· Web viewArt Education and Kindergarten Literacy: Using Art Education for Art and Literacy in...
Transcript of · Web viewArt Education and Kindergarten Literacy: Using Art Education for Art and Literacy in...
Western Governors University Teachers College
Capstone Template
The following pages provide a template for planning and writing the capstone written project.
Please adhere to this template to ensure the successful submission of the capstone paper.
Capstone tasks 3–5 must align with this template precisely. You are encouraged to copy this
document and type your project directly in the template to ensure alignment with capstone
requirements.
In addition to populating the template, please provide the appropriate information where text is
bracketed and highlighted in yellow.
Running head: ART EDUCATION AND KINDERGARTEN LITERACY 1
Art Education and Kindergarten Literacy:
Using Art Education for Art and Literacy in Kindergarten
Kelly M. Tobias-Adduci
A Capstone Presented to the Teachers College Faculty
of Western Governors University
in Partial Fulfillment of the Requirements for the Degree
Master of Science: Curriculum and Instruction
February 16, 2021
Running head: ART EDUCATION AND KINDERGARTEN LITERACY 1
Abstract
Art education and the art curriculum can improve literacy skills when paired together. My
instructional setting sees a struggle for Kindergarten students to attain vital literacy skills. How
do modifications and interventions focused on literacy within my art curriculum impact
Kindergarten students' acquisition of literacy skills within the provided lesson? Thirty three
kindergarten students participated in an action research study that focused on the use of the art
curriculum and art education to improve literacy skills. The study used the art curriculum
focused on the element of art, color, and infused various modifications and interventions that
focused on literacy skills. During the three week study, data was collected through quantitative
means through pre and post-assessment tests in three literacy areas. Data collected shows strong
evidence of literacy skill growth in all areas assessed for each student. Analysis shows
strategies, modifications and interventions were successful and can be implemented in the art
curriculum and art education to aid in literacy skills acquisition for the Kindergarten age group
and beyond.
ART EDUCATION AND KINDERGARTEN LITERACY 2
Table of Contents
Chapter 1 - Topic and Problem....................................................................................................5
Topic................................................................................................................................................5
Problem Statement........................................................................................................................8
Problem Background and Causes................................................................................................8
Research Questions........................................................................................................................9
Topic and Problem Conclusion....................................................................................................9
Chapter 2 - Review of the Literature.........................................................................................10
Overview of the Literature.........................................................................................................10
Traditional vs. Multimodal.........................................................................................................10
Art used with Purpose and Training.........................................................................................13
Summary......................................................................................................................................17
Chapter 3 - Research Methodology............................................................................................18
Research Design...........................................................................................................................18
Research Questions......................................................................................................................18
Participants..................................................................................................................................18
Data Collection Instruments and Methods................................................................................19
Data Security and Confidentiality..............................................................................................25
Summary......................................................................................................................................26
Chapter 4 - Results......................................................................................................................27
Results Overview.........................................................................................................................27
Data Analysis................................................................................................................................27
Answers to the Research Questions...........................................................................................34
Chapter 5 - Discussion and Conclusion.....................................................................................35
Overview.......................................................................................................................................35
Problem Solutions........................................................................................................................35
Strengths and Weaknesses..........................................................................................................36
Influential Factors.......................................................................................................................37
Further Investigation...................................................................................................................37
ART EDUCATION AND KINDERGARTEN LITERACY 3
References.....................................................................................................................................39
Appendix A...................................................................................................................................42
Primary Color Workbook Page.....................................................................................................43
Secondary Color Workbook Page.................................................................................................46
Mouse Coloring Page....................................................................................................................52
Appendix B...................................................................................................................................53
Appendix C...................................................................................................................................61
ART EDUCATION AND KINDERGARTEN LITERACY 4
Chapter 1 - Topic and Problem
Topic In education, we are continually looking for ways to improve literacy skills in our
students. Literacy has been a dominant topic or force in education that has evolved over the
years. As the foundation for a school's overall goals, one finds it often centered around literacy.
Literacy has been defined as "the ability to identify, understand, interpret, create, compute, and
communicate using visual, audible, and digital materials across disciplines and in any context,"
according to the International Literacy Association (Sharp et al., 2016). Literacy contains many
skills or focuses that define a child's learning experience, bigger than just the curriculum.
"Literacy skills are the cornerstones of student learning and achievement. Now more than ever,
educators are expected to produce quantitative data that demonstrates a high level of literacy
success. Simultaneously, teachers are encountering a diverse student population that requires
greater differentiation in instructional strategies" (McKinnon, 2017). The skills, especially early
on, can determine how students will perform throughout their entire learning experience,
affecting other subjects and areas. A strong foundation in these literacy skills is vital. With
literacy and the skills that fall within literacy being such a strong focus and what I might say as
central to the learning experience, many different studies, adaptations, modifications,
approaches, etc., have taken place over the years ever-reaching attempts to aid students in
literacy mastery. The field that I feel will aid in improving literacy skills is art.
Art education has more abilities and strengths than many people realize. Over the
course of my life as a student of the arts, as an artist, and now an educator, I have experienced
the many misconceptions of the arts but know firsthand the arts’ power. Art education has many
ART EDUCATION AND KINDERGARTEN LITERACY 5
aims and can teach many things. Art education can be flexible to your context, take shape in a
way that benefits what students need or what your district feels is important. There are ten
lessons that Eisner feels the arts teach. “1) The arts teach children to make good judgments about
qualitative relationships. Unlike much of the curriculum in which correct answers and rules
prevail, in the arts, it is judgment rather than rules that prevail. 2) The arts teach children that
problems can have more than one solution and that questions can have more than one answer. 3)
The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to
see and interpret the world. 4) The arts teach children that in complex forms of problem-solving
purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts
requires the ability and a willingness to surrender to the unanticipated possibilities of the work as
it unfolds. 5) The arts make vivid the fact that neither words in their literal form nor numbers
exhaust what we can know. The limits of our language do not define the limits of our cognition.
6) The arts teach students that small differences can have large effects. The arts traffic in
subtleties. 7) The arts teach students to think through and within a material. All art forms employ
some means through which images become real. 8) The arts help children learn to say what
cannot be said. When children are invited to disclose what a work of art helps them feel, they
must reach into their poetic capacities to find the words that will do the job. 9) The arts enable
us to have experience we can have from no other source and through such experience to discover
the range and variety of what we are capable of feeling. 10) The arts' position in the school
curriculum symbolizes to the young what adults believe is important.” (Eisner, 2002). These ten
lessons are vital and intertwine themselves with what literacy is. Imagine starting in
Kindergarten with a strong focus on art and literacy combined. Imagine what a strong
foundation that would be.
