Papers by Kathleen M Maniaci
I dedicate this dissertation to my daughter, Ana Rosaria Irma Maniaci McGough, born in Guatemala ... more I dedicate this dissertation to my daughter, Ana Rosaria Irma Maniaci McGough, born in Guatemala of Q'eqchi Mayan descent. She is my whole world. She grew up in Syracuse University's Art Education Department, attended the Saturday Art Workshops for Young People from age 5-13, came to class with me sometimes when she had a snow day and is now a sophomore in college. Many times when I wanted to quit, I kept going because I wanted to show her that perseverance and hard work ultimately pay off, even when you're struggling. She also helped me with Photoshopping pictures where faces needed to be blurred. For a long time, my husband Dennis has worked full time and also done the lion's share of cooking and laundry and a lot more. I would never have gotten through this without him. His eyes glaze over when he hears me talk about multimodality, but that's because he's keeping all the balls in the air. Thanks so much honey! My mom Barbara and dad Ross have supported me, no matter what, my whole life, in everything I wanted to do. In their own way, they are also educators. For many years, my dad was a Literacy Volunteer here in Syracuse and was even the Literacy Volunteer of the Year nationally and got to meet Barbara Bush in the national ceremony. My mom, as a Registered Nurse, now retired, trained many, many doctors working in the Labor and Delivery Room, including my daughter's pediatrician! They are simply the best parents and grandparents ever. I owe everything to my dissertation committee for believing I could actually finish and for sticking with me the whole time. My committee chair, Dr. James Haywood Rolling, Jr. always encouraged me, my writing and supported me when I was down. Dr. vi Kelly Chandler Olcott got this whole journey started when she walked into my middle school classroom and has always been there for me. Dr. Marcelle Haddix, when I lamented about how long this was taking me, told me, "wherever you are is where you're supposed to be." I held onto that so many times to keep going. Thank you for believing in me and my work! Sharif Bey gave me his time, wisdom and sometimes a shoulder.
As a visual arts educator, I understand the unique opportunities students have to learn by making... more As a visual arts educator, I understand the unique opportunities students have to learn by making, inventing, and creating, to communicate their ideas. The work of the New London Group (2000), the more recent National Core Arts Standards and the National Core Media Arts Standards (2014) and the New York Arts & Media Arts Standards (2017) have significantly influenced this study by reinforcing both the necessity and potential to both art and media arts teaching practices in developing greater applications for multimodal literacy theory, defined by the National Council of the Teachers of English as “Integration of multiple modes of communication and expression that can enhance or transform the meaning of the work beyond illustration or decoration” (2005). The purpose of this study is to better understand if and how art and media arts educators include multimodality in planning and executing visual art experiences for K-12 students by examining their association with and their definiti...
Syracuse University SURFACE: The Face of Syracuse University Research, 2020
As a visual arts educator, I understand the unique opportunities students have to
learn by making... more As a visual arts educator, I understand the unique opportunities students have to
learn by making, inventing, and creating, to communicate their ideas. The work of the New London Group (2000), the more recent National Core Arts Standards and the National Core Media Arts Standards (2014) and the New York Arts & Media Arts Standards (2017) have significantly influenced this study by reinforcing both the necessity and potential to both art and media arts teaching practices in developing greater applications for multimodal literacy theory, defined by the National Council of the Teachers of English as “Integration of multiple modes of communication and expression that can enhance or transform the meaning of the work beyond illustration or decoration” (2005). The purpose of this study is to better understand if and how art and media arts educators include multimodality in planning and executing visual art experiences for K- 12 students by examining their association with and their definitions of multimodality. By providing a rich description, I hope to create a shared meaning in order to understand the context that reflects a slice of art teacher culture, (Bogdan & Biklen, 2007).
Through this multisite case study, nine visual art educators’ planning and practice around multimodal literacies was explored through participant observation for one week at each site and formal interviews conducted after the week ended. Multiple modes of data was collected from each site including field notes, teacher artifacts, still photography, audio recording and video recording. Analysis of this data showed that although most participants could not define multimodal literacies, most were planning and practicing their teaching with multimodal literacies in varying degrees, such as incorporating more web content, popular culture video clips and movement exercises
when presenting content to students. Media arts teachers showed the most evidence of using multimodal literacies in teacher planning and practice.
