ART 497: Introduction to Research Methods
Fall 2013
Instructor: Ed Stewart, PhD.
Office: CVA 215C Office phone: (309) 438-7327
e-mail: eostewa@ilstu.edu
http://www.ilstu.edu/~eostewa
Office Hours: H 10:00 - 12:00 (or by appointment).
This syllabus is subject to change as the instructor sees fit or necessary.
TEXTBOOK: Patten, M. (2007). Understanding research methods. Glendale, CA:
Pyrczak Publishing.
Course Description: Introduction and survey of bibliography, methods of scholarly
research, and critical evaluation of research and writing in the field. This material will
be covered in the context of the thesis proposal writing process.
The majority of readings will be from journal articles, actual grant proposals, and
chapters in various texts.
Objectives:
1. To understand the major types of research through a review of examples taken from
the literature in art education, and other relevant sources.
2. To design and implement a research project.
5. To develop time lines and budget issues.
6. To demonstrate how to develop and implement needs assessment and evaluation
procedures for research projects and grants (often a part of many funding agencies’
grant proposals).
7. To illustrate how to avoid pitfalls in implementing research.
Course Requirements:
1. Familiarization of resources for research beyond art education journals.
LIBRARY WORKSHEET
(10%)
2. Familiarization and developing competence in use of APA format in writing
papers and developing reference lists.
REFERENCE LIST & ARTICLE REVIEWES
(10%)
3. Review and critique of assigned articles throughout the semester.
8 RESEARCH REPORTS
(30%)
4. Development of a proposal for a research project including a survey of
literature on chosen topics for either a grant or a research project.
RESEARCH PROPOSAL
(30%)
5. Research proposal presentation and critique including asking/answering
questions about the proposal.
PROPOSAL PRESENTATION TO THE CLASS
6. Class participation.
TAKE PART IN DISCUSSIONS AND REFLECTIONS
COURSE SCHEDULE
(10%)
(10%)
The professor reserves the right to alter the syllabus for better student learning.
Week 1
Introduction
 types of research.
 how to skim articles.
 basic APA style.
 a little basic vocabulary.
 scavenger hunt.
 overview of proposal writing process.
 CITI Training go to https://www.citiprogram.org/
Week 2
Students will begin reading examples of different types of research from the art
education literature. Please refer to your class bibliography for examples.
Literature Reviews, Survey Research, & Historical Research
Research Issues & Literature Reviews.
Reaction papers and class discussion.
All students will provide a report that includes:
Overall response to the article; was the review clear in its intent?
Was the review comprehensive...what limits were imposed in terms of types of
studies, dates, content?
What questions did it raise?
What questions did it answer?
Students will begin their own literature reviews.
USE APA STYLE IN REPORTS
Week 3
Experimental Research/Quasi-Experimental Research / Ex Post Facto.
Week 4
Naturalistic/Ethnographic & Qualitative
Week 5
Your Research Topic
Week 6
Presentation of Research Proposals
All papers should follow APA style guidelines.
APA guidelines for most used formatting issues
Headings: 111
Quotations: 117
Reference Citations in Text: 207
Reference List: 215
Manuscript prep: 283
Sample manuscript pages: 306 - 320
Sample of an article citation in Reference list:
Authors last name, First initial. (year of publication). Title of article. Title of Publication,
volume # italicized (number if each volume begins with page 1 in parenthesis),
page #s.
Order of Proposal / Thesis:
1. Title Page
2. Summary or Abstract*
3. Begin the paper with a brief Introduction which references some of the
literature and sets up the purpose and need statements.
4. Purpose of the Study
5. Need for the Study
6. Research question
7. Sub questions
8. Research Hypothesis
9. Null Hypothesis (if applicable)
10. Terms
11. Survey of Literature (becomes review of literature in Thesis.
12. Procedures (Methods)
 participants
 treatment
 instrumentation
 data collection
13. Analysis (in proposal explain what the data will be, how it will be collected and
how it will be used).