ART EDUCATION AND KINDERGARTEN LITERACY 6
Art education has the ability to cross-curriculum and create lasting meaningful learning
take place. Art education or art, in general, has strengths that, if utilized properly, could enhance
a variety of areas in other subjects and focuses within the classroom setting while at the same
time remaining true to the field of art rather than just as a supplement. I make a point to mention
the arts, not just becoming a supplement, which has been a problem I have seen in my life. In
my experience, when art becomes a supplement and loses its place as a vital piece in education,
that is where misconceptions of what art is can take root. Looking to what Eisner said is the tenth
lesson that the arts teach “The arts’ position in the school curriculum symbolizes to the young
what adults believe to be important.” (Eisner, 2002). When we push art to be a supplement or
integrated in a way that devalues art, that is when we begin to lose those vital lessons that the arts
teach. When we lose those lessons that the arts teach, we lose that support to reach those crucial
literacy skills. As an art educator, this lesson is essential to me. This lesson of the arts’ position
is important in showing the value of art education overall. I have heard this from my peers, and
while that is rough to hear, it reinforces my need to be an advocate. Art education is often
misunderstood, and art educators like myself have to continue to be advocates for what we know
is a vital part of education and life. The second way in which this topic is significant to me is
how it will impact the instructional setting in which I work. With art education, regardless of
where I am teaching, I would be advocating. However, the focus on kindergarten and literacy
with this topic is meant to have, what I hope, is a positive effect on my school. When valued as it
should be, art education can have a power like no other in education. For this study, the focus is
on valuing art education for all it can be and improving Kindergarten literacy.
ART EDUCATION AND KINDERGARTEN LITERACY 7
Problem Statement
The problem in my learning environment is that kindergarten students struggle with
grasping literacy skills in my school setting. My instructional setting, the art room, can play an
integral role in improving those skills.
Problem Background and Causes
Kindergarten is the start of school in our society. We often see K-12, Kindergarten to
12th Grade when looking at districts. Many studies have been done, and I feel it is well known
that Pre K is vital for children in this day and age. Students getting a Pre K education is an issue
in my district and a big part of why Kindergarten Literacy is an issue. We have a wide range of
students from various backgrounds, specifically when it comes to socio-economic status. We
have a handful that goes to preschool, but also many that do not. Preschool in many areas can
cost a lot out of pocket. Many cannot afford preschool. Our district does offer preschool, both
AM and PM. However, even with that offering, many of our students have not had a Pre K
education. Our school is a Title 1 school with many of our students on free to reduced lunch. We
also have many students that receive food for the weekend from our backpack club. While we
have some students who receive the support at home that they need, we again have many who do
not receive that support for various reasons. We do see behavioral issues, trauma issues, etc., on
a larger scale within our district. Our district also finds itself in areas of higher drug use and
issues. Rural Ohio has struggled with this over the years, and we continue to see that affecting
our students. All this plays into the issues with literacy skills early on. Kindergarten really lays
the foundation for acquiring literacy skills. Early childhood education is vital to students. What
ART EDUCATION AND KINDERGARTEN LITERACY 8
they can accomplish or attain in those early years can set them up for future successes
academically and in functioning in various ways throughout life.
Research Questions
This leads to a question regarding my art room. How do modifications and interventions
focused on literacy within my art curriculum impact Kindergarten students' acquisition of
literacy skills within the provided lesson?
Topic and Problem Conclusion
A strong foundation in literacy skills during those early stages is key. While we cannot
solve all those issues plaguing our students outside of school, we can do our darndest to use what
we have available to make a difference. This is why when I see the issue of kindergarten literacy
skills within my school, and I know I have art education at my disposal, I need to try something
new.
ART EDUCATION AND KINDERGARTEN LITERACY 9
Chapter 2 - Review of the Literature
Overview of the Literature
Literacy skills are skills that we know as educators to be essential to students, both
academically and in everyday life. When it comes to traditional approaches versus those that tap
into art education, art education proves to be the successor. However, while we know arts-
integration is a plus in the classroom, classrooms tend to struggle with arts-integration. They
struggle for a variety of reasons; implementing with purpose, and proper training being two of
the most glaring issues. Art education has the ability to enhance literacy skills overall when art
education is used with intent, properly, and without losing sight of what art education is.
However, too often, art education is an exciting buzzword that districts and educators want to use
but is misused, used without clear direction, and just put onto teachers that have way too much
going on as it is. To answer to these issues, we need to look to art education and the art educators
themselves.
Traditional vs. Multimodal
Traditional, a word we all know, a word that is comfortable and safe. There is a reason
traditional means or ways have been around for so long; they do work to some extent. However,
these may not be the best methods for attaining literacy skills. We have to question, where is the
best place to begin? As educators know, our students in the classroom don’t all fit one square
peg. We have students from different backgrounds, different support systems, think differently,
have different interests, and so on. With this variety of learners,we then have to question what
could be the best approach to addressing this literacy issue?
As studies have gone on over the years, what has been clear is the need for
differentiation, the need to scaffold in various ways for a wide variety of learners, and so on.
ART EDUCATION AND KINDERGARTEN LITERACY 10
Traditional methods do not produce as strong of outcomes for students as multimodal or arts-
integrated methods do. A flashcard versus a multisensory approach had quantitative data. The
data showed that while an educator can use flashcards, as it is a method that has been around for
years, it is the multisensory approach that proved to be the better of the two methods when it
came to the student learning outcomes (Phillips, 2012). The study also showed that the students
were more engaged in the multisensory approach versus the traditional approach and had a
deeper level of learning with the multisensory approach. A study from the Australian Journal of
Teacher Education looked at one student and the effects of multimodal approaches used in the
home and a more traditional classroom approach. Both the use of the multimodal approaches to
literacy and the home’s personal context aided in stronger literacy development and engagement
with the process. The traditional uses lacked engagement and therefore led to the student
struggling (Drewry, 2019). What are multimodal approaches, and why would they appeal to this
student over a traditional method? Multimodal learning has to do with, simply put, multiple
modes of learning; this is traced back to Gardner’s theory on multiple intelligences. While his
theory didn’t have much strength in the science community, educators embraced it in the
realization that students, being so different, learn differently, hence differentiation, and when
activating multiple areas of the brain and body (Woolfolk, 2013). For example, look at learning
the color wheel. Rather than just hearing about the color wheel from an educator, what happens
when you also get to see the color wheel, touch paint and create a color wheel, discuss the color
wheel in the context of imagery within your world? These modes include visual, kinesthetic,
auditory, and so on. Often one sees this variety within the art room. Students are not all the
same. They are different beings that learn in a variety of ways and need those ways to be able to
reach those literacy skills. Not only do they require a multimodal or arts integration approach,
ART EDUCATION AND KINDERGARTEN LITERACY 11
but these must be done with thought, not just thrown around. While a multimodal approach or
arts-integration approach shows that they play a strong part in enhancing literacy skills, they
must be done purposefully or fall flat. Too often, we see these efforts falling flat.
