The effective use of self-contained, instructional resource packages to adapt art instruction for students of varied reading levels

The problem of this study involves the effective use of self-contained, instructional resource packages to adapt art instruction for students of varied reading levels. The method of research employed is descriptive using formative evaluation techniques. The study is threefold: a review of what has been done to adapt reading and art instruction, a description of a workable model package including stages of its development, and conclusions reached for the adaptation of the model package to varied reading levels.;Correlations between reading and other content area disciplines, such as art, are relatively new. Efforts have been made by several art and reading authorities which have provided theoretical foundations for such integrations. Little evidence, however, has been found concerning art and reading integrations adapted for students of varied reading levels. The self-contained, instructional package method is, in addition, a relatively new means of addressing the problem in the classroom situation.;Two packages were developed for this study. One self-contained, instructional box was constructed for gifted, junior high school students (Package 1) and another (Package 2) for slow learners of the same grade levels. The second is an adaptation of the first. Package 2 is composed of three individual boxes which are used collectively as one package.;The art concept carried throughout both packages is "art interpretation" based on Edmund Burke Feldman's art criticism theory. The first three steps of the theory, "Description," "Formal Analysis," and "Interpretation," are covered extensively throughout the packages. "Evaluation," the fourth and final step, is also introduced.;Each package contains a variety of written, game, and construction activities. Each activity is subdivided into "phases." Each phase has its own series of stated objectives to help the student better understand the purpose of the activity. The phase objectives are paralleled in order to keep the art interpretation content consistent between both packages. The student must move through each activity phase in order, since each phase becomes progressively more difficult and follows the pattern of Feldman's theory. The culminating activity of both packages is an independently written art criticism composition based upon an artwork new to the student.;Package 1 has been tested and revised three times using student, formative evaluation questionnaires, recommendations of a gifted specialist, and researcher observation. The assistance of the reading specialist was employed to adapt Package 1 for the slow learner. This affiliation provided further insights into the problem of the study.;The following reading skills and techniques were used in the adaptation process: (1) Visualization; (2) Interpretation and Adaptation of New Vocabulary; (3) Categorizing; (4) Critical Thinking; (5) Recognizing Detail; (6) Main Idea; (7) Comparison and Contrast; (8) Fact vs. Opinion; (9) Organization of Thoughts; (10) Sequencing; (11) Inferences; (12) Summarization. A sixty-eight page workbook was developed to coincide with Package 2. Techniques such as primary type were used to aid in the reading process. Color coded cassette tapes were used to record the workbook for those students who continued to have difficulty understanding directions despite attempts to read the workbook. Activity materials were in turn coordinated in color.;The results of Package 1 have demonstrated that the self-contained package can, in fact, prove successful in its practical application; it did prove useful in the classroom. Package 2 continues to be initially tested at this point. Classroom observations and workbook results thus far, prove the package to be functional in the classroom. Success of its intent will be reflected in long-range observations of the students who used the packages.;In general, the package method seemed enjoyable to the students as opposed to a more traditional method of instruction. Increased motivation assisted in extending the rather short attention spans of some students. The multiple activity approach was also successful in maintaining student interest. Progressive increase in perception skills was also noticeable with many students who used the package.;The most important result of the study is the recognition of the importance of reading and the value of its integration with other content area disciplines. This study demonstrates one means by which the integration can be reached effectively. It provides information which may enlighten and encourage other educators to make similar attempts.