LTC 8750 Research Translation II

RESEARCH TRANSLATION ~Using the Concept of Material Culture Studies in the Art Classroom by Julia Marshall

RESEARCH PROBLEM  - This article is not an actual study, but a chapter about ‘objects, learning, and creative process.’ The author defines material culture, and the central premise of material culture studies; artifacts both have and convey meaning. She offers five sequential projects and ideas using the study of material culture to as a means for students to learn more about themselves and their world. Important terms are clearly defined. There are no variables given.

A problem statement, if this were a study, would be - Material culture studies are most frequently conducted in the social studies classroom, however, examination of cultural artifacts provides a valuable foundation for the creation of meaningful art and creative problem solving.

LITERATURE REVIEW  Literature was well organized, and relevant. Sources cited ranged from 1985-2005. The oldest research defines material culture study; the age of the information cited has no bearing on the facts presented.

RESEARCH QUESTIONS  The author questions, “How might material culture studies pertain to the intersection of art exploration and creative practice that constitutes art education?” (P108) Though not stated as such, her hypotheses would be ‘Material culture and the studies of material culture objects can shape art making and teach critical, symbolic, and creative thinking skills.’ (P108)

DATA SOURCES/SAMPLING If this were a study, student created art and photographs, written reflections, interviews and student journals would be good data sources.

MEASUREMENT TOOLS There are no measurement tools listed. I think that student / teacher rubrics and checklists would be good tools.

METHODOLOGY/PROCEDURES This article gives through descriptions for five different activities. Each activity is accompanied with photographs and suggestions. The author tells specifically how each project will engage students with different types of information valued in the field of material culture studies and the type of thinking each lesson is design to produce.

RESULTS I predict that students participating in this unit of Material Culture Studies would create art that demonstrated the use of critical, symbolic, and creative thinking skills.

DISCUSSION The author concludes this chapter driving home the point that material culture study provides ‘a focus and conceptual framework for creative art making.’ I do not believe that she uses any generalizations. I believe that this article would translate into a valuable study ‘demystifying creativity’ (p115) and imaginative thought processes.