Problem Statement

                    Problem Statement

The Topic

The researcher will develop and analayze the effects of teaching the arts through a project based and servive learning design.  The project will encompass the cross curricular core standards of the visual arts, music and science through an environmental themed unit. Students will be surveyed to understand how the project impacts their ability to understand the depth of environmnetal need in their community and their and the predictibility to continue altruistic projects in the future.

The Research Problem

The problem is the low income minority students served by the community recreational center do not exhibit altruistic behaviors or intrinsic motivation. 

Background and Justification

Dr.Roach explains her observations of student engagement as it relates to service learning projects: “So far, the interview and focus group data suggest that adult staff can foster youth civic engagement by encouraging young people to step into leadership roles that draw on their strengths and then introducing opportunities to build new skills and competencies” (Roach, 2011 p. ***).

Learning, sharing resources and working together are core principals in education.  Engaging students in projects that benefit others through service learning while teaching core stanadrds needed for a global economy is paramount. “Community-based/public art can be a means to enhance traditional goals for teaching art while promoting social justice education, a crucial aspect of community-based art education” (Garber, 2006).

The Kagan Cooperative Learning Model and the Stephen Covey Leader in Me principals are two programs that promote student leadership roles.  Shifting leadership to the students successfully trains them for interdependence in a global marke reinforcing why authentic service learning skills are necessary.  “These projects can involve students in thinking critically about social issues that impact all segments of society, such as environmental issues or empowering the disenfranchised” (Ulbricht, 2005).

Deficiencies in the Evidence

When reviewing the literature, the need for this topic of research is evident.  Very little is available concerning how altruistic projects effect student motivation and engagement.  There is some information that is available however that explains how micro economies and on campus businesses foster cross curricular standards while increasing rigor and relevance in a real world setting.  These classroom economies have been researched to positively effect retention of core academic concepts.  Gaps in the literature remain as to if these two issues are relatable: altruistic projects alongside a micro economy to teach academics and global civic skills.

Audience

Those affected by this topic are students, teachers, families and recipients of aide.  Global audiences are affected as well.  As we begin to review East-West relations and determine our position as educators in the 21^st Century, interdependence is essential.

                                                                References

Garber, E. (2006). Why teach public art? A high school primer. Public Art Review, 17(2),

28-29.

Roach, C. (2011).  Community-based service-learning: An interview with Carla Roach of

the Innovation Center for Community Youth and Development. The Prevention Researcher, 18(1), 19-20.

Ulbricht, J. (2005). What is community-based art education? Art Education, 58(2), 6-12