Art in the Classroom is a Struggle
There is a struggle to implement arts integration within the classroom. Teachers
oftentimes are willing, as are the teachers that I work with; however, when it comes time to put
in the time to learn and implement, teachers are nowhere to be found. This is not due to teachers
not wanting things to improve. These struggles are due to teachers wearing so many hats, with so
much to do, and many goals to reach. Changes, while welcome, can be hard to find the time to
learn and implement. Fear is also a factor for teachers, there is a comfort and routine one gets
into, and change can cause stress that teachers already have more than enough. Again and again,
one sees that a researcher or educator feels that the arts can strongly aid in reaching those goals
that we so want to reach regarding students gaining those literacy skills. However, there seems to
be a lack of understanding, a lack of knowledge, and implementing quality arts-integration. A
research project done in New Zealand highlights these concerns of the want for arts education
and an agreement that the arts can do things that only the arts can do. However that follow-
through is not there, the understanding is not there, the consistency even within a building is not
there. “As art educators, we are concerned that the teaching and learning of the arts is remaining
static” that “there remains a relatively minimal implementation of the arts education” (Buck,
2016). One teacher, Sally, was followed within this research project. While Sally was willing to
bring the art in, the actual purposeful and meaningful arts integration was not there. This is a
common thread and one I see in my own building, the lack of knowledge of what arts-integration
is, and what actually goes on in art education. Many factors play into why arts-integration,
ART EDUCATION AND KINDERGARTEN LITERACY 12
multimodal, or other approaches aren’t used but with a desire to use them --fear of reaching test
scores, state requirements, and so on play a huge factor. In a journal article, arts are discussed as
a positive to turnaround schools, specifically called turnaround schools, and highlight the fears
that exist. “There is a significant amount of fear, if we reallocate instruction time or we use
different instructional strategies, what will happen to us if test scores don’t do what we need
them to do? This is a very real barrier for teachers and administrators” (Norville, 2020). Again,
the desire is there, but some roadblocks often squash arts-integration even though we can see that
they improve student outcomes. What does it look like when there is training when there is
purpose in using arts-integration or education?
Art used with Purpose and Training
A study from the Australian Journal of Teacher Education focused on numeracy, a part of
literacy skills. However, the study intends to use “intentional teaching” combined with play-
based learning at the kindergarten level, using drawing, building, and moving, essentially using
the arts, including intention and play. This is a multimodal approach with art used at intentional
times, bridging the unstructured play that kindergarten needs with a more structured or
scaffolded play to enhance learning, pushing forward with the topic at hand. “Intentional
Teaching can integrate and promote meaningful learning” (Chigeza, 2016). What this study
illustrated was that intentionally using these approaches at specific times enhanced a student’s
grasp of numeracy, a literacy skill. However, this intentional teaching with these multimodal
approaches and arts integration just skims the service. What this showed is even with little arts-
integration understanding and purposefully used, student outcomes improved. What can happen
then, if training and deep art-integration are understood? A study done in the Greek Education
system focused on training teachers properly when it came to arts-integration. This immersive
ART EDUCATION AND KINDERGARTEN LITERACY 13
experience used Land Art to enhance teachers or teachers in training to enhance their
interdisciplinary practices. What this study showed was that when the time is put in to train
teachers and allow those teachers to have that experience and learn, that they are then equipped
to bring those skills into the classroom in a meaningful way that would have a great impact on
student learning outcomes (Efthymia, 2012). If a teacher is not confident in the knowledge they
are presenting; learning will not be attained at the desired level. Another area that is somewhat of
a buzzword right now in education is STEM or STEAM. STEM, meaning Science, Tech,
Engineering, and Math, and STEAM Art is the A. With STEM and STEAM ,the arts often find
themselves at work intentionally and unintentionally, meaning unintentionally in STEM and with
purpose and intention in STEAM. With the fast-changing world of technology, many schools,
including my own, have a teacher devoted to STEM or STEAM. You often see these becoming
a part of schools in the push to prepare students for the real world that they will eventually be
adults in. Within these classes, there is a lot of cross-curricular activity that creates a multimodal
experience, and one can say multisensory, often what art does in its curriculum. Multisensory
experiences like in STEM and STEAM improve student outcomes (Taljaard, 2016). Again, we
see that an experience, a learning experience with art elements, whether intentional or not,
improves student outcomes. When one activates a student’s brain in various ways and allows
them to work through a concept or skill in various ways, the outcomes improve. One has to begin
to ask oneself as an art educator, if a district can’t invest or feels they don’t have the time for this
kind of training due to many reasons, what can be done? Teachers are stretched thin;such is the
case in my school, so what if the flip occurs? What if literacy skills are taught intentionally along
with the art curriculum in the art room?
ART EDUCATION AND KINDERGARTEN LITERACY 14
Art Education is the Way
As defined earlier, literacy is defined as “the ability to identify, understand, interpret,
create, compute, and communicate using visual, audible, and digital materials across
disciplines and in any context” according to the International Literacy Association (Sharp,
2016). There is a myriad of skills that fall under literacy, causing one to question what is or
are the best approaches to aid students in acquiring all of those skills. “Art educators have a
unique opportunity to develop and strengthen a cross-curricular foundation in literacy through
art education” (Feret, 2010). Art education time and time again has shown to be vital and a
game-changer in education. When it comes to literacy skills, art can play a vital role in
changing the game. Not only can art education improve student outcomes but also in overall
engagement in the learning process from those students. One must understand that arts-
integration and arts education are two different things, that many don’t understand. Arts-
Integration is “the practice of purposefully connecting concepts and skills from the arts and
other subjects” (Wan, 2020). Arts Education “refers to arts lessons or classes offered
prekindergarten through 12 that are (a) standards based and (b) taught by certified arts
specialist teachers or teaching artists through (c) an explicit or implied sequential arts
curriculum in the (d) subjects of art/visual arts, media arts, music, dance, and drama/theater”
(Wan, 2020). Art educators that can also become specialists in arts-integration, aiding
schools in bringing the arts purposefully into their classroom curriculums. In my experience,
this is an issue within our society; not understanding what art education is and what it can be.