14. Conclusions (in the proposal what do you expect to find given what the
literature says)
15. References
16. Appendix*
*These sections will be in the thesis but not in the proposal.
The most common error in proposals is the failure to follow APA formatting in citations
in text and in references.
Proposals are written in future tense (because you are explaining what you will do)
except for the review of literature (because that is about what has been written).
Art 497 Introduction to Research Methods
Bibliography on Types of Studies from the Published Research Literature
in Art Education
compiled by Dr. F. E. Anderson
HISTORICAL RESEARCH
Bolin, P.E, (1995). Overlooked and obscured through history; The legislative bill
proposed to amend the Massachusetts drawing act of 1870. Studies in Art
Education, 37(1), 55-64.
Bolin, P.E, Blandy, D., Congdon, K. G. (Eds.) (2000). Remembering others: Making invisible
histories of art education visible. Reston, VA: National Art Education Association.
Duncum, P. (1985). How children born between 1724 and 1900 learned to draw. . Studies in
Art Education, 26(2), 93-99.
Efland, A. (1988). Studies in art education: Fourth invited lecture: How art became a discipline:
Looking at our recent history. Studies in Art Education, ??(?), 262-274.
Kader, T. (2000). The bible of art history: Gardner’s art through the ages. Studies in Art
Education, 41(2), 164-177.
McNutt, J. K. (1990). Plaster casts after antique sculpture: Their role in the elevation of public
taste and in American art instruction. Studies in Art Education, 31(3), 158-167.
Peers, C. (2002). Tracing an approach to art teaching: A historical study of an art education
documentary film. Studies in Art Education, 43(3), 264-277.
Sproll, P. A.C. (1994). Matters of taste and matters of commerce: British government
intervention in art education in 1835. Studies in Art Education, 35(2), 105-133.
SURVEY RESEARCH
(STATUS STUDIES)
Anderson, F. E. (1976). The arts and the elderly: An assessment of interest and
attitude. Studies in Art Education, 18(2), 30-38.
Anderson, F. E. and Landgartten, H. (1975). Art in mental health. Studies in Art
Education, 15(3), 45-56
Freedman, K. and Wood, J.. (1999). Reconsidering critical response: Student judgments of
purpose, interpretation, and relationships in visual culture, Studies in Art Education,
40(2), 128-142.
Glenn, D. D. and Sherman, A. (1983). The status of women art education faculty in higher
education. Studies in Art Education, 24(3), 184-186.
Jeffers, C. S. (1996). Professional development in art education today: A survey of
Kansas art teachers. Studies in Art Education, 37(2), 101-114.
Lampela, L. (1994). A description of art text books used in Ohio. Studies in Art
Education, 35(4), 228-236. (description survey research).
Luftig, R. (2003). So what are you doing after college? An investigation of individuals studying
the arts at the post-secondary level, their job aspirations and levels of realism, Studies
in
Art Education, 45(1), 5-19.
LITERATURE REVIEWS
(STATUS STUDIES AND META ANALYSIS)
Anderson, F. E. (1983). Approaches to cross-cultural research in arts education.
Studies in Art Education, 21(1), 21-31
Barret, D.B. (1993). Art programming for older adults: What’s out there. Studies in
Art Education, 34(3), 133-140.
Haanstra, F. (1996). Effects of art education on visual-spatial ability and aesthetic
perception: A quantitative review. Studies in Art Education, 37 (4), 197-209.
Jones, J. E. (1993). The influence of age on self-directed learning in university and
community adult art students. Studies in Art Education, 34 (3), 158-166.
Sullivan, G. (1993). Art-based art education: Learning that is meaningful, authentic, critical,
and pluralist. Studies in Art Education, 35(1), 5-21.
Tomhave, R. (1992). Value bases underlying conceptions of multicultural education:
An analysis of selected literature in art education. Studies in Art Education, 34(1), 48-60.
