need to find those who are more experienced, but that are also willing to spend the time to help with my subject and take an interest as well.
I also think it would be beneficial if I had a brainstorming partner. Someone that could plan an entire lesson, and teach it to me while I am blindfolded. I tried blindfolding myself and working just to get a basic understanding, but it is not as helpful to yourself if you already know what is on the table and how it works.
Google-ography
1. NFB- the National Federation of the Blind. Not for profit organization that offers programs for youth and adults. Not a lot of information for kids.
2. AFB- American Foundation for the Blind. Easy link "for parents with children who are visually impaired." has a few article to help parents, probably would need to directly contact someone, but it seems like this would be a great contact and resource. Also offers web-inars on basic life skills, journal articles and books for a price.
3.DESE- Talked about Rehabilitation Services for the Blind, a state agency that provides FREE services to blind or visually impaired children 0-14.Offers training and assistance to parents and TEACHERS! This looks to be a great contact.
4. http://arteducationdaily.blogspot.com/2010/12/teaching-art-to-blind-student.html  YES this could be the ultimate resource! With tons of links for further ideas and help. More investigating on this site is a 5must.
5. http://www.artbeyondsight.org/sidebar/aboutaeb.shtml  looks to be another good resource, but potentially aimed more at those adults who have lost their vision.
6. http://nfb.org/images/nfb/publications/fr/fr10/issue3/f100325.html  great article
7. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CKoBEBYwBA&url=http%3A%2F%2Fwww.trinity.edu%2Forg%2Fsensoryimpairments%2FVI%2FTA%2FVI%2520-%2520Final%2520Ch%25205%2520Activities%2520-%2520Art.doc&ei=EyrQT4v6CIrD2QXFs8XJDA&usg=AFQjCNEsQPcq1VEvzR_Zh4ao-7KR-HQrfg&sig2=QG-qSf_gz2BHhrUVu1bDvQ   Great article with a lot of sensory ideas

Well enough of that for now, but it is amazing what you can come up with as you refine your google search by using the right key words. The winning phrase of the night "how to teach a blind child about art."

Shaping your working bibliography
I feel like I still have a ton of research to do before I can refine my sources too much. But in a quick search it became very evident that based on this specific child's needs, I need to be more specific in the questions I'm asking and the research needs to stay focused on young children.