For purposes here, we are looking at what it means in a school, what arts education, in
particular, can do to impact a school and potentially aid with art-integration in the classroom.
Another arts educator began a study based off of this type of discussion. She was with fellow
ART EDUCATION AND KINDERGARTEN LITERACY 15
staff discussing students, specifically English Language Learners, and the staff discussed how
those students were struggling with literacy type skills and engagement, however not the case
for her. In her art room, she had the opposite; there were engagement and understanding of
what was going on in the classroom, understanding what they were learning. She realized
that arts education was doing something that other areas were struggling with. She moved
forward with her study that ultimately showed that arts education, when done purposefully in
conjunction with literacy development for English Language Learners, aided in that
development where they struggled in other areas. (Renish, 2016). Again, I then ask what art
education could do in conjunction with the kindergarten curriculum? When focused on
literacy skills, on that literacy development, art seems to have a power like no other. Another
study explored that connection of literacy skills within the art room revealed other strengths
again within arts education, “the study revealed that literacy instructional methods can assist
art educators in accepting their responsibility ―to develop an appreciation for the arts” (Feret,
2010). One issue addressed here is that there is a lack of understanding of arts-integration or
arts education, specifically within my school and others. What also could happen when
literacy, which is highly valued, becomes a part of arts education in a purposeful and
meaningful way could be improved literacy skills and an improvement in the place the arts
hold within education in my district and others. “Teacher research is a continuous search for
ways to make what is good, better and what is better, best” (Shea, 2014). No matter the study
on literacy, arts-integration, STEAM, etc. what is seen is a constant push to figure out how do
we improve to best serve the students, with a common theme that the arts, whether used in
small doses or as an overarching theme, they improve the outcomes for students.
ART EDUCATION AND KINDERGARTEN LITERACY 16
Summary
Shea and Cole's study continued to show again that literacy, when focused on, in various
ways, creates a strong foundation for those students. When that foundation is strong, as strong as
we can make it, students are set up to succeed as they move through school. How can that
foundation be made stronger than ever; well, when looking at all these studies, and area that
deserves to be focused on is arts education. While arts education can serve many purposes,
Eisner states “many from creative problem solving, self-expression, visual culture, prepping for
the world of work, cognitive development, improving academic performance, arts integration,
etc. the key is looking to the context that you are in to use the arts in the best way possible for
your students. The sources of learning when working in the arts are multiple" (Eisner, 2002).
What Eisner is saying here, when it comes to my setting, is to ask myself how can art education
serve those within my context.
To summarize, to impact kindergarten literacy skills, the art curriculum or art education
needs to be utilized. We see that the arts have a great impact. We see that multimodal teaching,
differentiation, etc., have a greater impact on student learning outcomes than basic traditional
methods. While one can see that art-integration and STEAM can be used to enhance literacy
skills and other skills, there are roadblocks in my setting. Within my setting, the roadblocks are
many. The first being arts-integration, and STEAM are used at times within my setting; however,
they have been used inappropriately or not at all. This is an issue that I hope is resolved later
through training and collaboration. Another issue is the understanding of what art education is
and capable of. I often hear that art is fun, art is a break for students, and I even have heard that I
am not necessarily vital. While this hurts, one possible side effect of this study may be to show
the importance and strengths of art education. Therefore the following lesson is the first step in
ART EDUCATION AND KINDERGARTEN LITERACY 17
finding out how I can make this happen within my instructional setting for my school and
students, specifically looking to address kindergarten literacy skills through art education.
Chapter 3 - Research Methodology
Research Design
The purpose of this study is to focus on producing a change in my own context; I am using
Action Research as my methodological approach. This sticks to Action Research as I am one
individual conducting this study, looking to find a way to strengthen literacy skills within my own
art classroom. I will be following the cycle of Action Research, planning, acting, observing, and
reflecting. Findings presented will be specific to my context, not generalized, hoping to effect
positive change in my school. This research will inform my own teaching practice going forward
when working with Kindergarten students, beginning the cycle all over again.
Research Questions
How do modifications and interventions focused on literacy within my art curriculum
impact Kindergarten students' acquisition of literacy skills within the provided lesson?
Participants
For this study, the participants will be two kindergarten classes that come to my art room
for art. Each class has 18 students that come from various backgrounds. The school is an
elementary Title 1 school within a suburban/rural school district. My school is in an area that
sees a range of socio-economic backgrounds, many on the lower end, creating a range of issues
that need to be addressed and cause an issue with students grasping those literacy skills to be
ART EDUCATION AND KINDERGARTEN LITERACY 18
focused on in the study. There are a few students that have behavioral interventions in place and
some with speech therapy. This will be taken into account and addressed throughout the study.
Another note to be made with this study and the participants is that we are in the middle of the
COVID-19 pandemic. At any time, we may have to switch to remote learning, and this lesson
will translate as I have prepped all materials to go home with students in the case of a shutdown
or quarantine.
Data Collection Instruments and Methods
The research study or instructional unit for this study will take place over the course of
three school weeks or fifteen days. Students currently are on a rotation where they come to
specials; art, music, or gym for three school weeks at a time. This is different from previous
years at my school, as we have had to adjust to COVID-19 protocols. Day one of the study will
be used for pre-assessment and the final day, day 15, as the official post assessment, with
formative assessment going on throughout. The focus for this three-week period will be on the
element of art, color. While color is a large focus for art, it is also part of our district's
Kindergarten curriculum. Color words are a focus in the Kindergarten classroom, and students
are graded on their knowledge and understanding of color words as kindergarteners. There are
various planned modifications and interventions planned throughout this lesson to address
kindergarten literacy skills. Literacy skills focused on with this lesson are sight word recognition,
pronunciation, and visual understanding and recognition of the colors. The specific colors
focused on are Red, Blue, Yellow, Orange, Green, Purple, Black, Brown, White, and Pink.
Various national and state art standards are focused on throughout the 15 day period.
