Navigating Art on a Cart: Strategies and Best Practices

1. Navigating Art on a Cart: Strategies and Best Practices Researcher: Heidi K. Lung University of Missouri-St. Louis NAEA Conference March 9, 2013

2. Does this sound familiar? “I teach in 5 different elementary schools. I have a cart in each school and no space of my own; some days I struggle to find a space to hang my coat. I have eaten lunch in my car, carry a bag that is bigger than me and too often, have had to turn back for something I have forgotten. Traveling between schools, I have been trapped behind postal trucks, garbage and oil trucks, tractors, horses- sometimes with a cart, sometimes without, a carriage pulled by a miniature pony (not kidding). I literally have seen it all. I have been called the art teacher's assistant, student teacher, cart lady, substitute and 'who's that?' by students and faculty. It is a hard way to teach but I am happy to have a job, teaching a subject I love and believe it is an essential part of education!” -Post on Art on a Cart Blog

3. Definition of Art on a Cart The practice of moving art materials on a cart, room-to-room, sometimes school-to-school, to teach art lessons instead of teaching in one dedicated classroom space. Photo Credit: H. Lung

4. Significance of the study The art on a cart practice has been around for decades, but until now, has not been the focus of an in-depth study. A review of the literature and research exposed approximately fifteen published articles referring to art on a cart published in art education, general teaching, and online resources. No formal research on the practice was found.

5. Research Questions 1. How does the practice of teaching art on a cart influence how art educators approach curriculum development, instruction, and classroom management? 2. What challenges for students, educators, and schools do art on a cart educators report with their art on a cart practice? 3. What benefits for students, educators, and schools do art on a cart educators report with the practice?

6. Research Questions 4. What reasons do art on a cart educators provide for the practice of art on a cart versus the use of a dedicated classroom space within their school(s)? 5. How do art educators perceive the art on a cart practice has changed student art experiences and learning? 6. What best practices and curricular adaptations for art on a cart are identified by art educators?

7. Mixed Methods Study This study utilized a concurrent triangulation mixed methods approach (Creswell, 2009). This approach is characterized by the simultaneous collection of quantitative and qualitative data, followed by a separate analysis and an integration of the results in the discussion. Thus, the two forms of data are separated but connected to support the intent of the study.

8. Sampling Approach Sampling Approach: Sampling strategies are purposeful and based upon specific criteria (Berg, 2007, Maxwell, 2005). • Art educators currently teaching or in the past have taught art on a cart, • Art on a cart was practiced in an elementary level defined as a K-8 setting, and • Art on a cart was taught within the United States.

9. Population- Calling all Carts The frequency of art on a cart teachers is unknown. With no way to directly contact art on cart teachers about the research study several strategies were used to reach out to elementary teachers including: • research website, • call for participants in NAEA NEWS, • postcard mailing to 5290 NAEA elementary division members, and • presentations at national and regional conferences.

10. Data Collection- Quantitative and Qualitative

11. Online Survey Online survey instrument was developed by the researcher using Qualtircs software. A pilot test with 15 art educators was performed prior to going live. Survey contained 64 closed-format, Likert scale, and open-text items focusing on themes from the research questions. Over 4 month period, 174 participants meeting criteria completed the survey.

12. Results- Online Survey 174 self-selected participants

13. Who? Female/ Male (n=151) 93% (n=141) Female 7% (n=10) Male Years Teaching Art(n=151) 58% (n=87) 11 plus years 24% (n=36) 5-10 years 17% (n=25) 2-4 years 4% (n= 6) within first year Level of Education (n=150) 23% (n=25) undergraduate 16% (n=24) undergraduate +15 61% (n=91) masters degree 36% (n=54) masters degree +15 2% (n= 3) doctoral

14. Where? State Breakdown (n=171) 40 states reporting, one-third of teachers responded from: Illinois 15% (n=26), Virginia 9% (n=16) and Missouri 7% (n=12) Public/ Private School (n=171) 90% (n=156) Public, 5% Private (n=9) Large Urban, Urban, Suburban, or Rural (n=173) 48%(n=83) suburban area, pop. 10,000 to100,000 16%(n=28) large urban area, pop. greater than 1,000,000 19%(n=33) urban area, pop. 100,000 to 1,000,000 17%(n=30) rural area, pop. 10,000 or less

