Preparatory Assignment Leading To A Final Paper Part 530642

Preparatory Assignment Leading To A Final Paperpart 6 Conductinganal

This course is designed to take students through some preparatory steps that will lead to the construction of a final paper and presentation focusing on a specific therapeutic or educational problem that is relevant to your graduate work. The preparatory assignments should aid you in constructing the final paper and will consist of several smaller assignments. The sixth preparatory assignment is worth 13 points and requires each student to finally conduct a qualitative interview with their chosen therapeutic or educational expert, reflect on the content of the interview, and type-up a summary report for the instructor.

The Assignment: Based on feedback provided during class discussions and in writing from your instructor, you should have already made your final selection for the subject of your interview for this assignment. If you haven’t done so already, contact this person, and politely and professionally request his/her permission to conduct an interview. Explain that you are an art therapy, arts administration, museum (MEX), or art education graduate student at Florida State University, and that you are conducting an interview as part of an assignment for a course on the subject of Curriculums and Programs. Also explain that the interview will only be used for this course assignment, and not for publishable research. (An IRB form or permission form will not be necessary. Participation in the interview will imply consent.) Do not wait until the last moment to schedule the interview. You need to be respectful of your subject’s busy schedule, and you will also have to give yourself ample time to find a new person to interview if your first choice is unavailable. During the process of scheduling the interview, also ask your interview participant if he/she would allow you to make an audio recording of the conversation or if he/she prefers you to take written notes only. Based on his/her answer, make the appropriate preparations for the interview. Prior to the interview, continue to revise your list of interview questions based on class discussions, feedback from your instructor, and your own sensibilities.

The final draft should still contain sections that address your participant’s life history (just a few questions), details of experience (4 or more questions), reflections on meaning (just a few questions), and advice related to your chosen curricular problem for your final paper (4 or more questions). Remember, this list of interview questions is just a guide, and it is OK to deviate slightly from this list during the flow of natural conversation. You should aim for an interview that lasts at least 30 minutes in duration, but no longer than 1 hour. We need to respect our participant’s time, and your expectations in duration should be expressed to the participant prior to the interview. When you have finished the interview, write up a quick set of notes detailing your impressions of this experience as soon as possible.

If time allows it, let your notes sit for a day or so before revisiting and reconsidering them. At this point, you should be ready to write up a summary report for your instructor (no less than 5 total pages, excluding the cover page). Your instructor will assess your report based on the criteria and format outlined below. I. Format (3 Points) A. Use the following headings to construct your summary of your interview experience: Introduction, Life/Professional History, Details of Experience, Reflections on Meaning, Advice, and Conclusions/Evaluations ). Students are encouraged to use appropriate levels and format for APA headings (see section 3.02 & 3.03 and also the sample papers provided on pages 41 – 59 in the sixth edition of the APA publication manual), however, no points will be subtracted for this assignment if your use of APA headings is incorrect . (Correct use of APA headings will be expected on your final paper, so it doesn’t hurt to practice on this assignment, if you want to.) B. Your paper must be no less than 5 total pages, excluding the cover page, or any other supporting materials. Double spaced text with 12 pt Times New Roman font and 1 inch margins are appropriate for this assignment. C. Evidence has been provided that you have made your best effort to use proper grammar, spelling, punctuation, and complete sentences. II. Introduction (2 Points) Include within (an) introductory paragraph(s) the context of your interview, including the following information: A. Your interview participant’s name, title, and place of work B. An explanation of whether you conducted the interview in-person, on the phone, through Skype, or otherwise. Also explain whether the interview was recorded, or if you relied predominantly on handwritten notes and your own memory in interpreting your experiences. III. Life History (1 Point) A. Using a narrative format (rather than a script or verbatim transcript style), to briefly discuss the professional history of your participant as it pertains to your chosen therapeutic, administrative, educational, or museum related problem/purpose. This section should be brief , as it is unlikely to contain information directly relevant to constructing your own therapeutic or program. 1 paragraph or 2 paragraphs should be fine. IV. Details of Experience (2 Points) A. Continue to use a narrative format to discuss the details of the participant’s therapeutic, educational, administrative or museum-related experiences relevant to your chosen topic in your final paper. B. Make connections to your interests clear (when they exist), but eliminate extraneous or irrelevant information. Section IV should be longer than the previous section . Information on how the interview participant has structured his/her own program is likely to be directly relevant to how you structure your proposed program in your final paper. V. Reflections on Meaning (1 Point) A. Continue to use a narrative format to discuss the participant’s reflections on the meaning of his/her experiences. This section should be brief , as it is unlikely to contain information directly relevant to constructing your own curricular program. 1 paragraph or 2 paragraphs should be fine. VI. Advice on Your Final Paper (2 points) A. Continue to use a narrative format to describe the advice the interview subject gave you related to the topic of your final paper. What insight did he/she give you to confirm the direction of your paper? B. What advice, criticism, or practical suggestions did the interview participant give you that will change the direction of your final paper? Section VI should be longer than the previous section . Getting advice on your final paper may be the most practical (important?) part of your interview. VII. Conclusion/Evaluation (2 points) Address the following points in conclusion and evaluation of your interview experience: A. What were the most valuable parts of your experience in conducting this interview? B. If you could do the interview over again, what would you do differently? Conducting/Analyzing Interview Introduction As a prerequisite to writing my final paper, I interviewed Professor Shuhong Li, who is an Associate Professor of Arts Administration and Coordinator of Internships in the School of Music at Shaoguan University, China. This interview was conducted through Wechat (a free messaging and calling app that allows people to easily connect with others across countries), and was recorded predominantly on handwritten notes because of Professor Li prefers me to take written notes only.

Paper For Above instruction

The process of conducting qualitative interviews as part of academic research or project development offers invaluable insights into the experiences, perspectives, and practical knowledge of professionals in specific fields. In the context of arts administration and educational programming, interviewing experienced practitioners helps in understanding how programs are structured, the challenges faced, and the strategies employed to foster successful internship experiences. Such interviews also provide guidance for developing or refining curricular interventions, ultimately strengthening the educational outcomes and industry collaborations.

In executing this assignment, careful planning, ethical considerations, and reflective practice are essential. The first step involves selecting an appropriate interviewee—preferably someone with substantial experience relevant to the research focus. Once selected, it is necessary to contact the individual politely and clearly explain the purpose of the interview, emphasizing that it is solely for educational purposes and that their participation implies consent. It is also important to clarify whether the interview will be recorded electronically or documented through notes, according to the interviewee’s preference.

Scheduling the interview well in advance and respecting the participant's schedule are crucial. During the interview, asking open-ended questions related to the participant’s life history, professional background, specific experiences, reflections on their work, and advice for students or researchers enriches the data collected. These questions should be flexible enough to allow for natural conversation flow and to explore emergent themes.

The final step involves a detailed reflection and analysis of the interview content. Based on the interview, a comprehensive written report should be constructed, incorporating structured sections with appropriate headings, including an introduction, life history, experience details, reflections on meaning, advice, and conclusions. The report should be at least five pages long, double-spaced, using 12-point Times New Roman font, with proper grammar and formatting consistent with APA style where applicable.

Such interviews should provide direct insights into the operational and philosophical aspects of programs, contributing valuable qualitative data that can inform program development and academic understanding. Critical reflection on the interviewee’s perspectives, combined with connections to existing literature and research, offers a rich foundation for crafting informed, responsive educational or therapeutic initiatives. This process exemplifies the importance of professional dialogue in advancing academic and practical knowledge in specialized fields like arts administration and education.

References

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