12/08/2016

NAEF Research Grants

National Art Education Foundation
901 Prince Street
Alexandria, VA 22314
RE: iPads for Encouraging Visual Literacy and Student Engagement in a Global Community
Dear Kathi R. Levin:
Here at Achieve Online, we are an online school with access to different types of computers and
software. I am the art educator and have a difficult time finding programs that work with all
software and am writing this grant proposal for the purchase of fifteen iPad 4 minis to help
relieve this problem. With all students having the same technology setup, we will be able to work
efficiently together to build their visual literary skills and to connect with communities across the
globe. The objective of this program is to help all students improve their visual literacy skills
which will then help improve their abilities in other, non-visual art classes. The iPads will also be
a way to help improve the students global awareness to different cultures and communities.

This proposal focuses on how art education can help prepare students to be enlightened citizens
and engaged in a global community. This proposal also focuses on students using digital
resources and technology to solve real-world problems. Visual literacy helps students be able to
read all things (images, videos, billboards, artworks, etc.) around them. This will help them look
deeper into topics that interest them and have a better understanding of the world around them.

I believe having the same setup to instruct the students will benefit the students not only in the
visual art classes, but also the general education classes as well. This proposal request $7,500 in
funding to obtain equipment, training, and supplies for up to fifteen students.

I appreciate National Art Education Foundation in taking an interest and assisting Achieve
Online students in developing their visual literacy skills and global awareness. Please give me a
call at (573)881-2545 if any further information is needed or you have questions about the
proposal.
Thank you,
Ms. Alison Caselman
Art Educator at Achieve Online
Colorado School District 11
2115 Afton Way
Colorado Springs, CO 80909

iPads for Encouraging Visual Literacy

and Student Engagement in a Global
Community

Submitted to: National Art Education Foundation

Date: December 8, 2016

Alison Caselman
Art Educator at Achieve Online
Colorado Springs School District 11
2115 Afton Way
Colorado Springs, CO 80909

iPads for Encouraging Visual Literacy and Student Engagement in

a Global Community
Proposal Description
This proposal is intended to help students have access to the same software to help build
their visual literary skills as well as build a digital community. Students will build visual literacy
skills which will help them not only in visual arts classes, but also help them understand the
world and other general education classes by reading all contexts instead of just words.
Duration of Project
This project would last for 1 school year, August 2017-May 2018. During the summer
before this school year, I will have created a nine week curriculum to teach students about visual
literacy and how visual literacy can help students not only in visual art classes but also to
become a bigger part within a global community of learners. Throughout this school year, I will
have four different quarters with a different set of fifteen students. Students will take a pre-test
and post-test during this nine week block to help give quantitative data. After each block, I will
also reflect on the learning happening, what could have ran smoother, and what I need to change
for the next time quarter. Ideally, this program would be a success and, without needing
additional funding, would continue into future school years.
Key Questions and Hypotheses
For this proposal there are many questions that arise; however, the key question is How
can iPads help students improve their visual literacy skills within the visual arts class? The sub
questions of the main question are: Will students be able to read other content areas text
(videos, songs, and advertisements), besides the visual arts, better with the skills they have
learned in this visual literacy class? How can students be better able to connect to the global
community with improved visual literary skills? and When students are able to feel a part of the
global community, do they become more interested in self-learning/development? These
questions then lead to my hypothesis of: I believe, if students have more advanced visual literacy
skills, they will then be able to read not just words, but all different types of text to become more
self-sufficient learners and communicators.

Specific Problem Investigated

Within this grant, I propose that the students in my class would have higher success rates
if they had better visuals literary skills. These skills would help students to be able to read more
into advertisements and images and to gain understanding instead of just regurgitating what is
being told to them. The iPads, training, and applications that will be bought with this fund would
help build students skills by becoming personally invested and involved with the process of
becoming more visually literate and a part of a bigger community. The small group that will be
participating will be more motivated because they feel that they have power to affect the
outcome (Keifer-Boyd &Maitland-Gholson, 2007, p. 15) of this program. I believe that if the
students are invested, there will be a higher chance they will build stronger skills in visual
literacy with will then transfer into other subject areas and their home lives as well.
Prior Related Research Literature
Currently, students may gain more information from images than from text (Freedman,
2003, p. 15). If this is true, shouldnt students know how to read an image? Shouldnt students
be able to look at am image, break the images down into its denotations (a texts literal meaning)
and connotation (a texts underlying meaning; what we associate with the text) and then form an
opinion of their own which they have evidence to support their reasoning? With students having
the ability to break text down and analyze every part and then reanalyze it as a whole, students
might be able to find many different answers which will strike up a debate within their online
environment (Barrett, 2003). Having visual literary skills helps build better learners because they
have a deeper understanding rather than taking text at its surface value. Students think more
deeply for themselves, constructing more in-depth articulation of de/re-constructing visual text
(Smilan, 2016). This, in turn, can build self-confidence in all subjects.
The iPads will be important in this study so students can all start at the same baseline.
They will have the same applications and functions which will allow the class to run more
smoothly for all involved. The iPads can allow this class to function solely in an online
environment, which is their defined educational environment. The iPads will also allow students
to engage in activities which tap into the Redefinition and Modification categories of
Puenteduras (2006) SAMR Model (Bloemsma, 2013). Another piece of research says when
teachers, view cell phones (digital devices) as tools instead of toys, it is possible to introduce

