Ethnography

Incarnation Catholic School

Tampa, Florida

Interviews:

Caroline Goslee, Principal

Amanda Hand, Art Teacher

To form an educated opinion of what ‘community literacy’ can be identified as, we must first understand the wide and varied scope and nature of such a term. The word ‘community’ and ‘literacy’ singular terms can be easily identified and defined, but in a combination the term describes more than a term, but somewhat a function of, and constantly changing, community. To most appropriately create a version of literacy that is interchangeable across as many ‘communities’ as possible we must first understand the opinions from all corners of the spectrum in order to make a feasible singular definition. To accomplish this I will first create a detailed ethnography with clear description to how the ethnography applies to the question of what community literacy truly means. Second, through specifically designed questions, I will conduct several interviews that demonstrate the contrasting meaning of the question to various groups. Finally in accounting these facets of my research I will create a report of feasibility that evaluates the scenario of my research and provides ample evidence to create my own unified version of what community literacy most appropriately means. Through these findings it will become clear that the very notion of the question creates diverse opinion but a generalized view can be found.

Opinions of community literacy come from many different people and cultural backgrounds. James Georgeff, an acclaimed University of New England scholar, proclaims his opinion of community literacy being one in which;

“Literacy is reading and writing. Community literacy is a unified level of understanding in the notion that reading and writing create a primary basis for this understanding on a community level.”

I am driving to Incarnation Catholic School, located on Hillsborough Avenue and Webb Road in Tampa, and am quite nervous because I have never conducted an interview, but feel fairly confident because I went to this school for eleven years. I am curious if it has changed or still produces positive outcomes in community literacy.

I want to know more about education, I have been following this topic throughout the presidential election. Delving farther into education, I realized that George Bush cut funding for schools and they have had to remove art programs from many public schools in my area. To me, this affects my community through literacy because reading and writing have a lot to with being able to put ideas down on paper & be creative, more than just textbook writing.

Crap, I park between two signs clearly indicated “no parking” and my front tire is on the sidewalk. There is a white fence surrounding the school & double doors--glass--leading to the main office. I press a button, hear a buzzing & the door swings open. I sign in with the school secretary & see my fourth grade language arts teacher! This is exciting. Next, I am guided to the principal’s office, Mrs. Goslee, to conduct the interview.

I ask, Mrs. Goslee, what is art like in middle school? She replies, “Everybody has art as a special subject. One teacher teaches K-8 art.” Students have art class--special subject--one day a week for 45 minutes. I ask, have you cut back funding for the art? She replies, “We cut back from a full time art teacher to a part time art teacher. Years ago we had a full time art teacher. We share our art teacher with a smaller school; she is at that school--St. Paul’s in St. Petersburg--for two days & at our school three days. So in that sense probably, yes. We haven’t eliminated art. Everybody still gets their art class every week. We haven’t eliminated art like some schools have, just eliminated art.” As far as cutting back, I told her that I did a research & found Monroe Middle School doesn’t have any program at all; they completely cut funding. She replied, “I know a lot of the public schools have eliminated art because they spend that time preparing for FCAT testing. A lot middle schools have really eliminated those special subjects in favor of a basic curriculum of math, reading & writing. They had also, in some schools, eliminated science and social studies, but they’ve reintroduced science in some of the schools because students are now tested on science for the FCAT.” OK. I then ask how she feels about cutting funds. She replies, “I feel that it is an injustice to the students; they really need all of those things. Some of them never, you know, if they didn’t learn about artists & get a chance to do that in school, they might never ever do it because if their families aren’t in tune with that, it is not something that their families would introduce them to. At school they can get that exposure & an interest. It is important.” Definitely important. Yeah, I can’t believe that some kids don’t even have that option. I then ask what caused the cut back. She replied that it was financial. I ask if parents are concerned with the arts. She says, “I think so & I think they appreciate. I think they like when their kids go home & tell them about...Last year, our art teacher was new last year, she did a lot with different artists. A lot of instruction on the various artists & the kinds of work they did. Even the pre-K and kindergarden students were doing artwork based on those.” I love the incorporation of art history with hands-on experience. I ask if she attends art class. She replies, “I went in a couple times & Mrs. Hand--the art teacher--would say, ‘Who can tell Mrs. Goslee about Van Gogh’ & all the little hands would go up. They could tell me all different things about his life or whoever it may be--Matisse--or whomever they were studying.” That’s wonderful. I then ask her to describe one such art project. Her face lights up as she explains, “Mrs. Hand has the children reproduce a piece of art work, adding their own special touch. We had them all on display in St. Michael’s hall all last year. It is just amazing what everyone could do. They really have a wonderful appreciation. I am really happy with what we have.” That is awesome. We paved a stone walkway from the eighth grade buildings to the center of school with my art teacher, Mrs. Huhn, & it is still there! A couple corners chipped off over the years, but the walkway is still there! I love it. We all wrote our names on it. The perfect example of how beneficial art is in school. I ask if the children enjoy art class. She replied, “Yes, they do. Their favorite was flinging paint on Coke bottles.” She continued, “I think the teacher has a lot to do with how they inspire that interest in the kids. I think sometimes they are not interested because the teacher hasn’t sparked that interest in them. I think when you have somebody that’s good, that understands the middle school mentality of if it’s not cool they don’t want to do it & then reach for those projects that are something they can identify with & enjoy.” That is great. The art teacher took something that the school doesn’t really have to buy, just bring a Coke bottle or something from home & incorporate it. Mrs. Hand is a good art teacher. Mrs. Goslee concluded, “She really is very good.” I left the principals office with a smile on my face & went to the lobby to meet the art teacher.