ART EDUCATION AND KINDERGARTEN LITERACY 19
Day 1: Welcome Back to the Art Room – Pre-Assessment
This will be the second time seeing the students for a three-week period. For the first day,
there is a review of classroom expectations. Students are then instructed that they will be using
crayons to draw a picture. Students will be instructed to draw a picture of the outdoors using at
least 5 of their colors and told that they need to try to use the whole piece of paper. I demonstrate
by drawing a simple landscape with various things while engaging the class, asking what else I
might add. Once students are working, I begin the pre-assessment. The pre-assessment is a chart
to check off students that know their colors visually. This will be done by myself individually
checking in with each student as they work, pointing to colors in their picture or to the crayons
they have to see which colors they visually recognize. Each color will be marked off with a
checkmark if they already have mastery of visual recognition or an X mark if they do not have
visual recognition. I will also be using the pre-assessment chart for the pronunciation of color
words. Each color word's pronunciation will be marked the same as the visual recognition,
checkmark for mastery, and an X if they cannot correctly pronounce the word. No interventions
or modifications are made this first day as both groups receive the pre-assessment.
Day 2: Color By Number – Pre-Assessment
On the second day, students are given a color by number to complete. With this
worksheet, I am looking to pre-assess students who can recognize color in sight word form.
Worksheets are to be collected at the end of class to be assessed. A pre-assessment chart of
students who recognize color by sight word will be filled out as well. The same process will be
used as the other pre-assessment charts, a checkmark for mastery, and an X for non-mastery.
ART EDUCATION AND KINDERGARTEN LITERACY 20
This is another day of pre-assessment given to both groups with no interventions or
modifications taking place.
Day 3: Introduction to the Element of Art Color
Modifications begin on Day 3. Sounds play a role in both being able to listen and
pronunciation when it comes to literacy. Students will be introduced to color through a variety of
music videos. This will allow students to hear the color words. One video will focus on the
primary colors. The next modification comes when I will lead the class in pronunciation practice
of the primary color words, RED, YELLOW, and BLUE. We will then have a "seek and find"
game to find the primaries in the classroom. Then students will work on the workbook pages in
the workbook on the primary colors.
Day 4: Writing Our Primary Color Words with Different Media
Day 4 modifications and interventions will focus on a sensory approach and the writing
element to literacy. Today's continuation of the primary colors will be exploring different art
media in those colors by spelling out the color word. We will do the first medium, crayon,
together as a class. Students will then be given markers to try on their own.
Students will then move onto the paint. We do this with each color, RED, YELLOW, and
BLUE. This is done on blank sheets of drawing paper.
Day 5: Paint Play with Prompt
Students are given a day to play and experiment with paint. They are given the prompt to
paint something that makes them happy. Both groups are given time to play with materials, as it
ART EDUCATION AND KINDERGARTEN LITERACY 21
is a vital art standard. I will use formative assessment as the class goes on, questioning color
choices and listening for correct color pronunciation with individual students.
Day 6: Mondrian
Students will be introduced to the artist Mondrian. Students will be asked what colors
they notice that he uses. They are the primary colors. Students will be given a color by number
inspired by Mondrian. This will be used as a formative assessment of the primary color words.
While both groups will learn about this artist, in class 2, the independent variable will continue to
review colors at the beginning of each class with a music video.
I will continue to use pronunciation tools for the entire unit, like repeating the words'
sounds as I use them with the independent variable group.
Day 7: Create a Mondrian
Students will create a Mondrian inspired artwork using paint and stamping. The process
will be demonstrated by myself, and then students will begin to work.
Day 8: Color Review and Secondary Colors
The same modifications and interventions will take place with secondary colors. Students
will review color through a variety of music videos. I then will lead the class in pronunciation
practice of the secondary color words, ORANGE, GREEN, and PURPLE. We will then have a
"seek and find" game to find the secondaries in the classroom. Then students will work on the
workbook pages in the workbook on the secondary colors.
ART EDUCATION AND KINDERGARTEN LITERACY 22
Day 9: Writing Our Secondary Color Words with Different Media
As with the primary colors, a modification occurs to work on students writing, a literacy
skill. Today's continuation of the secondary colors will be exploring different art media in those
colors by spelling out the color word. We will do the first medium, crayon, together as a class.
Students will then be given markers to try on their own. Students will then move onto the
paint. We do this with each color, ORANGE, GREEN, and PURPLE. This is done on blank
sheets of drawing paper.
Day 10: Color Review and Color Mixing
Today we start with a review of color by watching music videos on color.
We then will move onto a color wheel workbook page. This is done using crayons. As
students are doing this, I will set up paint at each table and converse with students to observe and
facilitate. Next, students will complete a color mixing workbook page, this time with
watercolors. I will demonstrate that before students begin. Any early finishers will be given a
blank paper to experiment on with watercolors.
Day 11: Mouse Paint Artwork Intro
To start class today, I will read the book Mouse Paint by Ellen Stoll Walsh, a
modification to the curriculum. By adding a book to the lesson, I can focus again on the
awareness of sounds regarding literacy. I can reinforce color words that we have been working
on and again work through the pronunciation of those sounds through demonstration and asking
them to repeat. Following reading the book, students will be given a Color Word Recognition
Color Sheet that will act as a formative assessment and goes along with the book. As students
ART EDUCATION AND KINDERGARTEN LITERACY 23
finish that worksheet, they will be given a mouse coloring page to continue fine motor
development.
Day 12: Demo of Mouse Paint Color Wheel Artwork
Students will paint in 6 squares, each square a different color.
They are only given their primary colors, so they have to mix their secondary colors. I
will demonstrate to the students how this works. Once the demonstration is over, students will
begin working.
Day 13: Tracing the Mouse Shape, Cutting, and Pasting
This is a continuation of the previous day, as this will take students a couple of classes to
complete. As students finish painting, they will trace a mouse shape onto their squares and cut
out the pieces. The pieces will then be glued down to another white drawing paper into the color
wheel's correct order. Again to note, at the beginning of each class, a review reinforces
pronunciation and visual recognition through teacher-led discussion and music video.
Day 14: Paint Exploration and Finish Color Wheels
Students that finish their color wheels will be given their primary colors to explore and
mix and create a painting of their choosing. Students that are not quite finished today will wrap
up, and as they do, they can then move onto paint exploration.
ART EDUCATION AND KINDERGARTEN LITERACY 24
Day 15: Post Assessment Charts, same as pre-assessment charts
With this being the final day that I will see the students for six weeks, I will wrap up any
work for any students that may have been absent or are behind. Students will be given a final
Color Word Coloring Page. This will allow me to assess color word recognition. When finished,
students will be given the drawing prompt to create a picture of a nice day outside using all of
their colors. This would allow me to follow up with each student on visual color recognition and
pronunciation if I could not do so as they complete the color word page. Post-assessment charts
are similar to the pre-assessment charts and are handled the same way.