classroom activities that are both engaging and instructive (Snider, 2008) (Brooks-Young, 2010,
p. 18). This allows for higher engagement and personal growth with their visual literacy skills.
Applications that have been used and suggested to help teach visual literacy with digital devices
are: Lino, PicStitch, Symphonical, Flayvr, Kanvas, Over, and Write About This (Abud, 2013).
As mentioned above, being able to have better literary skills can also help build
community for students. Not only will students be building a community with their peers, but the
iPads give the students the access to build a global community. The visual literacy class could
join a group similar to A Global iBook (Daccord & Reich, 2015) as a project to incorporate
visual literacy skills they have learned throughout the class and to build a multi-modal personal
story. As we share these multi-modal stories with others from around the world, my class would
also receive multi-modal stories to break down and reconstruct to figure out the deeper meaning
using their newly learned skills.
Learners of all ages can successfully decipher the many messages circulating in the
images and objects of visual culture if given the opportunities and some strategies. Knowledge of
the culture in which we live and how it functions is its own rewardIf the messages carried by
visual culture are not interpreted, we will be unwillingly buying, wearing, promoting, and
otherwise consuming opinions with which we may or may not agree (Barrett, 2003, p. 12).
How Data will be Collected and Examined
This proposal will start in the fall of 2017 and last for nine months (an academic school
year) with a review and analyzation of the collected data occurring at the end of the academic
year. In addition to the final review, I will look at the quarterly data and results to see if there
were any differences between sections of students. This data will be collected through qualitative
(i.e. student blogs, narrations, and an autoethnographical reflection) as well as quantitative (i.e.
pre-tests and post-tests). The autoethnographical reflection be primarily composed of
observations, field journals, semi-structured interviews, and screen/video captures. For the
qualitative data, students interviews, blogs, and reflections will be used to discover themes and
common ideas within the raw data. Field journaling and blogging are there to remember a snapshot of what is happening at that very second. The quantitative data will be collected from the
students pre- and post-tests which will be assessed against itself to help evaluate the progress

and growth of each student. This data will all be collected through the students projects and
interactions within the classroom community as well as its global interactions.
Methods for Analyzing and Reporting Results
Each quarter, the data collected will be analyzed by myself to determine themes and
common ideas occurring within the section. These results would be compared to the students
results in non-visual literacy classes as well as students not participating in the visual literacy
class to determine the significance of growth and development. At the end of the academic year,
interviews will be conducted with students from each quarter to determine the retention of the
instruction in addition to whether or not the methods taught were successful in other classes. A
final review of all sources of data will be conducted to determine overarching themes. In addition
to the final review, I will look at the quarterly data and results to see if there were any differences
between sections of students. My findings of this grant would then be written up and reported
back to Nation Art Education Foundation along with my school district. I would also consider
publishing the findings to enlighten other educational professionals.

Reference
Abud, Gary G., Jr. "Digital Activities for Visual Literacy." Teacher of the Year Abud. Themes &
Co., 2016. Web. 08 Dec. 2016.
Barrett, Terry. "Interpreting Visual Culture." Art Education 2003: 6-12. Print.
Bloemsma, Michael S. Student Engagement, 21st Century Skills, and How the Ipad Is. Diss. U of
California, Irvine, 2013. N.p.: n.p., n.d. ERIC. Web. 8 Dec. 2016.
Brooks-Young, Susan. Teaching with the Tools Kids Really Use: Learning with Web and Mobile
Technologies. Thousand Oaks, CA: Corwin, 2010. Print.
Daccord, Tom, and Justin Reich. "How to Transform Teaching with Tablets." Educational
Leadership 8th ser. 72 (2015): 18-23. ASCD Learn. Teach. Lead, 2016. Web. 08 Dec.
2016.
Freedman, Kerry J. Teaching Visual Culture: Curriculum, Aesthetics, and the Social Life of Art.
New York: Teachers College, 2003. Print.
Keifer-Boyd, Karen T., and Jane Maitland-Gholson. Engaging Visual Culture. Worchester, MA:
Davis Publications, 2007. Print.
"NAEA Research Agenda." National Art Education Foundation, 2013. Web. 08 Dec. 2016.
Smilan, Cathy. "Developing Visual Creative Literacies through Integrating Art-Based Inquiry."
Cleaning House: A Journal of Educational Strational 89 (2016): 167-78. ERIC. Web. 08
Dec. 2016.

