An Increase in Peer Interactions Predicts Child's Art Performance Above and Beyond Teacher Interactions

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Social, Emotional, Personality

Abstract

Art curriculum has successfully increased students social-emotional development, readiness to learn, and communication with others (Greene & Sawilowsky, 2018). After a 12-week arts-based program, children showed numerous social and emotional benefits (Coholic & Eys, 2016). Other research specific to low income, at-risk students have demonstrated increased positivity, happiness, and pride as a result of integration in music, dance, and visual arts curriculums (Brown & Sax, 2013). Though the integration of art programs in schools is generally deemed beneficial, a teacher’s role in this process is unclear (Greene & Sawilowsky, 2018). Research has focused on whether art curriculum will change a child’s social-emotional development. The goal of this study is to examine whether social-emotional interactions predict art skill development as assessed by performance on art projects, particularly in reference to the impacts of peer and teacher interactions on art skill development.

Social-emotional development and art skills in 3-5-year old preschoolers (n = 158) were examined during 12 weekly, 30-minute art classes. Children observed brief instructions regarding art technique and session goals, after which the students worked on their projects using a variety of mediums. Projects included making felt monsters, crayon rubbings, and watercolor paintings. Each project used new and interesting textures, thought processes, and fine motor skills. During the students’ work time, research assistants recorded social-emotional behaviors using an application software, Animal Behavior Pro. This software had been adapted from one used on chimpanzees to one capable of tracking large classes of preschoolers. Student behavior codes fell into one of two categories, peer or teacher interactions. Peer behaviors included working together, working alone, conflict, conflict alone, and helping. Teacher interaction behaviors included non-compliance, focused attention, positive engagement, and guided instruction. After each 30 minute period, photos of each child’s art project were taken and scored using a modified FEATS (formal elements art therapy scale). This scale is originally designed to measure different variables in a specific drawing. However, the art education group used many different mediums of art for these projects. Thus, we modified the original FEATS scale, in order to accommodate each medium of art. The FEATS scale was adapted to score the amount of space utilized, diversity of colors used, and the level of detail applied.

There was a significant relationship between peer interactions and art score (p < 0.001). Art score increases by 1.46 for each point increase in positive peer interaction. As positive interactions with teachers increased though, preschoolers’ art scores decreased by .55 (p < .000). These results indicate that peer social emotional interactions have a more positive effect on art scores than teacher social emotional interactions. Further, R square indicates that 10.3% of the variance in art score can be predicted by the independent variable of teacher interactions.. The significance level, p < .000 indicates that positive teacher interaction can be used to reliably predict art score, although in a negative way.

Authors

• Audrey Mcnamara, Illinois State University
  Presenting Author

• Taylor Ullrich, Illinois State University
  Non-Presenting Author

• kianna klendworth, Illinois State University
  Non-Presenting Author

• Julie Campbell, Illinois State University
  Non-Presenting Author

• Eliza L Nelson, Florida International University
  Non-Presenting Author