Mrs. Hand is wearing a cream apron with speckles of paint on the pockets. She offers me a rainbow sprinkle sugar cookie as we sit for the interview. I ask Mrs. Hand if she assigns art homework and the answer is rarely. I ask her if supplies are provided or brought from home. She replies, “They are provided, but the budget is small. I like the children to have all the same supplies. Sometimes they are lost or just plain different.” She says that the children enjoy art class. She likes to incorporate art appreciation for famous artists and teach techniques for the kids to then produce. I ask if she assigns children to go to museums to see famous works. She replies, “I love incorporating museum visits because before I came here none of the kids ever went to museums. Jasper Johns is having a big exhibition in St. Petersburg; he is another contemporary artist went over in class. The children get a treat for visiting a museum, a lollipop or cookie.” That would be nice to see. A little incentive to attend, sounds like the arousal cost-reward model. She says that the children are bringing in tin cans next week to make a sculpture. There are so many things you can do with children other than spending grandiose amounts of money. She has a wish list of art supplies: unwanted boxes, crafts, paper, baby wipes. When they receive enough, it’s project time for her and the kids.

I want to compare these finding with those of public middle schools. I browse Monroe Middle School’s website in search of a link for art class or art teacher, it does not exist. I call the school and ask the student, who distastefully answers, if he has art class in school. He says no and tells me to hold; he connects me to Donna Grace, a guidance counselor. She informs me that Monroe does not offer an art program. I ask if art was ever offered. She replies, “The school offered it when they had an art teacher and even then, art was only offered as a sixth grade elective.” I ask her the reason and she says, “More teachers equals more funds. Funds that we do not have.” George Bush cut $3 billion from education & Monroe lost its art program. Now, the 779 students in attendance have a mere 4 electives to choose from: computer business, career discovery, orchestra & band. For real...sixth, seventh & eighth graders are supposed to pick their careers right now? If they choose to be artists, the school has no way to help them learn or even offer support.

What crap is that. Where is art? Where is dance? Where is drama? Where is physical education? Ah! Ms. Grace states, “Everybody likes to see art in the classroom. We are lucky to even have music.” My heart cries out for these students. Ms. Grace tells me that the Media Center Specialist--librarian--held an art contest for the students to submit posters. The librarian does not have enough to do it again this year. All of these 779 children do not learn art! Where is their outlet? I want to raise money and provide these children with art supplies. Maybe they can make a glittery map of their career paths or draw stick figures on parchment paper. Anything to let these children express themselves, grr. Ms. Grace asks me to email her my paper when I am done. I agree. This makes me happy, to know she shows an interest in my research, but with a sigh I say goodbye.

Hmm, I wonder what Berkeley Preparatory School’s--tuition 20,000 dollars--art program is like? I was taken aback, the moment I entered the website. Berkeley Prep middle school students have a theatre & art gallery. Yes, an on-campus gallery. Berkeley Prep art students discover untapped abilities, channel newfound creativity & hone talents at levels of professionalism beyond their years. Yeah, just like the professionalism seen in Monroe student electives! While students are translating skills into meaningful works, they are also learning to think in visual, spatial and auditory terms as well as discipline themselves and their time. Middle schools student art options: painting, sculpting, printmaking, photography, music, ceramics, silk dying, dance & video productions. Many Berkeley students go on to pursue careers on Broadway and animation at Harvard.

The disadvantage the 779 students at Monroe have in comparison to Berkeley students makes me sick to my stomach. When did we let our education fail so tremendously? When did this disheartening gap develop between underprivileged children and children writing with gold plated fountain pens?

All other public schools in Tampa offer art as an elective, thank goodness!

I had the opportunity to speak with parents picking up their children after school. All parents said that their child or children enjoy the arts; they all feel it is important; they all think schools should receive proper funding to maintain a balanced art program; they all display completed art work in their homes and save it; they had mixed opinions on how the presidential election will affect their child or children’s education. LeAnn stated, “Having art makes the mind creative and stimulates the mind for other classes; art is an outlet for creativity.” Kyle stated, “Art should be a mandatory block--an eclectic educational approach--& children should try everything to know what they like.” Colleen, a mother of two boys, stated, “I do not believe there is enough funding for the arts.” Daniel stated, “Art is important and every kid should have the opportunity. Both of my kids enjoy the arts.” All children, parents, teachers & staff agree that art great.

A community can be formed based on literacy; people come together because they share the same opinions, interests or values, forming a community. An existing community can be drawn apart based on literacy as well. If members have opposing interests, they will argue. A classic example is that of the Montague’s and Capulets. In this way, community literacy has the capability of forming teams like Monday Night Football on FOX. Where is the middle ground? When is every community member in total agreement? For a united community to exist, I believe all members must share their individual experience with everyone. Perhaps this could create a wade pool of information for individuals to linger on & attempt to understand the complexities of the other person. This would be a time consuming process, but well worth the outcome when producing a shared literacy within a community.

My recommendation would be to incorporate art in some way in other classes. Perhaps coloring the periodic table of elements in science class or drawing sketches of characters in reading class. Teachers can incorporate art into their curriculum.