Budget
For this project I am requesting $7,500 for the initial setup for this program. After the
first year, there should be only minimal maintenance and upkeep costs. This means I could keep
the program running without a renewal of funds.
Price

Quantity

Total

iPad 4 Mini

$399

15

$5,985

iPad 4 Mini covers

$49

15

$735

Training

$480

2 Days

$480

Pictello- Talking

$19.99

15

$299.85

Visual Story Creator

Apple App
$7,499.85 Total

Timeline
Activities

Dates

Submit Grant Proposal

December, 2016

Expected Grant Notification

March, 2017

Obtain iPad Minis

May, 2017

Training Session

June, 2017

Create Curriculum for Class

July, 2017

Introduce to First set of Students

August, 2017

Test Initial Visual Literacy

August, 2017

Begin Nine Week Program

August, 2017

Test Visual Literacy Improvement

October, 2017

Introduce to Second set of Students

October, 2017

Test Initial Visual Literacy

October, 2017

Begin Nine Week Program

October, 2017

Test Visual Literacy Improvement

December, 2017

Introduce to Third set of Students

January, 2018

Test Initial Visual Literacy

January, 2018

Begin Nine Week Program

January, 2018

Test Visual Literacy Improvement

March, 2018

Introduce to Fourth set of Students

March, 2018

Test Initial Visual Literacy

March, 2018

Begin Nine Week Program

March, 2018

Test Visual Literacy Improvement

May, 2018

Prepare and Report Findings

June, 2018

Completion

Alison Caselman
4956 Sacred Feather Dr. Colorado Springs, CO 80916 (573)881-2545 acm98@mail.missouri.edu

EDUCATION
University of Missouri
Bachelor of Science in Education: Art Education (K-12)
Graduated: May 2013; Deans List 2009-2013

Columbia, MO

PROFESSIONAL EXPERIENCE

Art Educator
Colorado Springs School District 11
Colorado Springs, CO
August 2015-Present
Assisted students to think more artistically in an online environment
Communicated with homeroom students and parents weekly about their academic progress
Created and taught multiple art lessons for General Art, Computer Art, Website Design, Interior Design and Middle School classes
Art Teacher
Carrollton R-VII School Districts
August 2013- May 2015

Educate students seventh through twelfth grade with depth and knowledge of visual arts

Provide group and one-on-one instruction

Supervise and demonstrate hands on experience and implant instruction that met curriculum needs
Student Teacher
Columbia Public Schools
January 2013-May 2013
Assisted teachers by staying organized with their lesson plans
Developed lesson plans to teach the curriculum of each grade
Learned how to effectively manage a classroom

Helped teacher with first and fifth grade students inside the classroom with classroom management

Carrollton, MO

Columbia, MO

RELEVANT EXPERIENCE
Key Club Advisor
Carrollton R-VII School District
Carrollton, Mo
August 2013-May 2015
Engaged students with community service and volunteer opportunities
Chaperoned Key Club convention to ensure safety of students during overnight trips
Nanny
Brownfield Family
Columbia, MO
May 2012-August 2014
Provided safe and fun activities for the children every day and monitored swimming, outside games, homework,
and quiet time
Graduate Student
University of Missouri
Columbia, MO
June 2015-Present
Designed and implemented multiple unit plans and projects for specific classes
Create research proposal for an intensive summer program

WORK EXPERIENCE
Student Professional Assistant
Whitten Hall
September 2009-May 2013
Organized and enter vouchers into Extensions system within the University of Missouri
Supported colleagues with various tasks as needed

Columbia, MO

VOLUNTEER EXPERIENCE
Kiwanis International Member
Carrollton Kiwanis Club
August 2013-May 2015

Worked concession stand to help fund other Kiwanis activities

ART EXHIBITS
Organized art display for art students; Carrollton High School Lobby, Carrollton, MO (March 2014)
High Five, The Art of Artist Teachers; Bingham Gallery, Columbia, MO (December 3-14 2012)
Undergraduate Art Show, Juried by Kristin Schwain; Bingham Gallery, Columbia, MO (February 13-March 1 2012)
Lighting the Fire, The Art of Artist Teachers; Bingham Gallery, Columbia, MO (December 5-16 2011)

HONORS/ AWARDS
Graduated Magna Cum Laude
Missouri Art Education Association (2013-Present)
Missouri State Teaching Association (2013-Present)
Carrollton Teacher Association (2013-2015)
Student Art Education Association (2011-2013)
Pi Lambda Theta (2011-2013)
University of Missouri Shooting Team (2009-2013)
Treasurer (2010-2013)

Carrollton, MO

*These people allowed me to use them when I was looking for a job in the spring of 2015. I would obviously ask
you, Amy, to be a reference if I were actually submitting a grant proposal. But I wanted to make the proposal look
correct so I added this page.