Data Analysis

Narrative:

            For our data analysis we decided to give a survey to the students in our classroom. This class consists of students enrolled in AP photography and photography three and all of the students are in their senior this year of high school. We decided to survey these students because we have been working with them all semester and we were interested in seeing how their pursuit of taking the higher level photography classes would correlate to their answers.

For our survey we asked students about how often they photographed, if they planned to pursue photography after high school, how they thought they were doing in the class, and if they were making artwork they were proud of. We asked these questions because we were interested in seeing if students who aren’t doing so well in class are also not photographing as much. We were also interested in learning about if the students who are doing well in the class are actually making work they are proud of. It was also important to us to ask these questions because we felt that we would be able to find connections between their answers. We gathered this data by asking the students to answer the questions on a piece of paper. We also had to ask Jennifer Martin, our match up teacher, to update the grade book and then let us know the grades of the students at this time. Once we had all this information we compiled it into a table so that we could compare and contrast their answers.  Using a table also allowed us to see things like how their answer to how often they photograph and their grade in the classroom correlated.

We had predicted that a majority of students would be photographing only once a week or less because while being in the classroom during the semester it seems like most students are behind on turning in assignments and this could be because they aren’t photographing much. Also a lot of students are balancing other classes as well so they don’t seem to have much open time in the week to photograph. We also predicted that most students would be planning to pursue photography after high school. We thought this because they all chose to pursue the higher levels of photography and we thought that this meant they were planning to pursue it after high school as well. Another big prediction we had was we thought the most students would know how they are doing in the class. This is because since the students are seniors in high school we assumed that by this point a lot of the students would be concerned about their grades and constantly be checking them as to make sure they are completing what they need to. We also felt that since the students are in higher level classes that they are high achieving students so they would be monitoring their grades of their classes.

 

Gender

Photo-Class

How often do they photograph?

Pursuing after high school?

How they think they are doing?

How they are actually doing in the class.

Are they proud of their work?

 (1)

F

AP

1 or 2/week Maybe in college Well better than she expected

C

Some but not much

(2)

M

AP

4-5 /week Just a hobby Well, learning a lot

B

Yes!

 (3)

F

3

Not as often as she would like Yes in college Well for the most part

A

Yes, has improved

(4)

F

AP

As often as she can Yes in college Not good, having to balance w/ FRCC

C

She likes most but not all

(5)

F

AP

1/ 2 weeks Nope Is getting caught up

A

Most of it, tries to do best w/ time crunch

(6)

M

AP

1/ week Hell yes Terrible

C

Yes

7)

M

AP

3/ week (ish) As a minor in college Doing well getting assignments in on time

A

Lots of work he is proud of

(8)

F

3

Every weekend Not after high school Doing well

A

Is making work she is proud of

(9)

M

3

Every day/ other day As a hobby Well just behind on projects

C

Yes

 

Data/Outcomes:

For our data we chose to focus on two specific visual arts standards and three GLEs that have aligned with both lessons we have taught as well as being a common thread for the class as a whole. These standards are:

Standard: Reflect / GLE: 1. Reflective strategies are used to understand the creative process

Standard: Reflect/ GLE 2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes

Standard: Create / GLE: 2. Assess and produce art with various materials and methods

There are a few things that are noticeable when you look at the data table as a whole. As you can see in the data chart- most of the students are aware of where they are in the class and how they are doing. The only real issue for most of the students is falling behind on assignments. It is an extremely fast paced college level course so this is quite typical. J5 had stated that she is doing the “best she can with the time crunch” which is something that could be expected from more of the students in the AP section. You can also see in the data table that students that photograph more often are doing well over all and creating work that they are proud of. Based on classroom observations this is also true. Students use their reflective strategies to assess their own progress in their class as well as reflecting on the artwork that they make. Many of the students resubmit their projects as the semester goes on in order to form a portfolio of work that they are proud of. It is interesting that there is no clear correlation between students in these classes and how far they are going to go with photography after high school. 78% of the students in these upper level classes will pursue it in some way even if it’s just a hobby after high school. 100% of the students are making work-or at least some work- that they are proud of.

When looking at the subgroups of AP and Photo III is it clear that students in Photo III students are making more work that they are proud of. Based on observations in the class and conversations with students individually I think that the struggle in AP is more based on the projects they are given for the Breath section. For some of the students the Breath is difficult because they are working on many very different things at once and there is a quick turn around to complete these assignments- for some of them it is hard to focus on a lot of different assignments at once but it is the nature of the AP class.

The other subgroup that we can look at is male versus female. It seems like the females in the class overall are more on top of staying caught up. It is unclear from the data why this is however. The females, however, seem to not photograph as much. The males in the class photograph a lot but they do not photograph to meet the assignments. For example, T9 and W6 both have stated that they photograph a lot but it does not have to do with the assignment but it is instead for the joy of photographing. There is no direct correlation between if they will be pursuing it after high school or not.

Teaching Strategies:

Based on the data the three areas that would need improvement would be: the amount students are photographing, the amount of work they are proud of, and their overall grades. In the perfect world improvement of the first two areas would lead to improvement in the last area.

To improve the amount students are photographing works in progress would be helpful. By asking students to have works in progress even if they are unedited images students would be pushed to photograph before the work in progress is due. Students could get feedback on their work from the rest of the class and then go back and photograph. Another strategy to improve this area would be to ask students to keep a log of time that they photograph. They could then see a correlation between the quality and amount of work they produce and how much they photograph.

To improve the amount of work they are proud of more ideation strategies could be implemented. The sketchbooks they keep in class are utilized but they are not always relevant for the projects they are working on nor are students utilizing them to their full potential. In order to get students to use them in the best way possible it may be critical to give them required sketchbooks assignments specific to current projects. Photographing more could also lead to students being able to make work they are proud of. It may also be helpful to ask students as a warm up what skills they feel like they need to create work they are proud of and the work they would like to make. Adjusting curriculum based on students’ needs is necessary for them to succeed.

To improve grades students need incentive to turn work in. It is important for students to turn work in in order to get feedback during critiques. Feedback from fellow classmates to give them ideas to improve their work could lead to a more solid portfolio of work.

Each of these areas of improvement are dependent on each other and with one area improving the rest are sure to follow. In order to check growth and improvement a month after these strategies are implemented you could have students complete the same survey and look at their artwork to see how you think their work has improved.

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