How can inclusion through art curriculum cater to and facilitate early year learners with different needs?

OR
How can inclusion through art curriculum cater to and facilitate personalized learning at early years?

Modified to:

- How to facilitate the learners with different needs in the mainstream school through art curriculum at early years level?

- How can the learners be facilitated at early level through art curriculum for imparting the life skills?

Re-Modified to:
How can the learners with different needs be facilitated through art curriculum in the mainstream school for imparting life skill of problem-solving?
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8-10-2021
After reading the 2 articles and discussing my question and stance on it (as per the reading), I figured out that my qualitative research would be lying in the Advocacy/Participatory worldview as I am going to look into a HOW of catering to the early year learners with different needs through art curriculum in the mainstream school.

I will be conducting the case study (perhaps not interviews which I thought earlier in last semester) of the special schools and look into how they are facilitating them so that those strategies and ways can be applied in the mainstream schools, as a basis of a proposal that such learners with different needs should be admitted in the mainstream schools. And considering this as a proposal, I ponder that I may move towards pragmatic approach as well, perhaps not right now, but may be in future, to see the practicality of my proposal.

Here I am mulling over my research question, I may modify it after getting it discussed more with my peers and mentors, as in the last week's class, I narrowed down my question to impart the life skill of a problem solving into the targeted learners.

Philosophical Worldview:
Social Constructivism
Pragmatic

Qualitative Research Methods:
Ethnographic
Participatory

Research Methodology:
Interview based (semi structured)
Case studies (observation based)

interpreted/ understood and practiced in 2nd Grade Art

Classrooms?

Philosophical Worldview:
Social Constructivist/ Advocacy and Participatory

Strategy of Inquiry:
Qualitative Research

Research Method:
Observations, Interviews, Focus Group Interviews

Life is short, and it’s a constant evolution of self and internalizing each and every moment lived. Be the child of the moment, be curious, and be passionate. Learning is holistic with mind, body and soul. The only constant is change. Make mistakes, take risk and do experiment. Knowledge without practice is of no use. Do good, serve, keep the faith and submit. We need to go with the flow sometimes and then of course going against the flow is an adrenaline and one must do that to understand ones limits and explore the new horizons. Make learning fun, joy and play. Be empathetic, acknowledge diversity and share it all, what you know. One needs to have positive mindset and see the miracle of being a human. Try to understand the purpose of being. Once you understand and become one with the universe, it will open up itself for you! Life is what you make it!

Original Research Questions

 

Philosophical World View:
Pragmatic

Strategy of Inquiry:
Qualitative Strategies

Research Design
Mixed Methods; Transformative

Research Methods

Revised Question - 4TH Draft

How does/can professional photography practice and design studio pedagogy inform and support each other simultaneously in Pakistan?

Revised Question - 5TH Draft

How does/can professional photography practice and design studio pedagogy nurture each other in Pakistan?

Pedagogy 

Creative Professional Practice 

Learning Theory 

Research 

2.What can be done to build an understanding and interest amongst policymakers to develop/ invest in art education in public institutions ?
Revised
What measures can be taken up by the Art Educators to bridge the gap between the policymakers and Art Center, to develop/ invest in art education in public institutions ?

----------------------
Worldview

Constructivism/Advocacy/Participatory

Method and Strategies

Qualitative Research

Interview data

Open ended questions

document data

audio-visual data

strategy of inquiry

narrative approach

Strategy of inquiry

2. How can they be used for online teaching and learning practices? 

Revised version
1. What are the fundamental indicators of effective  learning  in Art Education for middle school students?
2. How can these fundamental indicators be used for online teaching and learning practices?

Edit:1
What are the contextual Gaps in the fashion studies/curriculum being taught in Pakistan? How can the curriculum be realigned to lead and  address the needs of the local fashion industry in Pakistan

World view: Philosophical view point
date: 8 oct 2021

Methodology

Pragmatic

Qualitative 

Interviews (structured and semi structured)

Open-ended questions

Interview data (audio, visual data)

Observational

Qualitative

“The foundation for learning is rooted in the children's thinking and an understanding of how different that can be.” Montag

There is a vital connection to be made between children's actual developmental level and their level of potential development. Called the "zone of proximal development," the bridge between where the student is and where s/he is going is in the hands of the educator. Vygotsky (1978)

Artrooms are full of opportunities to implement these linkages. Teaching children about the meaning of art and artists is making connections and linking ideas about art to their personal worlds and, often, to other academic subjects through verbal and visual expression.

Art educators just happen to have a very rich content database and many philosophical and pedagogical strategies from which to make choices. Perhaps applying constructivist theory is one of the instructional choices we should seriously consider.

We as educators need to create environments, creative enough to water the buddings so they bloom into beautiful flowers. Our educational systems need to flourish and incorporate rooms for accepting, encouraging, and understanding the experiences and perspectives every child brings into the classroom. As mentioned in the second reading Philosophy of Education by Nel Nodding:

“It is said that Albert Einstein had a very difficult time in regular schools and finally became both happy and successful when he was enrolled in a Swiss Pestalozzi-like school. There he encountered methods that appealed to his visual learning style-maps, tools, sophisticated equipment, and objects of all sorts. 22 As thoughtful educators, we may wonder how many budding Einstein’s experience failure in today's schools because the prevailing methods do not meet their needs.”

In The School and Society, he described the fourfold interests of children: making things (construction), finding out (inquiry), expressing themselves artistically, and communicating.

Dewey 

Dewey did not recommend abandoning the traditional subjects of the curriculum, but he wanted them to be taught in a way that makes them genuine subject matter. They should be presented so that students can use them in purposefully working through some problematic situation. Curriculum, for Dewey, is not a body of material established before instruction. Instead, it is the material gathered, used, and constructed during instruction and inquiry.

I learned and grasped a new journey to embark on, utilizing the need of integrating subjects, and for the institute where I work, I plan to implement this work of my research. I modified things and have tried to chalk out a plan that I aspire to work on, with any further modifications if needed.

Modified Research Question

How can a senior school art educator redesign curriculum to develop subject integration and constructivism to build experiential learning?

·         Constructivism

·         Pragmatic

Strategy of Inquiry
Qualitative Research

·         Action Based Research

·         Classroom-based research

·         Applied Research

·         Observational Research

·         Data collection

·         Data Analysis

Leading towards constructivism and intellectual innovation

·         Connection Making

·         Potential development

·         Curriculum modification

·         Curriculum redesign

·         Subject integration

·         Intellectual innovation

·         Creativity

·         Critical thinking enhancements