Documente Academic
Documente Profesional
Documente Cultură
1
Shirley
A
Boudreaux
Michelle
Livek
Inquiry
in
Art
Education
March
2,
2015
Art
On
A
Cart:
The
Traveling
Teacher
Boudreaux
2
Outline
Art
On
A
Cart
Abstract
Chapter I
Patty Palmer
Mrs. C
Linda Papanicolaou
Chapter II
NEAE
Chapter III
10
10
Chapter IV
11
Bibliography
12
Boudreaux
3
Abstract
Visual
art
teachers
find
themselves
without
the
all-important
designated
classroom
and
then
have
to
utilize
carts
to
deliver
their
art
lessons.
This
is
their
world.
Teaching
from
their
art
room,
on
a
cart,
has
to
influence
these
teachers
in
profound
ways.
The
practice
of
moving
art
and
art
materials
from
class
to
class,
and
sometimes
from
school
to
school
is
a
heavy
responsibility
for
an
art
teacher.
They
keep
all
their
supplies
on
a
moving
cart
or
in
storage
boxes
inside
the
trunk
of
the
car.
This
is
called
art
on
a
cart.
This
practice
has
been
going
on
for
years
and
is
not
getting
any
better.
This
has
to
challenge
each
teacher
that
faces
this
approach
to
art.
Does
this
influence
their
curriculum,
classroom
management,
and
instruction?
What
is
it
like
to
teach
a
lesson
without
a
creative
environment?
Is
this
affecting
the
students?
Do
the
national
and
local
level
educators
comprehend
the
effects
of
this
long-term
practice?
What
will
this
do
for
the
development
to
the
students?
Boudreaux
4
Chapter
I:
Art
On
A
Cart
From
The
View
Point
Of
Teachers
In
The
Field:
When the cart becomes the physical space that will be your art classroom, art
on
a
cart
can
challenge
new
and
veteran
teachers
alike.
This
paper
explores
how
three
teachers
view
their
work
using
art
from
a
cart.
Patty
Palmer:
The
website
Deep
space
SPARKLE
posted
Teaching
Art
From
a
Cart
on
October
2,
2014.
There
are
no
more
terrifying
words
to
hear
from
any
Art
Teacher
out
there
than,
You
will
be
teaching
from
a
cart.
Patty
Palmer
talks
about
her
early
days
in
Deep
Space
SPARKLE
what
its
like
to
be
an
art
teacher.
She
said,
that
when
you
are
a
visitor
or
a
guest
in
a
classroom,
you
dont
have
much
control
over
your
teaching
environment.
She
talks
about
ways
that
can
help
us
be
organized
and
different
ways
to
prepare
before
the
class;
one
is
to
know
your
space
in
each
class.
That
way
you
can
plan
around
each
of
the
teachers
that
you
visit
and
get
their
viewpoint
and
their
classroom
set-up.
She
talks
about
her
planning
and
that
its
a
big
part
of
her
day,
taking
the
time
to
make
lists
and
find
materials.
What
supplies
does
she
need
for
each
classroom?
She
has
to
think
of
the
lessons,
each
grade
level,
and
doing
this
takes
time
and
planning.
This
might
have
to
be
done
on
her
time
and
not
get
paid
for
it.
Keeping
the
lines
of
communication
open
with
each
teacher.
If
you
dont
your
job
will
not
be
easy.
I
also
think
that
you
need
to
communicate
with
different
people
within
the
school.
This
can
help
make
moving
from
classroom
to
classroom
easier.
Within
the
school
there
are
teachers,
employees,
and
students
that
you
do
not
interact
with,
but
these
people
can
be
a
great
place
to
find
answers.
She
talks
about
making
sure
your
projects
are
perfect
and
that
you
feel
100%
confident
about
each
step
in
the
process.
I
see
how
this
will
make
Boudreaux
5
it
more
comfortable
for
you
and
the
students
to
understand
and
to
get
the
work
done.
She
tells
us
there
is
so
much
that
is
out
of
your
control,
regardless,
you
have
to
be
on
top
of
your
game.
One
thing,
that
might
help,
is
keeping
your
supplies
in
a
storage
area.