Analysis of the data presented four themes: participants infused multimodal literacies in planning their visual and media arts curriculum even though the term was unfamiliar; as they became familiar with the term multimodal literacies, participants’ perception was that they used many of these strategies to support students in their teaching practice; visual and linguistic modes were privileged in delivering art and media content in curriculum planning and teaching practice and participants utilized the aural, gestural and spatial modes far less than the visual and linguistic modes in planning and practice.
The findings suggest that additional coursework around ideas of multimodal literacies, consistent with visual arts and media arts standards, should be added to visual and media arts teacher preparation programs for pre-service teachers and that districts should add additional professional development around ideas of multimodal literacies to practicing teachers. This training would prepare teachers to address a variety of abilities, learning styles and the delivery of instruction to best provide quality visual and media arts education to all students.
https://surface.syr.edu/etd/1247/
Conducted collaboratively by an art educator and a literacy educator, this qualitative study focu... more Conducted collaboratively by an art educator and a literacy educator, this qualitative study focused on pre-service art educators ’ perspectives on integrating literacy in their teaching of art as they took a required course on literacy across the curriculum. Data included interviews, questionnaires, course assignments, and field notes from class sessions. Our analysis identified three patterns related to participants ’ perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize discipline-specific concerns and literacies. Implications for further research and practice are outlined.
International Journal of Education the Arts, Feb 6, 2010
Conducted collaboratively by an art educator and a literacy educator, this qualitative study focu... more Conducted collaboratively by an art educator and a literacy educator, this qualitative study focused on pre-service art educators' perspectives on integrating literacy in their teaching of art as they took a required course on literacy across the curriculum. Data included interviews, questionnaires, course assignments, and field notes from class sessions. Our analysis identified three patterns related to participants' perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize disciplinespecific concerns and literacies. Implications for further research and practice are outlined.
Conducted collaboratively by an art educator and a literacy educator, this qualitative study focu... more Conducted collaboratively by an art educator and a literacy educator, this qualitative study focused on pre-service art educators’ perspectives on integrating literacy in their teaching of art as they took a required course on literacy across the curriculum. Data included interviews, questionnaires, course assignments, and field notes from class sessions. Our analysis
identified three patterns related to participants’ perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a
literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize discipline-specific concerns and literacies. Implications for further research and practice are outlined.
Selected Conference Presentations by Kathleen M Maniaci
March 2014 – Marilyn Zurmuehlen Working Papers: Seminar for Research in Art Education at The National Art Education Association Conference “Multimodality in the Art Classroom: A Qualitative Study of Multimodal Literacies as They Appear in Art Educator Classroom Curriculum and Practice”
March 2013 – National Art Education Association-Drawing Community Connections “It All Begins in the Classroom: Student Teaching Rejects Fagbug Filmmaker”
October 2013 – Graduate Research in Art Education Conference, The Pennsylvania State University “21st Century Literacies & Multimodality in the Art Classroom”
April 2010 - National Art Education Association-Social Justice “Becoming Visible: Creating Art Education Courses on GLBTQ and Disability Issues”
April 2010 - National Art Education Association-Social Justice “Commercialization and Stereotypes of Native Americans in Visual Culture Expressed in Contemporary Haudenosaunee Art”
April 2009 – National Art Education Association-Landscape for 21st Century Learning “Respectfully Teaching the Visual Arts of the Haudenosaunee; Native Americans of the Seneca, Cayuga, Onondaga, Oneida, Mohawk and Tuscarora Nations”
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Papers by Kathleen M Maniaci
learn by making, inventing, and creating, to communicate their ideas. The work of the New London Group (2000), the more recent National Core Arts Standards and the National Core Media Arts Standards (2014) and the New York Arts & Media Arts Standards (2017) have significantly influenced this study by reinforcing both the necessity and potential to both art and media arts teaching practices in developing greater applications for multimodal literacy theory, defined by the National Council of the Teachers of English as “Integration of multiple modes of communication and expression that can enhance or transform the meaning of the work beyond illustration or decoration” (2005). The purpose of this study is to better understand if and how art and media arts educators include multimodality in planning and executing visual art experiences for K- 12 students by examining their association with and their definitions of multimodality. By providing a rich description, I hope to create a shared meaning in order to understand the context that reflects a slice of art teacher culture, (Bogdan & Biklen, 2007).
