Integrating Visual Art and Writing in a Third Grade Writing Workshop: A Teacher’s Journey

Louise J. ShawLRA Dallas 2013

Research Purpose

The purpose of this study is to document, describe, & interpret what happens when Anne, an experienced teacher, intentionally seeks to change her teaching practices by integrating visual art and writing instruction in her third grade writing workshop.

Research Questions1. How does Anne view herself as a literacy teacher?

What are her personal & professional beliefs about literacy & learning? Why is she interested in this project? How does she change?

2. What are the literacy practices and events that play out in Anne’s classroom as she changes her teaching practices?

How do Anne’s teaching practices reflect her knowledge & beliefs? What does she want to change? Why? How do her teaching practices change?

3. What does Anne see in her students’ visual & written texts?What does she think is influencing what she sees? What are Anne’s perceptions about how her knowledge and beliefs about literacy impact student learning? How does she see, or understand, her students throughout the course of the study?

Theoretical Framework & Perspectives• Sociocultural theoretical assumptions• Multiliteracies multiplicity of discourses and text forms

• Semiotic theory sign making as meaning making in social interaction, multimodality

• Art & Writing personal expression and learning, available resources, workshop approach

• Teacher knowledge, beliefs & practice teacher identity shapes teaching, must be knowledgeable about multimodality and need opportunities to explore, tensions in teaching practices can lead to change

e.g., Albers, 2013; Alsup, 2006; Christianakis, 2011; Clandinin & Connelly, 2000; Cochran-Smith & Fries, 2005; Cowan & Albers, 2006; Graves, 2003; Hodge & Kress, 1988; Kress, 2010; Kress & van Leeuwen, 2006; Leland & Harste, 1995; New London Group, Spitler, 2009; 2000; Whitin, 2005; Vygotsky, 1978; Zaleski, 1997

Methodology & Data Sources

• Narrative Case Study Clandinin & Connelly, 2000

• Data Collection: teacher interviews, observations, student and teacher artifacts

• Data Analysis: coding/categorizing, Visual Discourse Analysis (Albers, 2013)