That
way
you
might
keep
things
organized
in
a
pre-project
and
classroom
ways.
I
would
also
label
with
a
color
code,
this
can
help
so
that
your
cart
does
not
have
everything
on
it
at
once.
She
suggests
that
talking
to
the
janitor
to
see
if,
you
might
get
a
small
storage
spot
in
the
school.
This
way
you
would
not
have
to
load
up
your
cart
everyday.
I
also
think
this
could
help
out
in
the
long
run
with
having
your
supplies
out
of
the
way.
I
find
that
there
are
other
organizing
ways
that
can
help
and
would
be
different
for
each
grade.
One
might
be
having
their
own
bin
in
different
sizes
and
having
an
inventory
list
on
what
you
have
on
hand
and
what
you
need.
Mrs.
C:
Mrs.
C:
AOE
LIVE
Art
Teacher
With
Attitude,
Tips
for
Teaching
Art
on
a
Cart
From
a
Seasoned
Pro
interview
with
Mrs.
C,
from
Rainbow
Skies
and
Dragonflies
Blog.
Dont
you
just
love
that
title?
What
a
great
way
to
keep
play
in
your
classroom.
Mrs.
C
has
been
a
teacher
that
has
been
teaching
art
from
a
cart
for
27
years.
She
talks
about,
like
most
art
teachers,
she
also
took
her
art
rooms
for
granted
just
like
most
teachers
do.
There
are
numerous
art
teachers
out
there
that
have
been
teaching
art
from
a
cart
just
like
nomadic
peoples
of
the
past
and
run
from
class
to
class.
One
comment
that
Mrs.
C
said
was,
to
befriend
the
custodians;
youre
going
to
need
their
help
and
support.
Mrs.
C
also
talks
about
how
organization
is
the
only
way
that
you
keep
your
sanity
in
the
big
world
of
teaching
art
on
a
cart.
She
said,
that
creative
minds
are
rarely
tidy.
Make
sure
you
stay
on
top
of
ways
to
keep
your
supplies
organized.
All
the
teacher
talk
about
being
organized
Boudreaux
6
is
the
most
important
thing
to
do.
So
here
is
a
small
list
to
help
out
there:
make
lists,
use
post-its,
or
some
kind
of
labels.
Just
use
whatever
will
help
you
stay
organized.
Mrs.
C
says,
your
cart
is
your
rolling
room,
the
top
is
her
desk
area
where
she
has
her
lesson
plans
with
all
her
handouts.
The
next
shelf
down
is
her
project
for
each
class
with
first-aid
items,
and
some
of
her
supplies.
The
bottom
shelf
is
for
more
supplies
that
she
changes
out
for
each
project
that
she
will
be
doing
that
day.
Mrs.
C
also
talks
about
teaching
art
from
a
cart
will
be
no
picnic
for
you
and
if
she
was
given
a
choice,
she
would
be
in
her
own
classroom
in
a
heartbeat.
She
is
there
to
educate
her
students
no
matter
what
is
going
on,
so
she
teaches
from
a
cart.
One
of
the
things
she
talks
about
in
the
interview
was
that,
she
felt
like
she
became
the
eyes
and
ears
of
the
school.
Walking
from
room
to
room,
she
had
the
opportunity
to
meet
students
that
were
not
in
her
art
classes
and
gave
her
a
different
view
of
the
school.
Linda
Papanicolaou:
Linda
talks
about
the
differences
in
having
your
own
classroom
and
teaching
from
a
cart
is
like
surviving,
developing,
being
collaborative,
and
having
a
relationship
with
each
teacher.
She
said,
that
if
you
approach
it
positively
it
can
be
a
very
rewarding
experience.
You
have
to
rethink
your
materials
because
the
lesson
for
transporting
teacher
or
art
on
the
cart
teacher
is
different.
You
will
need
to
consider
what
kinds
of
lessons
can
be
done
with
the
space
you
have.
She
talks
about
teaching
art
from
a
cart
was
liberating
for
her
because
she
had
to
down
size
what
she
did.
She
also
learned
what
a
good
lesson
consisted
of.