Through this multisite case study, nine visual art educators’ planning and practice around multimodal literacies was explored through participant observation for one week at each site and formal interviews conducted after the week ended. Multiple modes of data was collected from each site including field notes, teacher artifacts, still photography, audio recording and video recording. Analysis of this data showed that although most participants could not define multimodal literacies, most were planning and practicing their teaching with multimodal literacies in varying degrees, such as incorporating more web content, popular culture video clips and movement exercises
when presenting content to students. Media arts teachers showed the most evidence of using multimodal literacies in teacher planning and practice.
Analysis of the data presented four themes: participants infused multimodal literacies in planning their visual and media arts curriculum even though the term was unfamiliar; as they became familiar with the term multimodal literacies, participants’ perception was that they used many of these strategies to support students in their teaching practice; visual and linguistic modes were privileged in delivering art and media content in curriculum planning and teaching practice and participants utilized the aural, gestural and spatial modes far less than the visual and linguistic modes in planning and practice.
The findings suggest that additional coursework around ideas of multimodal literacies, consistent with visual arts and media arts standards, should be added to visual and media arts teacher preparation programs for pre-service teachers and that districts should add additional professional development around ideas of multimodal literacies to practicing teachers. This training would prepare teachers to address a variety of abilities, learning styles and the delivery of instruction to best provide quality visual and media arts education to all students.
https://surface.syr.edu/etd/1247/
identified three patterns related to participants’ perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a
literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize discipline-specific concerns and literacies. Implications for further research and practice are outlined.
Selected Conference Presentations by Kathleen M Maniaci
learn by making, inventing, and creating, to communicate their ideas. The work of the New London Group (2000), the more recent National Core Arts Standards and the National Core Media Arts Standards (2014) and the New York Arts & Media Arts Standards (2017) have significantly influenced this study by reinforcing both the necessity and potential to both art and media arts teaching practices in developing greater applications for multimodal literacy theory, defined by the National Council of the Teachers of English as “Integration of multiple modes of communication and expression that can enhance or transform the meaning of the work beyond illustration or decoration” (2005). The purpose of this study is to better understand if and how art and media arts educators include multimodality in planning and executing visual art experiences for K- 12 students by examining their association with and their definitions of multimodality. By providing a rich description, I hope to create a shared meaning in order to understand the context that reflects a slice of art teacher culture, (Bogdan & Biklen, 2007).
Through this multisite case study, nine visual art educators’ planning and practice around multimodal literacies was explored through participant observation for one week at each site and formal interviews conducted after the week ended. Multiple modes of data was collected from each site including field notes, teacher artifacts, still photography, audio recording and video recording. Analysis of this data showed that although most participants could not define multimodal literacies, most were planning and practicing their teaching with multimodal literacies in varying degrees, such as incorporating more web content, popular culture video clips and movement exercises
when presenting content to students. Media arts teachers showed the most evidence of using multimodal literacies in teacher planning and practice.
Analysis of the data presented four themes: participants infused multimodal literacies in planning their visual and media arts curriculum even though the term was unfamiliar; as they became familiar with the term multimodal literacies, participants’ perception was that they used many of these strategies to support students in their teaching practice; visual and linguistic modes were privileged in delivering art and media content in curriculum planning and teaching practice and participants utilized the aural, gestural and spatial modes far less than the visual and linguistic modes in planning and practice.
The findings suggest that additional coursework around ideas of multimodal literacies, consistent with visual arts and media arts standards, should be added to visual and media arts teacher preparation programs for pre-service teachers and that districts should add additional professional development around ideas of multimodal literacies to practicing teachers. This training would prepare teachers to address a variety of abilities, learning styles and the delivery of instruction to best provide quality visual and media arts education to all students.
https://surface.syr.edu/etd/1247/
identified three patterns related to participants’ perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a
literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize discipline-specific concerns and literacies. Implications for further research and practice are outlined.