The research study will use a variety of data using a variety of instruments. There will be
pre-assessments and post-assessments that will be quantified. These pre and post-assessments
will be used to ascertain the success of acquiring literacy skills, specifically those dealing with
color word recognition, visual recognition of the color, and pronunciation. Another note to be
made with this study is that we are in the middle of the COVID-19 pandemic. At any time, we
may have to switch to remote learning, and this lesson will translate as I have prepped all
materials to go home with students in the case of a shutdown.
Data Security and Confidentiality
The data gathered from this research will be private and confidential. Each child’s
information will be assigned a number. Names will not be used at any point in the report. The
list connecting names to the number will be kept in a locked file. When the study is completed,
and the data have been analyzed, this list will be destroyed. Data collected throughout the
study will also be kept in the locked file for the entire duration.
ART EDUCATION AND KINDERGARTEN LITERACY 25
Summary
This individual action research study will have a duration of three weeks with minimal
risk to the participants. An action research methodological approach is the correct approach
when looking to answer the research question that directly affects my students within my school,
hoping to discover positive impacts to our student body and literacy acquisition goals through art
education.
ART EDUCATION AND KINDERGARTEN LITERACY 26
Chapter 4 - Results
Results Overview
Data was collected using a pre-assessment and post-assessment for each of the three areas
assessed. Data collection for this study is in the form of a test where each student was
questioned one to one by myself. This study shows that students overall showed improvements
in the three areas assessed; Visual Color Recognition, Color Word Pronunciation, and Color
Sight Word Recognition. Many students gained mastery of these three areas overall. Each
student made gains, even when students did not fully attain mastery. Complete mastery of each
area, meaning 100% attainment of those skills, grew substantially from the pre-assessment to the
post-assessment. When looking at mastery, the area of most significant growth is Color Sight
Word Recognition. This area went from 0 students having mastery to 23 of the 33 students
involved in the study, gaining mastery, 69% of the whole group. Color Word Pronunciation
went from 57% mastery to 79%, and Visual Color Recognition went from 72% mastery to 96%
for the entire group. The following analysis will look at the classes as a whole group, separately
and then comparatively.
Data Analysis
Overall, 33 out of 36 students participated in the study. Seventeen students achieved full
mastery of all three areas assessed. Overall, the pre-assessments most substantial area was
Visual Color Recognition, next Pronunciation, and last Color Sight Word Recognition. The raw
scores from the pre-assessment and the post-assessment were averaged to find the mean. The
averages were found for each of the areas assessed; Visual Color Recognition, Color Word
Pronunciation, and Color Sight Word Recognition. For the pre-assessment, scores are added
ART EDUCATION AND KINDERGARTEN LITERACY 27
together, divided by the number of participants to find the mean. The mean is rounded to the
nearest tenth. The same process was done with the raw scores from the post-assessments for
each area assessed. Table 1 shows the means found for each area for both pre-assessment and
post-assessment to be able to compare and indicate whether growth occurred or not. The
numbers in Table 1 clearly show growth in all areas and substantial growth in Color Sight Word
Recognition.
Figure 1
Mastery Comparision: Pre vs. Post Curriculum and Instruction
Note: Figure illustrates the number of students that attained 100% mastery of each of the three areas assessed.
Figure shows the total number of students, combing the two Kindergarten classes, totaling 33 students in all.
Visual Color Recognition
Color Word Pronunciation
Color Sight Word Recognition
-2 3 8 13 18 23 28 33
24
19
0
32
26
23
Mastery Post Curriculum & Instruction Mastery Pre Curriculum & Instruction
ART EDUCATION AND KINDERGARTEN LITERACY 28
Table 1
Whole Group Means
Literacy Skill Pre-Assessment Mean Post-Assessment Mean
Visual Color Recognition 9.3 9.9
Color Word Pronunciation 8.7 9.3
Color Sight Word Recognition 0.6 8.9
Figure 2 shows the pre-assessment results for each student in class 1. 16 out of the 18
students participated in the class study. Figure 3 shows the post-assessment for this same class.
When looking at this data, you can see that each student grew in an area where growth was
possible. Student 3, for example, had no color sight word recognition. The student also scored a
40% on both Pronunciation and Visual Color Recognition. This student moved to 30% Color
Sight Word Recognition and 60% in Visual Recognition and Pronunciation in the post-
assessment. Again, one can see the growth with each student. Overall scores for each student in
each area are homogenous with little variability. Raw scores were used to find the mean in each
area assessed for both pre-assessment scores and post-assessment scores. Scores for each area
were added together then divided by the number of participants. After the means are found, we
can compare pre-assessment and post-assessment to see if growth occurs. When comparing the
means for each of the areas assessed, one can see that positive change developed for class 1 in
literacy skill areas. As with the whole group, the most significant growth area exists in the Color
Sight Word Recognition.
ART EDUCATION AND KINDERGARTEN LITERACY 29
Table 2
Class 1 Means
Literacy Skill Pre-Assessment Mean Post-Assessment Mean
Visual Color Recognition 9.3 9.8
Color Word Pronunciation 8.4 8.9
Color Sight Word Recognition 0.8 9.1
Figure 2
Pre-Assessment Data: Kindergarten Class 1
Note: Figure shows the pre-assessment scores for Kindergarten Class 1 in the three different areas assessed for
each student. The maximum possible for each area is 10.
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
0123456789
10
Visual Color Recognition Color Word Pronunciation Color Sight Word Recognition
ART EDUCATION AND KINDERGARTEN LITERACY 30
Figure 3
Post-Assessment Data: Kindergarten Class 1
Note: Figure shows the post-assessment scores for Kindergarten Class 1 in the three different areas assessed for
each student. The maximum possible for each area is 10.
Figure 4-5 shows the pre-assessment, and post-assessment data for each student in class
2. 17 out of 18 students participated in the study. As with class 1, the raw scores from the pre-
assessments and post-assessment are used to find the mean for each area assessed, then those
means compared to see if growth occurred. As with the whole group, and class 1, you can see
from Table 3 that students in class 2 showed positive increases in each area assessed. When you
compare the means from the pre-assessment scores to the post-assessment scores, growth is seen.
Class 2 also saw the largest gain in Color Sight Word Recognition with the mean growing from a
pre-assessment of 0.5 to a post-assessment of 8.8.