15. Art on a Cart Statistics Art on a Cart/ Dedicated Classroom/ Both 85% (n=148) art on a cart & dedicated classroom 15% (n=26) only art on a cart How many years have you taught art on a cart? 55% (n=94) 1 to 4 years 25% (n=42) 5 to 10 years 10% (n=17) 11-15 years 4% (n=6) 16 to 20 years 6% (n=10) 21 years or more

16. Art on a Cart Statistics:The Many Flavors of Art on a Cart

17. Art on a Cart Statistics What Art on a Cart Teachers Report the Classroom Teacher Does During Lessons n=169

18. Art on a Cart Statistics Supply Storage, Spaces, and Resources Available to Art on a Cart Teachers n=167

19. Research Question: What reasons do art on a cart educators provide for the practice of art on a cart versus the use of a dedicated classroom space within their school(s)?

20. Reasons educators identified through open-text as to why art on a cart is in their schools. (n=139) • 63% (n=88) Lack of space • 17% (n=23) Increases in student enrollment and overcrowding • Other reasons listed: • art is not a priority, • building construction or renovation, • and art program was designed to be art on a cart.

21. Research Question: How does the practice of teaching art on a cart practice influence how art educators approach curriculum development, instruction and classroom management?

22. Art on a Cart and Curriculum 59% of teachers “strongly disagree”, “disagree” or “slightly disagree” to the statement, “curriculum for my program has not been affected by my art on a cart practice” (n=103). 65% of teachers report having to modify projects due to “lack of time” (n=105). 85% % of teachers report having to modify projects because they might be “too messy” (n=139). 21% of teachers cite as a benefit that art on a cart provides insight into what students are learning in the classroom (n=32). 70% report collaborating with homeroom teachers to make connections with other content curriculum (n=105).

23. Art on a Cart and Instruction • 92% of teachers cite struggling with transitions including entering/setting up and exiting/cleaning up classrooms in their practice (n=149). Because the minute you walk into the room the students want to start and I am not ready... they are supposed to have 40 minutes for art. With set-up, clean up and building in travel time, they are lucky to get 25 minutes. (Respondent, 5khT5)

24. Art on a Cart and Instruction • 83% report challenges in using lesson visuals and resources such as posters and prints (n=135). • 66% find themselves having to “adapt” because of some supply they forgot to bring to the classroom (n=159). Cart used in practice.

25. Art on a Cart and Instruction • 66% of teachers responded that they feel art on a cart has “noimpact” on their ability to communicate with students clearly and effectively most of the time” (n=105). • 60% of teachers “strongly agree” or “agree” to the statement, “relationships with my students have not been affected by art on a cart” (n=158).

26. Art on a Cart and Classroom Management • 56% of teachers agree students are sometimes “confused” about which teacher is in charge during art on a cart lessons (n=159). • 77% of teachers reported that “specific rules” for art time, were useful in their art on a cart practice (n=123). • 58% of teachers believe managing behavior is more of a challenge in the art on a cart practice than if teaching in a dedicated art classroom (n=93). • 66% of teachers report that despite not having a dedicated classroom, they feel they still “connect with students and create positive teacher-student relationships” in their practice” (n=145).

27. Research Question: What challenges for students, educators, and schools do art on a cart educators report with their art on a cart practice?

30. In response to managing and storing student artwork including wet materials: At first I tried to do clay with the students, but due to transportation and storage issues, I dropped it from the curriculum. I had a portable drying rack for wet work, but there was a ramp in my building I had to navigate at least twice a day, and managing a cart and a drying rack with only five minutes between classes for travel time, it was too much. (Respondent, lIVtFb)

32. Other Art on a Cart Challenges Teachers who reported “other” through open-text identified 76 additional art on a cart challenges, many reported multiple times. Some include: • Rearranging furniture. • Traveling to outside portables (especially in bad weather). • Cart too BIG for hallways, classrooms, elevators. • Traveling to classrooms with supplies on multiple floors and no elevators. • Having to make modifications to projects to accommodate space, time, and travel. • Classroom teachers making negative comments or getting mad about certain projects being “too messy”. • Spending more time setting up and cleaning up than teaching the lesson. • No access to technology or it is broken/not working properly. • Desks too small for larger projects. • Teaching different grade levels back to back. • Lack of administrative support.. • Broke leg, practicing art on a cart with a wheelchair. • Getting students to transition from class time to art time when they are in the same space. • Hard to make relationships with peers. • School wide assemblies, benchmarks, and testing use potential class time. • Art on a cart is exhausting, physically tired. • Art on a cart is stressful.

