Brooks, Margaret, L. (2002). Drawing to learn.

Unpublished PhD thesis, Alberta:

University of Alberta, Canada. .
EthicaI Considerations
The informed consent of all parents/guardians in the class was obtained
before starting the study. The informed assent of the subjects was obtained. Both
were given a clear explanation about the nature of the study and advised that
they were free to withdraw from the study at any time without penalty.
The study took take place within the context of the ongoing activities of
class. The focus was on the children's drawing in relation to their learning within
the context of the Grade 1 curriculum.
The classroom space was large, the seating arrangements and work
areas informal. The majority of learning occurred in small groups or individually.
There was one teacher and a teaching assistant in the room at all times working
with many differently combined groups. Had any child or family declined to
participate at any time the group structure would easily have accommodated this.
The children in this classroom were very familiar with the use of video and indeed
used it themselves to record various aspects of their work and surroundings.
They were also familiar with the process of reviewing their recordings, critiquing,
and editing them for showing to other audiences.
While the anonymity of the subjects was protected at all times through the
use of pseudonyms (when the child and family so desired this) the use of visual
images in this study could in fact identify individual children. Both child and family
had the opportunity to view any photos or video clips, and the context in which
they occurred, prior to inclusion in the thesis or viewing by an audience outside of
the context of my thesis.
Brooks, Margaret, L. (2002). Drawing to learn. Unpublished PhD thesis, Alberta:
University of Alberta, Canada. .
Here is a copy of the letter and release form which children and families
received. lt is followed by the ethics application.
Every child in this Grade 1 class, as well as their parents, agreed to
participate fully in this study.
Dear Parents and children,
I am planning to begin the data collection for my Ph.D. study in February
and will continue this to the end of the school year.
My study involves looking at how children use drawing as part of their
learning. I would like to invite all the children in my Grade 1 class to participate in
this study.
I hope to be able to provide for, and engage the children in, a wide variety
of drawing activities. These activities will usually be integral parts of a larger topic
or project we will study in relation to the grade one curriculum. The activities will
be available to all children regardless of whether they are part of the study. The
activities will be similar to the ones we are typically involved in during Project
Work.
It is difficult to recall all the events of a project and review them in detail,
so for this reason I propose to videotape small episodes of children involved in
the drawing process. As you have observed, the children in this class usually
work in small groups, or individually, on different aspects of a topic. This kind of
grouping will allow me to easily accommodate those who might be included or
framed in any recordings of the drawing process.
Each child also keeps a portfolio of work about the topic they have been
studying. These portfolios typically contain a variety of drawings, which the child
has undertaken in the context of coming to understand the topic being studied.
They also contain photographic images and pieces of writing which describe the
process of creating certain artefacts in relation to a topic. The children revisit their
portfolios with me in order to select pieces for display, sharing with their peers
and for parent presentations. Informal discussions with the children, either in
groups or alone, about their drawing process occurs at this time. Artefacts from
these portfolios and discussions will also be used as data for my research. Digital
image capturing will allow me to capture and examine the artefacts without
dismantling the child's portfolio.
In order to contextualise the artefacts and allow the child's voice to be
heard I will also include, as data, their comments about their drawing alongside
the relevant video clips. Rather than selecting specific children I will rather be
looking for critical drawing incidents.
Brooks, Margaret, L. (2002). Drawing to learn. Unpublished PhD thesis, Alberta:
University of Alberta, Canada. .
Children (and parents) will be free to choose not to participate in the study
at any time without penalty.
I hope the children I work with will come to know the power that drawing
can have in their learning. I hope my study will inform my own teaching and in
some ways transform it.
I am available to answer any further questions you might have about this
study.
Thank you.
Margaret Brooks
Brooks, Margaret, L. (2002). Drawing to learn. Unpublished PhD thesis, Alberta:
University of Alberta, Canada. .
RELEASE FORM
With full consent l hereby authorise Margaret Brooks and the University of
Alberta to make and reproduce video and still photography recordings of my
minor child ______________ and the artefacts they produce during the data
collection period as outlined above.
l acknowledge that all such recordings are the sole property of the
University of Alberta for its educational use and purposes.
ln signing this form, l hereby release the University of Alberta, its
representatives and all successors and assigns from any and all liability, demand
or damage claims of every nature and kind arising out of or connected in any way
with these recordings.
SUBJECT TlTLE: Young children's drawing and learning.