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
0
1
2
3
4
5
6
7
8
9
10
Visual Color Recognition Color Word Pronunciation Color Sight Word Recognition
ART EDUCATION AND KINDERGARTEN LITERACY 31
Table 3
Class 2 Means
Literacy Skill Pre-Assessment Mean Post-Assessment Mean
Visual Color Recognition 9.3 10
Color Word Pronunciation 9 9.6
Color Sight Word Recognition 0.5 8.8
When comparing the data of Class 1 to Class 2, Tables 2 and 3 show that both classes
grew in all areas. Class 2 shows a slight difference in growth with Visual Color Recognition and
Color Word Pronunciation. However, the numbers remain homogenous from pre-assessments to
post-assessments. Both Class 1 and Class 2 had the same growth from the pre-assessments
means to the post-assessments means in Color Sight Word Recognition.
ART EDUCATION AND KINDERGARTEN LITERACY 32
Figure 4
Pre-Assessment Data: Kindergarten Class 2
Note: Figure shows the pre-assessment scores for Kindergarten Class 2 in the three different areas assessed for
each student. The maximum possible for each area is 10.
Figure 5
Post-Assessment Data: Kindergarten Class 2
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
0123456789
10
Visual Color Recognition Color Word Pronunciation Color Sight Word Recognition
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
0123456789
10
Visual Color Recognition Color Word Pronunciation Color Sight Word Recognition
ART EDUCATION AND KINDERGARTEN LITERACY 33
Note: Figure shows the post-assessment scores for Kindergarten Class 2 in the three different areas assessed for
each student. The maximum possible for each area is 10.
Answers to the Research Questions
With this study, there was one research question that I was looking to answer. How do
modifications and interventions focused on literacy within my art curriculum impact
Kindergarten students' acquisition of literacy skills within the provided lesson? By analyzing the
data through finding the means, shown in Tables 1-3, one can see that those modifications and
interventions positively impacted the acquisition of literacy skills. The most significant area of
growth for the whole group and each class was Color Sight Word Recognition. Each student in
both of the Kindergarten classes showed dramatic growth in areas where they needed
development. The modifications and interventions used in the art curriculum helped the students
acquire the literacy skills that were focused on for this study.
ART EDUCATION AND KINDERGARTEN LITERACY 34
Chapter 5 - Discussion and Conclusion
Overview
Literacy skills are vital, and we must use every tool to help students to attain these skills.
These skills are not just crucial in education but life. As stated before, literacy is "the ability to
identify, understand, interpret, create, compute, and communicate using visual, audible, and
digital materials across disciplines and in any context," according to the International Literacy
Association (Sharp et al., 2016). We know in the education community how vital these skills
are. We also know that the best way to start is at the beginning. A strong foundation in these
skills early on is critical. Pre-K to Kindergarten is the place to start and is an issue that I was
happy to address for my instructional setting. This study has shown art education and the art
curriculum can be used to improve those skills. While all the literacy skills focused on in this
study improved, Color Sight Word Recognition showed growth from an average of 0.6 words
recognized to 8.9. Art education is a tool that must be utilized but adequately. The art room and
the art teacher can help to fill some of these gaps. These gaps we know exist in education and
live in my school.
Problem Solutions
The art curriculum can address kindergarten students’ problem grasping literacy skills in
my school setting. This study clearly showed that the use of art education in improving
Kindergarten literacy skills works. Figures 2-5 clearly show the individual growth of each
student for each area. Tables 1-3 show that the data taken, the raw scores, when averaged, show
that each class separately and as a whole improved in each area of literacy. Every student
ART EDUCATION AND KINDERGARTEN LITERACY 35
benefitted from the modifications and interventions put in place within the art curriculum.
Looking to art education is a way to go when solving this problem within my instructional
setting.
Strengths and Weaknesses
A strength of this project is the easy replication. I have four other Kindergarten classes
that I teach, and this would be easy to implement. The implementation of this study would be
easy for others to try as well. Another aspect of the ease of this replication would be for the
other teachers in my building. Teachers who may want to look to art education for aid in their
classrooms may look to a study like this for information and direction.
A weakness that this study had was the individuality of the learners and the classrooms as
groups. Students are individuals; they have different needs, different ways they learn, and
various struggles that affect how they learn. As teachers, we make changes that students need;
however, a study like this can have findings that become generalized and its procedures. For
example, one student is receiving interventions now for a speech impediment. The student would
struggle with the pronunciation area of this study. That isn’t reflected in the data as to why that
student scored that way.
Classroom groups also have individuality to them. Teachers all teach in different ways,
both in delivery, materials, and at times, the curriculum itself. This difference is a weakness in
that when creating this study, and I used a generalized understanding or knowledge of the
kindergarten curriculum. While the knowledge used was gathered from the school’s
kindergarten teachers, it was generalized, not specific to those teachers whose classes were used.
Students, particularly young students, depend on a routine to help them learn. This routine and
ART EDUCATION AND KINDERGARTEN LITERACY 36
consistency can be vital to gaining knowledge and skills in various areas. Teachers’ routines,
and how they teach specific areas can differ from teacher to teacher, even within the same
building. How I delivered the different areas of literacy could vary from the classroom. This
design may have caused an issue with diverse students, causing a hiccup in their learning.
Influential Factors
The first influential factor to address with this study is the Covid-19 pandemic. Some
students began school at the start of this study. Before this, these students were virtual students
receiving instruction and curriculum from another service, not the educators in our building.
This meant that I had some students that had been in our instructional setting, receiving our
instruction for 80+ days, but then also had students that were a week into school.
Another influential factor is the interventions that get put into place for students that may
need them. For example, some students have speech therapy, and some are on behavior charts,
etc. These interventions, coupled with my study, maybe why the student gained the literacy
skills that the study was focused on rather than the study itself being the reason for the gains in
literacy skills. Therefore I can not state for those students that this study caused them to grasp
the literacy skills.
Further Investigation
In the future, there are some areas to be investigated. This study, like many, often causes
more questions to further one’s research. First, knowing that modifications and interventions for
Kindergarten worked, what would happen if I did the same for the other grade levels that I teach?
I work in a school where I see Kindergarten through 5th grade. One wonders now what can the
ART EDUCATION AND KINDERGARTEN LITERACY 37
art curriculum do for literacy skills in those grade levels. Could modifications and interventions
be put into place to aid the literacy skills in all areas of my art curriculum?
Lastly, I would like to look into how modifications and interventions used in the art
curriculum impact the classroom. While I saw the positive impact on literacy skills in my
classroom, how are they impacting the regular classroom? Are students showing improvement
in the classroom as well?
