Procedimientos

Data were collected from three main sources; interview, observation and student work samples. The purpose of the multi-method approach of data collection was to provide triangulation and describe the qualitative data more fully to ensure my selected observations were supported by the teacher’s perspective and the students’ work and reflections. Using these data sources, I endeavored to maintain a consistent approach throughout the study by incorporating the same methods of gathering data on every visit.

3.7.1

Teacher Interviews

The interview approach considered the link to the theoretical framework and the research questions in developing the interview conception. Following the Romantic Conception of qualitative interviewing outlined by Alvesson (2003), interviews were responsive, interactive, and conducted in the extended conversation style in order to explore the inner world

(meanings, ideas, feelings, intentions) of the participant (Alvesson, 2003). The conception was an appropriate choice as it aligned well with the topic of the research and the focused and in- depth design of the small-scale study. The Interview Protocols (Appendix K, L, M) outlined the main questions. For all interviews, I sent the protocol to the teacher a week in advance of the meeting to give him a chance to reflect and consider his responses. This also afforded us the

opportunity to have a more conversational semi-structured interview (Bold, 2012). Interviews were digitally recorded and transcribed. Additional questions emerged as the conversations flowed. The questions were framed by broad statements and then narrowed, following a natural flow of topic. I looked for depth and detail and asked for more detailed descriptions of

examples or events to promote vivid responses. I listened carefully, searched for nuance, kept jot notes, asked follow up questions, and probed for clarity when appropriate (Rubin & Rubin, 2005). There were three interviews during the study (initial, mid point, and final) to chronicle the process and progress of the research over the three-month period (Roulston, 2010).

The first interview took place at the home of the teacher. The purpose of the first interview was to establish the background, expertise, and educational philosophy of the participating teacher. It was also to get a sense of the students’ interests, needs, and overall classroom setting and serve as a launch to our planning. The session lasted approximately an hour and fifteen minutes. It was audio recorded and transcribed immediately following the session. The transcript was sent to the teacher the following week. Additional notes were taken throughout the interview as a reminder to follow up on particular points.

The second interview also took place at the home of the teacher. Questions were sent ahead. The intention was to carve out time for the teacher and me to look critically at how we began, how we felt about the progress, and how we should proceed. It was also an opportunity to address the strengths and challenges of the work and ensure that the direction that we were heading was still feeling authentic. The interview gave the teacher an opportunity to reflect on the work, identify challenges, and share his perspective on the differences between how he had taught the same content in past years in comparison to this year’s work. Formal comparison was not part of the original study design but I was intrigued to hear the teachers’ insights on the differences. I was thrilled to be able to draw upon the teacher’s perspective and his professional opinion regarding how this study created the opportunity for engagement, depth of

understanding, empathy, curiosity, interest and attention, and the meaningful connections that the students were making.

The final interview took place at my home and included member check and teacher reflection. Again, the questions were provided ahead of time. This conversation was an opportunity for

the teacher to reflect upon the successes and challenges of sensory-based approaches in the classroom, to corroborate the interpreted data, to consider the significance of the project for him as an educator and his desire to use similar approaches and strategies for his future planning, the impact of the project on the students, and how the sensory learning continued after the project was complete. The interview method includes informal conversations I had with the teacher throughout the study as well as the three main interviews that occurred throughout the project.

3.7.2

Observation

During observation I attended to examples of engagement that were relevant to the particular class but that could still be considered generalizable. Using my observation template

(Appendix I) I focused on particular examples of engagement and related sensory and arts indicators during a variety of sensory arts experiences. Engagement categories included body language, facial expression, quotes, emotional connection, interest and attention, curiosity, understanding, motivation, active learning, and perceived importance. I also had sections to indicate how the learning related to senses, personal focus, and community focus as well as sections to note programming and integration opportunities. Observations included digitally video recorded classroom visits. I recorded approximately one third of the visits, which totaled over ten hours of footage. During observations in class I took notes by hand and on the

observations templates and wrote reflections following the visits. On the days I facilitated I had the template on hand and worked with it once the students were occupied individually, in partners, or in groups. For most visits I set up my computer in a corner to record a portion of the class as an additional method to gather data. Approximately one third of the lessons were recorded. I knew that there would be many brilliant creative moments and subtle

demonstrations of engagement or non-engagement that I would miss during class time, especially if I was facilitating. I also talked to the teacher following every class to get his perspective on the engagement of the students, and to share any additional insights he had on the learning or next steps.

3.7.3

Work Samples Generated by Students:

I photographed the two and three-dimensional work and photocopied samples of writing with permission from the participating students. Student work samples included writing, drawing, response charts, preparation notes, performance based work in drama and dance, creative, narrative and expository writing, and reflections. Table 3.2 outlines student work.

Table 3.2 Student Work Samples

Visual artwork Performance based work Writing  Drawings to music  Drawings/paintings to Monster poem by Dennis Saddleman  Partner drawing – retelling a story  Collective role on the

wall  Storytelling (multiple methods)  Soundscape  Dance element explorations  Character Dance pieces  Corridor of voices  Writing in role  Expository essay  Poetry  Sensory responses  Sense storm charts  Daily reflections  Letters

Culminating sculptural installation

At the end of each visit the students responded on reflection sheets. In the initial plan, the students were going to reflect in their writing journals, however, I decided and the teacher agreed that it would be more useful to provide a format for these reflections. Rather than being faced with a blank page, I prepared simple templates that gave the students choice and open- ended prompts. These brief daily reflections served several purposes. The reflections:

 helped the students consider their learning and understanding  helped the students articulate their learning and understanding  provided a record of the students’ understanding of the process

 provided additional information regarding the effectiveness of the sensory based arts learning strategies

 provided insight into the students’ perspectives, attitudes and opinions  allowed comparison from the beginning of the research to the end

 made the learning visible, which was especially useful when students reflected on ephemeral performance experiences that had no permanent record