Teaching
from
a
cart,
is
more
of
a
challenge,
and
not
having
everything
that
goes
with
a
classroom.
She
also
talks
about
becoming
friends
with
each
teacher
and
Boudreaux
7
finding
funds
outside
of
the
school
system.
That
teachers
take
on
new
suggestions
that
will
help
them
out.
These
interviews
were
very
illuminating
and
seeing
what
its
like
for
teachers
that
are
in
the
field
using
art
supplies
that
barely
fit
on
a
cart.
Each
of
these
teachers
have
to
have
a
great
discipline
to
keep
the
art
flowing.
Their
advice
can
change
the
way
new
teachers
see
and
what
can
be
done
for
teaching
art
on
the
cart.
I
do
think
if
they
can
accept
their
limitations
in
being
part
of
an
art
on
a
cart
teacher,
they
can
find
enjoyment
in
their
job.
Boudreaux
8
Chapter
II:
Effect:
What
causes
them
not
to
have
a
classroom:
There
are
several
common
reasons
why
teachers
find
themselves
without
a
classroom.
This
can
be
due
to:
sudden
over-population
in
a
school,
overcrowding
in
other
classrooms,
budget
cuts,
and
increased
instructional
time
for
other
subjects.
The
proposition
that
conflicts
of
interests
and
values
are
cultivated
by
structural
arrangements
within
organizations
is
neither
novel
nor
new
Dahrendorf
has
suggested
that
models
of
social
structure
must
include
the
recognition
of
endemic
dissonance
generated
by
essential
authority
structures
in
organizations.
This
article
offers
information
for
teachers
who
have
to
share
classrooms.
http://www.iiass.com/pdf/IIASS-
volume6-number3-article7.pdf
Due
to
budget
cuts
and
the
current
economic
climate,
it
is
very
rare
for
art
teachers
to
have
a
room.
It
reports
that
while
some
tenured
teachers
may
be
accepting
of
new
teachers
who
use
their
space,
others
are
not.
To
deal
with
this,
it
advises
communicating
effectively
with
them,
keeping
one's
space
clean,
and
being
organized
about
one's
paperwork
to
handle
different
classes.
Whatever
the
reasons
are,
art
education
has
to
keep
going
on.
You
might
find
yourself
in
the
classroom
one
week
and
then
the
next
you
are
without
a
classroom.
Money
is
a
big
factor
in
every
students
education.
Art
is
not
one
of
the
common
core
subjects.
I
feel
that
most
people
feel
that
art
is
generally
an
afterthought,
but
without
the
arts,
students
would
lose
so
much
of
their
education.
What
will
this
do
for
the
development
to
the
students?
Education/Curriculum:
The
Show
Must
Go
On:
When
the
show
must
go
on
and
you
are
in
a
bind,
resources
like
Mrs.
OHanley
pinterest
page
are
great
websites
that
can
help
a
traveling
teacher.
Finding
resources
and
people
through
her
website
can
help.
Here
is
her
blog
page
where
she
also
asks
all
teachers
to
share
what
they
have
found.
Boudreaux
9
https://www.pinterest.com/munchild15/tips-to-manage-the-art-room-and-cart/
This
practice
of
moving
art
and
art
materials
from
room
to
room,
class
to
class,
and
sometimes
from
a
school
to
school
is
a
heavy
responsibility
for
an
art
teacher.
This
has
to
challenge
each
teacher
that
faces
this
approach
to
art.
Does
this
influence
their
curriculum,
classroom
management,
and
instruction?
Yes
it
does,
but
there
are
always
ways
to
re-organize
your
curriculum
so
that
it
can
fit
into
a
traveling
teacher
plan.
You
just
have
to
rethink,
retry,
and
redefine.
National
Core
Art
Standards:
The
Department
of
Educations
Fast
Response
Survey
System
(FRSS)
report,
Arts
Education
In
Public
Elementary
and
Secondary
Schools
1999-2000
and
2009-10,
affirmed
that
there
is
a
real
and
robust
infrastructure
of
arts
education
in
American
schools.
