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Evaluating the Impact ofArts EducationPosing pertinent questions, employing suitable toolsLarry O’FarrellOQueen’s s UniversityKingston, Canada

Focus on InstrumentalOutcomes Literate in another domain Perception of the world Interpersonal skills Motivation Creative and critical thinking Mathematical scores Etc.

Research Challenges Lack of large-scale, reliable data Diverse philosophies Lack of agreement on definitions Need for evaluation to focus onspecifics of arts education practice Need for appropriate evaluationstrategies

Quantitative methodology Can produce generalized results Measure and analyze relationshipsbetween and among variables Produce statistical relationships Test a theory using variables Must control for all variables

Interest in Specifics “Most of all, can we, who areinterested in what the theatrical andother arts offer those children,imagine a research program that is notguided exclusively by scientificpremises, principles and proceduresbut sometimes built upon a realappreciation of what art itself canprovide?”Barone 1997

Qualitative Methodology Detailed observation + rigorousanalysis Field notes, interviews, documents,focus groups, photography, recordings Produces a richly detailed descriptionof the arts program Gives a voice to the participants

Criticism of QuantitativeParadigm Post-positivist critics see quantitativeparadigm as modernist, positivist Discredit modernism’s s grand narrative Feminist writers question modernistassumption of objectivity in science “.. . . we must change the social andpolitical context in which science isdone.”Longino 2005

Pragmatic Compromise Reject apparent dichotomy “Both science and constructivism offerdifferent sets of tools . . .”.Bradley 2003 Reject primacy for one methodology “What we have to do is make thetechnical and humanistic strands inmodern thought work together . . .”.Toulman 1997

Seeking a Balance International research into creativity indrama/theatre education McCammon,O’Farrell & Saebo in press Diversity of thinking Creativity in curriculum documents Teachers’ understandings Application in teaching (case studies) Option of a quasi-experimental study

No “Quick Fix” Growing body of evidence Researchers must highlight particularforms and approaches Select from among a range ofresearch tools Critical awareness that methodsrepresent diverse cultural imperatives

Thank you.