33. Research Question: How do art on a cart educators perceive the art on a cart practice has changed student art experiences and learning?

34. Teachers report challenges in creating an environment conducive to learning and making art. It does not maintain consistency and provide accessible visuals for students with different learning styles. (Respondent, Ruk9VP) Many students find it difficult to stay focused on art in their classrooms. Many times playing with items in their desks. (Respondent, 0tjFryl) Students suffer because they don't have enough to time to accomplish anything during short classes. It leaves them dissatisfied.(Respondent, c5Zxwp)

35. Research Question: What benefits for students, educators, and schools do art on a cart educators report with their art on a cart practice?

36. NOTE: 16% of teachers responded “none”

37. In response to identifying the benefits of art on a cart practice “The art educator on the cart is more visible within the building. Other educators get a chance to see the experience and knowledge the art educator brings to the students. It is an opportunity to promote the art program.” (Respondent, BXFC2F) “I enjoy seeing everyone in the building each week, and have strong relationships developed with faculty and staff.” (Respondent, 5lI1c95) “If students wouldn't otherwise have art due to no art room, then at least they get some experience in art.” (Respondent, ey5kKp)

38. Other Benefits of Art on a Cart Teachers identified 33 benefits of the art on a cart practice through open-text. Some include: • Forces you to be adaptable and flexible • Prohibits Isolation • No office politics • Without art on a cart there would be no art program at my school/district • Insight into various teaching styles and classroom management approaches • Promotes visibility of art and my work as a teacher • Better student behavior • Student enthusiasm

39. Research Question: What best practices and curricular adaptations for art on a cart are identified by art educators?

40. “Keep it simple. Make lesson plans that teach several aspects of art and use mediums that can be easily transported and cleanup will be more efficient.” (Respondent , GnTsDH) “Use two carts, one for wet media and the other for dry, and keep a few anchor supplies (tape, pens, dry markers etc.) on both carts." (Respondent , W1aMhD) Find Your Own Way to Stay Organized

42. Carts and Modes of Transportation

43. Art in a Plane?

44. “Establish good relations with the teachers in the buildings so you have cooperation with your program, storage, cross curricular studies, etc. Stand up for yourself when necessary but try not to be confrontational. Always frame your arguments in terms of what is best for the students.” (Respondent, DZaCKF) “Be flexible and kind to fellow teachers, aides, cooks, janitors, secretaries, etc. It will go a long way when you need something.” (Respondent, x0ULtz) Communicate and Collaborate

45. “Visit someone who has done it before, they will have a lot of pointers.” (Respondent, Imrfxz) “Talk to others who have done it before. Connect with your professional organization and seek out help. I requested a PD day and followed around a teacher from another district who is doing it so I could see how it could work. Get on art teacher blogs and look for ideas. If you actively seek for solutions, you may not have to sacrifice quality as much as you imagine . There are solutions.” (Respondent, zeuQtv) Seek Out Others Like You(Psst... some of the best are in this room!)

46. “My advice is to be passionate about art education and do not let ANYONE burst your bubble! Take each new obstacle as a challenge and overcome it with your creative and innovative ideas. Watch what is going on around you, never miss an opportunity to build working relationships with colleagues while never letting anyone marginalize your passion for arts education.”(Respondent, r9kTXf) “Retain the certainty that what you are teaching is of life-long value to the people that you are teaching and worth all of the flexibility that your circumstance will require of you.” (Respondent, 5AGKNv) “NEVER complain to anyone about being on the cart. In the end, you will learn positive things about yourself and be a better teacher because of the experience. All teachers should have to experience the cart for at least three months. Puts a lot of things into perspective!” (Respondent, BXFC2F) Stay Positive, Have Fun

47. Questions & Comments

48. References Berg, B. (2007). Qualitative research methods for the social sciences. (6th ed.). Boston: Pearson. Creswell, J. (2009). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage Publications. Maxwell, J. A. (2005). Qualitative Research Design: an interpretive approach (2nd ed., Vol. 41). Los Angeles, CA: Sage. Mims, S. K., & Lankford, E. L. (1995). Time, money, and the new art education: A nationwide investigation. Studies in Art Education, 36(2), 84-95.

49. Researcher Contact Information Heidi K. Lung 314-803-5634 artonacart@att.net Art on a Cart Research Website www.artonacartresearch.com