EX POST FACTO STUDIES (Causal-Comparative)
(STATUS STUDIES )
Anderson, F. E. (1971). Aesthetic sensitivity, dogmatism and the Eisner art inventories.
Studies in Art Education, 12(2), 23-34.
Anderson, F. E. (1969). Aesthetic sensitivity, previous art experiences, and participation in the
scholastic art awards. Studies in Art Education, 10(3), 34-44.
Clark, G. A. (1993). Judging childrens’ drawings as measures of art abilities.. Studies
in Art Education, 34(2), 77-81.
Dalton, K. (1995). Childrens’ use of baselines: Influences of a circular format.
Studies in Art Education, 36(2), 105-113.
Nelson, P. Lavern, Martin, Sue S. & Baldwin, Vernoice G. (1998). Drawing skills and science
concepts in young children: A study of relationships. Studies in Art Education, 39(3),
262-269.
Neprud, R. W. & Stuhr, P, L. (1993). Cross cultural valuing of Wisconsin Indian art by Indians
and non-indians. Studies in Art Education, 34(4), 362-369.
QUASI-EXPERIMENTAL STUDIES
American Legion Magazine (1994). Studies show that prayer after surgery leads to faster
healing. August, 20-21.
Erickson, M. (1995). Second and sixth grade students’ art historical interpretation abilities:
A one-year study. Studies in Art Education, 37(1), 19-28.
Luftig, R. L. (2000). An investigation of an arts infusion program on creative thinking, academic
achievement, affective functioning, and arts appreciation of children at three grade
levels. Studies in Art Education, 41(3), 208-227.
EXPERIMENTAL
Carson, N. F. (1998). Interactive multi media. An alternative context for studying
works of art. Studies in Art Education, 39(4), 336-349.
Brewer, T M. & Colbert, C. B. (1992). The effect of contrasting instructional
strategies on seventh-grade students’ ceramic vessels. Studies in Art Education,
34(1), 18-27.
Brewer, T. M. (1998). The relation of art instruction, grade level, and gender
on third and seventh-grade student drawings. Studies in Art Education, 38(1),
132-146.
Hardima, G. W. and Zernich, T. (1984). Subjective responses to paintings as originals, colored
slides, and colored prints. Studies in Art Education, 25(2), 104-114.
QUALITATIVE STUDIES
(CASE STUDIES: CONTENT ANALYSIS AND ETHNOGRAPHIC STUDIES)
Anglin, J. M. (1993). Three views of middle school art curriculum. Studies in Art
Education, 35(1), 55-64. (content analysis of documents and interviews, and
ethnographic observations).
Grauer, K. (1998). Beliefs of pre-service teachers toward art. Studies in Art
Education, 39(4), 350-370. (case study)
Wolf, P. (1997). A really good art teacher would be like you, Mrs. C.: A
qualitative study of an art teacher and her artistically gifted middle school
students. Studies in Art Education, 38(4), 232-245.
Zimmerman, E. ((1992). A comparative study of two painting teachers of talented adolescents.
Studies in Art Education, 33(3), 174-185
QUALITATIVE AND QUANTITATIVE APPROACHES
Anderson, F. E. (1991). Evaluating the very special arts festival programs
nationwide: An attempt at combining subjective and quantitative approaches..
Evaluation and Program Planning: An International Journal, 14(3), 109-114.
ARTICLES/CHAPTERS ABOUT RESEARCH ISSUES
Bresler, Liora. (1998). Ethical issues in the conduct and communication of
ethnographic classroom issues. Studies in Art Education, 38(), -.
Rubin, J. A. (1981). Research in art with the handicapped: Problems and promises.
Studies in Art Education, 23(1), 7-11.
Rush, J. C. & Krathochwill, T. R. (1981). Time series strategies for studying behavior
change: Implications for research in visual arts education. Studies in Art
Education, 22(1), 57-67.