ART EDUCATION AND KINDERGARTEN LITERACY 38
References
Buck, R., & Snook, B. (2016). Teaching the arts across the curriculum: Meanings, policy and
practice. International Journal of Education & the Arts, 17(29). Retrieved from
https://eric.ed.gov/?
q=Teaching+the+Arts+Across+the+Curriculum&ft=on&id=EJ1120772
Chigeza, P., & Sorin, R. (2016). Kindergarten Children Demonstrating Numeracy Concepts
through Drawings and Explanations: Intentional Teaching within Play-based Learning.
Australian Journal of Teacher Education, 41(5). Retrieved from https://eric.ed.gov/?
q=numeracy+drawings&ft=on&id=EJ1102066
Drewry, R. J., Cumming-Potvin, W. M., & Maor, D. (2019). New Approaches to Literacy
Problems: Multiliteracies and Inclusive Pedagogies. Australian Journal of Teacher
Education, 44(11). Retrieved from https://eric.ed.gov/?
q=multiliteracies+and+inclusive&ft=on&id=EJ1243232
Feret, A. & Smith, J. (2010). Literacy and Art: Collage for Pre-Service Teachers. Insight: A
Journal of Scholarly Teaching. https://eric.ed.gov/?
q=literacy+and+art+collage&ft=on&id=EJ902862.
Efthymia, G., Vasiliki, G., & Konstadinos, C. (2012). Implications of the Land Art Training for
Kindergarten Teacher Trainees on Their Interdisciplinary Teaching Practices. US-China
Education Review B. Retrieved July 25, 2020, from https://eric.ed.gov/?
q=Teaching+the+Arts+Across+the+Curriculum&ft=on&ff1=eduKindergarten&id=ED53
9786
ART EDUCATION AND KINDERGARTEN LITERACY 39
Eisner, E. W. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
McKinnon, D. (2017). Early Years Literacy Instruction. BU Journal of Graduate Studies in
Education, Volume 9, Issue 1. https://eric.ed.gov/?q=mckinnon&ft=on&id=EJ1230416.
Norville, N. (2020). Arts in Turnaround Strategies. National Association of State Boards of
Education, 42-44. Retrieved July 25, 2020, from https://eric.ed.gov/?
q=Teaching+the+Arts+Across+the+Curriculum&ft=on&id=EJ1241421
Phillips, W. E., & Feng, J. (2012). Methods for Sight Word Recognition in Kindergarten:
Traditional Flashcard Method vs. Multisensory Approach (pp. 1-37, Rep.). Savannah,
GA: 2012 Annual Conference of Georgia Educational Research Association. (ERIC
Document Reproduction Service No. 536732)
Renish, A. (2016). Art Education, Literacy, and English Language Learners: Visual Arts
Curriculum to Aid Literacy Developement (pp. 1-92, Rep.). Philadelphia, PA: Moore
College of Art and Design. (ERIC Document Reproduction Service No. 567781)
Sharp, L., Coneway, B., Hindman, J. (2016). Arts-Integrated Literacy Instruction: Promising
Practices for Preservice Teaching Professionals. Texas Journal of Literacy Education.
(pp. 78-89). https://eric.ed.gov/?q=ARTS-INTEGRATED+LITERACY+INSTRUCTION
%3a+PROMISING+PRACTICES+FOR+PRESERVICE+TEACHING+PROFESSIONA
LS&ft=on&id=EJ1121639
Shea, M., & Cole, A. (2014). Right from the Start: A Kindergarten Program that Helps Prevent
ART EDUCATION AND KINDERGARTEN LITERACY 40
Reading Failure (pp. 42-69, Rep.). Journal of Inquiry & Action in Education. (ERIC
Document Reproduction Service No. 1134229)
Taljaard, J. (2016). A review of multi-sensory technologies in a Science, Technology,
Engineering, Arts and Mathematics (STEAM) classroom. Journal of Learning Design,
9(2), 46-55.
Wan, Y., Ludwig, M., Boyle, A., & Lindsay, J. (2020). The Role of Arts Integration and
Education in Improving Student Outcomes. National Association of State Boards of
Education, 36-41. Retrieved July 25, 2020, from https://eric.ed.gov/?
q=the+role+of+arts+integration&ft=on&id=EJ1241600
Woolfolk, A. E. (2013). Educational psychology (12th ed.). Boston, MA: Pearson.
ART EDUCATION AND KINDERGARTEN LITERACY 41
Appendix APrimary Color Workbook Page
ART EDUCATION AND KINDERGARTEN LITERACY 42
Primary Color Workbook Page
ART EDUCATION AND KINDERGARTEN LITERACY 43
Primary Color Workbook Page
ART EDUCATION AND KINDERGARTEN LITERACY 44
Mondrian Color by Number
Secondary Color Workbook Page
ART EDUCATION AND KINDERGARTEN LITERACY 45
Secondary Color Workbook Page
ART EDUCATION AND KINDERGARTEN LITERACY 46
ART EDUCATION AND KINDERGARTEN LITERACY 47
Secondary Color Workbook Page
Color Wheel Workbook Page
ART EDUCATION AND KINDERGARTEN LITERACY 48
ART EDUCATION AND KINDERGARTEN LITERACY 49
Color Mixing Page
ART EDUCATION AND KINDERGARTEN LITERACY 50
Mouse Color Word Recognition Page
ART EDUCATION AND KINDERGARTEN LITERACY 51
Mouse Coloring Page
ART EDUCATION AND KINDERGARTEN LITERACY 52
Appendix B
Pre-Assessment – Visual Color Recognition Chart
ART EDUCATION AND KINDERGARTEN LITERACY 53
Pre-Assessment – Color Word Pronunciation Chart
ART EDUCATION AND KINDERGARTEN LITERACY 54
Pre-Assessment – Color by Number
ART EDUCATION AND KINDERGARTEN LITERACY 55
Pre-Assessment – Color Sight Word Recognition Chart
ART EDUCATION AND KINDERGARTEN LITERACY 56
Post-Assessment – Color Word Coloring Page
ART EDUCATION AND KINDERGARTEN LITERACY 57
Post-Assessment – Visual Color Recognition Chart
ART EDUCATION AND KINDERGARTEN LITERACY 58
Post-Assessment – Color Word Pronunciation Chart
ART EDUCATION AND KINDERGARTEN LITERACY 59
Post-Assessment – Color Sight Word Recognition Chart
ART EDUCATION AND KINDERGARTEN LITERACY 60
Appendix C
ART EDUCATION AND KINDERGARTEN LITERACY 61