LOCATlON: Child Study Centre. DATE ___________
PARENTS NAME (please print)__________________________
SlGNATURE __________________________________
DATE ___________________
WlTNESSED BY _________________________________
CHlLDS NAME (please print)____________________________
SlGNATURE __________________________________
DATE ___________________
WlTNESSED BY _________________________________
Brooks, Margaret, L. (2002). Drawing to learn. Unpublished PhD thesis, Alberta:
University of Alberta, Canada. .
Research Ethics Review AppIication
AppIicant's Name: Margaret Brooks
TitIe: Drawing and Learning.
Purpose:
This study is part of a larger Ph.D. study on drawing. This component will
look at the relationship between drawing and learning within the context of my
grade one class. How the children in this class use drawing to better understand
topics from the grade one curriculum. How these children solve problems with
drawing and how they solve drawing problems.
RationaIe:
Visual communication, or visual literacy, is increasingly becoming an
important life skill. Much of the communication in our turn of the century world
depends heavily on our ability to develop and decode symbolic and pictorial
information. However visual communication is not yet well understood nor is it
currently well supported in elementary education.
MethodoIogy:
l have chosen the position of teacher researcher with my grade one class
as the starting point of my study. l believe l am engaged in a pedagogical
relationship with the children in my class. l will provide for, and engage them in, a
wide range of drawing activities. These activities will usually be integral parts of
the larger topic or project we study in relation to the grade one curriculum. The
activities will be available to all children regardless of whether they are part of the
study. The children typically work in small groups or individually on different
Brooks, Margaret, L. (2002). Drawing to learn. Unpublished PhD thesis, Alberta:
University of Alberta, Canada. .
aspects of a topic. This kind of grouping will allow me to easily accommodate
those who might be included or framed in any audio or visual recordings of the
drawing process.
Each child keeps a portfolio of work about the topic they have been
studying. These portfolios typically contain a variety of drawings, which the child
has undertaken in the context of coming to understand the topic being studied.
They also contain photographic images and pieces of writing which describe the
process of creating certain artefacts in relation to a topic. The children revisit their
portfolios with me in order to select pieces for display, sharing with their peers
and for parent presentations. lnformal discussions with the children, either in
groups or alone, about their drawing process occurs at this time. Artefacts from
these portfolios and discussions will be used as data for my research. Digital
image capturing will allow me to capture and examine the artefacts without
dismantling the child's portfolio.
ln order to contextualise the artefacts and allow the child's voice to be
heard l will also include, as data, video clips of them engaged in their drawing
processes as well as stimulated recall responses to their viewing of their
processes. The children involved will assist me with the editing process. Video is
used on an ongoing basis by the children for other purposes and is a familiar
medium to them.
Rather than selecting specific children l will begin by looking for critical
incidents.
Brooks, Margaret, L. (2002). Drawing to learn. Unpublished PhD thesis, Alberta:
University of Alberta, Canada. .
How the data wiII be used:
The data will be used to make inferences about how children use drawing
in their learning.
This data will become part of my Ph.D. thesis.
The same data may also be used in articles or presentations for
educational purposes.
GuideIine 1: What is the degree of risk to study participants?
Minimal deception or risk to the students involved in the project.
lt is relatively easy, because of the size of the room, the small groups and
style of teaching, to unobtrusively frame those who wish to be part of the study.
There will be no direct benefits or disadvantages to students who choose
to participate in the study.
Similarly students not participating will neither benefit nor be
disadvantaged.
GuideIine 2: Consent issues.
A letter of consent addressed to students and parents will outline the
nature of the research and expectations of those willing to participate in the study
(see attached). A consent form is to be returned stating either participation or
non-participation in the study. This consent form requires both the parents and
the child's signatures. Within this letter students and parents are informed that
they may withdraw from the study at any time and that the student may choose
not be videotaped on any time. Upon reviewing the videotape children and
families may also request that specific information be included or not included.
Brooks, Margaret, L. (2002). Drawing to learn. Unpublished PhD thesis, Alberta:
University of Alberta, Canada. .
Permission to conduct this study has also been granted by the Director of
the Centre.
GuideIine 3: Informing students and anonymity
A letter and a consent form will be given to the child and their parents
clearly stating the purpose of the study, their rights, and the research activities.
Any public reproduction of the child's work will be identified with a
pseudonym.
Visual images of children, whose parents have consented to their
participation in the study and who give their assent, will appear in the study.
Written permission will be obtained from the parent prior to this material
being used for public exhibition.
GuideIine 4: FamiIiarity with ethicaI guideIines
This project conforms to ethical guidelines regarding risk and benefits,
consent, anonymity and confidentiality.
GuideIine 5: Competence of individuaIs
Throughout the course of the study l will be meeting with the course
professors on a regular basis to review all aspects of the research including
ethical guidelines.