The Effects of Feldman's Art Criticism Model On the Sophistication of Writing in the Visual Arts

Abstract

Abstract Writing samples among high school students were examined within the context of using ELA (English Language Arts) Standards and Edmund Feldman’s Art Criticism model. The evaluation sheet was divided into two sections; questions 1-18 were questions based on visual comprehension, and questions 19-30 were based on interpretation of meaning, both dependent variables. There was one pretest and two posttests. The purpose of this study is to determine if Feldman’s Art Criticism Model has an effect on the sophistication of writing in the visual arts curriculum. Using an Independent Samples t-test, these findings suggest there was no significant difference in the means in the pretest, posttest #1 and posttest #2 for questions 1-18. Questions 19-30 in the pretest showed significant differences in the means p<.05. Because this was the pretest, and no intervention was given at this point, the researcher assumes that those who already had knowledge of those figurative language skills, wrote at a deeper level. It was determined to evaluate the magnitude of the difference between the control group and the intervention group when comparing the pretest and posttest 2. When using a t-test for questions 1-18, it was determined the mean scores were not significantly different. (t(87) =.485, p=.629). When using a t-test for questions 19-30, it was determined the mean scores were not significantly different. (t(87)=1.954, p=.054). Based on the t-tests conducted, the null hypothesis must be retained as results showed that the experimental group did not show gains that were statistically significant.