However,
it
also
revealed
extreme
inequalities
in
a
students
access
to
an
art
education.
This
is
an
indicator
that
an
art
education
is
not
universally
available
and
too
often
limited
to
music
and
art.
It
is
also
inconsistent
across
grade
levels.
1
Boudreaux
10
Chapter
III:
Conclusion:
Surviving
Art
On
A
Cart
Curriculum
on
the
go,
just
because
some
visual
art
teachers
find
themselves
without
a
designated
classroom,
the
show
must
still
go
on.
These
teachers
have
to
adapt
if
its
teaching
from
a
cart,
closet
or
a
box.
The
students
are
waiting
for
us.
This
will
affect
the
curriculum.
As
I
shared
in
chapter
1,
with
teachers
Patty
Palmer,
Mrs.
C.,
and
Linda
Papanicolaou,
there
is
a
way
to
teach
art
if
its
from
a
box
or
a
cart.
It
just
needs
to
have
planning.
We
need
to
remember
that
there
are
some
factors
that
need
to
be
considered
when
teaching
art
from
a
cart:
the
design
of
your
cart,
the
activities
planned
in
the
classroom,
the
frequency
of
your
lessons
from
class
to
class,
accessibility
of
equipment,
travel
patterns
from
classroom
to
classroom
or
school
to
school,
time
management,
location
for
storing
all
your
materials,
a
sink
or
a
cleanup
area,
space
to
prepare
supplies,
technology
that
you
can
use,
and
where
will
you
display
the
finished
artwork.
Take
the
time
to
understand
what
you
have
been
placed
in
and
embrace
it
to
the
fullest.
Find
new
ways
to
bring
art
education
to
your
students
and
if
its
something
that
has
to
be
adjusted,
then
just
do
it.
Boudreaux
11
Citation
sources:
"Art
on
a
Cart."
TeacherArtExchange
(Education
at
the
Getty)
-.
Web.
14
Mar.
2015.
<http://www.getty.edu/education/teacherartexchange/archive/Jun01/1018.html>
.
"Creating."
Home.
Web.
14
Mar.
2015.
<http://nationalartsstandards.org>.
"Teaching
Art
From
a
Cart."
Deep
Space
Sparkle.
Web.
14
Mar.
2015.
<http://www.deepspacesparkle.com/2014/10/02/teaching-art-on-a-cart/>.
"Tips
for
Teaching
Art
on
a
Cart
From
a
Seasoned
Pro."
The
Art
of
Ed
RSS.
Web.
14
Mar.
2015.
<http://www.theartofed.com/2014/10/06/tips-for-teaching-art-on-a-
cart-from-a-seasoned-pro/>.
Boudreaux
12
Chapter
IV
Bibliography
http://www.nationalartsstandards.org/content/conceptual-framework
http://www.theartofed.com/2014/10/24/how-to-teach-art-anywhere/
http://www.thefreelibrary.com/Surviving+the+art+cart!-a0150743912
http://naea.typepad.com/naea/2009/03/art-on-a-cart.html
http://www.deepspacesparkle.com/2014/10/02/teaching-art-on-a-cart/
http://www.theartofed.com/2012/06/12/art-on-a-cart-a-money-maker-not-a-
program-breaker/
http://www.getty.edu/education/teacherartexchange/archive/Jun01/1018.html
https://theartcart.wordpress.com
http://www.getty.edu/education/teacherartexchange/archive/Jun01/1018.html
http://www.deepspacesparkle.com/2014/10/02/teaching-art-on-a-cart/
http://www.getty.edu/education/teacherartexchange/archive/Aug97/0150.html
http://www.theartofed.com/2014/10/07/5-fantastic-lessons-that-work-on-or-off-
a-cart/
http://www.theartofed.com/2014/10/06/tips-for-teaching-art-on-a-cart-from-a-
seasoned-pro/
https://cf.umsl.edu/webapps/weboffice/ETD/query.cfm?id=r9081
http://www.theartofed.com/2014/10/08/3-amazing-web-resources-for-teachers-
on-a-cart/
http://www.artonacartresearch.com/Blank.html
http://talesfromthetravellingartteacher.blogspot.com