Layered Analysis *Part 2

Layer 1: Code to Disassemble and Reassemble

**Same as blog 1 introduction***

Gathering information and coding data involves collecting in an organized clean precise way that makes sense, enough sense that at a quick glance of the data it is easy to determine the groupings of the data collected. I coded for metaphors, phrases and actions. In doing the coding I continued to go through over and over to see if there was a repetitive theme that is created. I believe that in order to understand the coding you must understand the true definition of the word used.

GREEN Metaphor: noun, a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable (dictionary.com)

BLUE Phrase: noun, a small group of words standing together as a conceptual unit, typically forming a component of a clause.

YELLOW Action: noun, the fact or process of doing something, typically to achieve an aim.

Research Question from my data collection:

In what ways can I better the end result, meaning the test scores of my students during in class student lectures in art history?

Coding Documentation Log: click here to view log

In reading over my data collection that I gathered the majority of the documentation was a lot different from that of Elizabeth Meier’s. There was no engagement of teacher to teacher, instead it was student to student on lecture about certain pieces of artwork within that chapter that they were assigned to lecture on to the class. I started the documentation log with a student, Natasha giving a run down of the key ideas of the 15th Renaissance. The way she interacted on the first day by asking questions, or if anyone had any questions, made me feel confident that on the days to follow would have been just as good. It was very interesting looking back now on the log and the data collected to see that even if you have a successful lecture from student to student it doesn’t always get into their head in the way it does coming from an adult (teacher).

I found that a lot of the same questions were being asked; it was very repedative and not needed. I felt as though students weren’t prepared so they would ask the same question as the student before them, just in a different way. This bothered me and that is why I ended up giving them homework of re-reading the chapter and gathering questions prior to coming to class.

*In the documenting and color-coding, it seemed that ACTION seemed to dominate in the coding. I understand now why, because when in lecture it is all about ACTION, you are asking and moving around and engaging within the classroom.

Layer 2: Inquiry Pose

It seemed as though as the lectures went on throughout the week the questions that were being asked seemed to deal more with what the artwork was about and also a lot different from student to student. I documented the first day, it seemed important to do it the first day to see the way the actual lectures started and ended. However, I felt that the rest of the days could just be a summary of what happened from my thoughts.

Rather detailed documentation, it is better fro me to understand as well in my own words. I thought it was interesting that in the beginning I needed to interject, like I stated in the data and then as the week went on I didn't need to anymore, the students understood from that point forward what needed to happen in order for proper notes to be taken.

Layer 3: Reflexivity and Encompassing Metaphors

The students seemed to really benefit from being assigned the questions per artwork for homework. I didn't want to get involved at that point, but like I mentioned before it seemed that if I didn't each question moving forward would be very similar and the students would not benefit from it. My interpretation is honestly per laziness that a lot of my senior students have at this point in their high school career, because graduation is right down the road for them. However, the ap test is also right around the corner and this information whether given by me or a classmate needs to register within them and they need to get that information for the test and beyond. I was more comfortable with the outcome of what questions were being asked after given that as an assignment. I hope moving forward this doesn't need to happen again, however it seem to have worked during class, but in the final average it did not. This is where I am lost in what way do I change teaching methods for students to get the same information that they would if I was lecturing. The average does not lie, we see the difference in the numbers, and how do I change this?

Layer 4: Seeing Patterns as Major Themes

In looking at the one day of conversation log,

Natasha: (looking up at the PowerPoint/projector)” Looking at the bullet point, philosophy plays a huge part during this time, especially with the one piece we will be discussing, The School of Athens By Raphael. “

Natasha: “As you can see secular over religious is also very important, a lot of portraits are being commissioned during this time for wealthy families.”

Natasha: “Does anyone have any questions so far?”

Matthew: “Yes, actually I was curious you mention about portraits being commissioned, do you mean like The Mona Lisa?”

Natasha: “Yes, Matthew The Mona Lisa was commissioned for a wealthy gentleman and it is a portrait of his wife Lisa. You will learn more about that, who has her to present?”

Alex: “I have The Mona Lisa.”

Natasha: So we will be hearing from Alex later on that, does anyone have any other questions about the bullet points located up her on the screen?”

Class: “No.”

Teacher (me): “Ok so we are gonna move on, today we are gonna start with Donatello and the David which Donatello sculpted, he was known for making sculptures that were not finished in the back because most of them were commissioned for niches in the sides of buildings that you look up at when you walk past.”

We see Natasha asking students if there is any questions, Matthew responses with the Mona Lisa, which honestly I felt as thought was just a question to be asked to be asked. It didn't have any substance, so it was a waste of time. Alex than just says it me who has that piece, this is why I assigned the homework of the questions, no one interacts with each other enough during student to student lecture. I have my work cut out for me on how to approach this average of grades for the future chapters!