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)