Task 6a Focus Group Pilot

I designed a number of questions to guide me during the session, but because of time limitations, I knew that it was going to be difficult to ask them all. 

Despite the restricted time I gained good experience of facilitating a focus group, focusing on the key questions that would give me enough feedback for my enquiry.

I selected four colleagues in my department who have direct contact and support both the students and parents we work with in the school. 

The group was made up of colleagues who don’t have any involvement in the arts. 

I thought that by choosing these colleagues I could gain insight from those who may have a different perspective on the subject from artists or teachers.  

I started by asking the group if they thought that art is more effective and useful as a learning tool or a therapeutic instrument and less effective as a taught subject in EBD schools. 

I was interested to hear that all four participants had a different response to the question, which seemed to correlate to the length of time they had been working in EBD schools. 

Those with more experience thought that art was underused as a tool and undervalued as a subject. 

The only person in the group without children, and with the shortest experience, put the least value on art being a subject taught in EBD schools.

No one was over powering, which made the group easy to control and allowed them to effectively converse about the experiences they were having and have had with students that they support.

I asked the group if they knew of any students from EBD Schools that have gone on to study any art related course in college. 

Out of all four, only one colleague knew a student who had a statement (official document of a learning difficulty), that went on to study art in further education and, interestingly, it was in a mainstream school. 

One participant told us about a student from an EBD School that was excellent in art, but was not encouraged to take it further. They went on to study catering in college which they now regret.

I found the focus group a useful tool because it was easy for the participants to open up and express their thoughts about the subject. 

From this experience I have learnt that it can be difficult to find a suitable location and allocate a time that suits multiple participants. 

I must be sensitive about people’s time and availability and considerate in choice of location in order to maximise participation in my future focus groups.

Here is a list of questions that I designed to guide my focus group:

Pilot Focus Group

1.     Is art more affective and useful as a learning tool or a therapeutic instrument and less effective as a taught subject in EBD schools?

2.     Does existing art programme encourage students in EBD schools to take an interest in art after they finish secondary school?

3.     Does the social background of students and parents affect their attitudes towards art?

4.     Can art enhance the social, academic and emotional development of students with learning and emotional difficulties (EBD)?

5.     What challenges do art teachers face in encouraging both the parents and school heads of departments of the importance of having good art programme in EBD schools?

6.      Would parents be less likely to encourage their children in EBD schools to choose art in further education, if the students have demonstrated ability to be a good art student?

7.     Are the students in mainstream schools more likely to choose art in further education than the students in EBD schools?

8.      Do you think that parents with students in EBD School view art as an extracurricular activity and not a possible subject that can lead to a viable career?

9.     Do you think that the art programmes in EBD schools should be discontinued or reduced because of lack of funding due to the planned government cuts?