SAMPLE TRANSCRIPT

AND CODING OF INSTRUCTION

From: Stokrocki, M. (1995). A school day in the life of a young Navajo girl: A case study in ethnographic storytelling." Art Education, 47 (4), 61-68.

Purpose of Coding

General: To examine the type and frequency of repetitive behaviors in an everyday situation

{Barker, 1968).

Specific: To determine how an art teacher instructs young children by examining the details.

The first viewing of a video or class reveals "first impressions" that are confirmed or corrected

with repeated viewing.

Procedure:

• Tape record a lesson/lessons. Use TDK tapes of good quality.
• Type out the dialogue on computer with times. Type out gestures/actions also [from your hand written notes or videotape].
• Set up the color and icon code key and definitions.
• Write out Explanation of Lesson.
• Read each line of the transcript and code it at the end with color & icon.
• When finished review transcripts several times to search for frequent or dominant
• kinds of instruction. Set up Time Sampling Chart [Note approximate times, such as
• every 5 minutes].
• Check again for emerging types or sub-types of instruction. For example, discipline is a kind of managerial instruction. Or lecture or demonstration are sub-types ofsubstantive instruction
• Mark sub-types in the margin or italicize them at the end of sentence. Sometimes instruction appears as a metaphor; e.g. "walk like a pretzel." This is a folk type of instruction and if we have no formal terms for it; name it yourself. This is also an evolving category or insight, mark with this icon [ ]

Explanation of Class

Date: 5/16/92; Time: 45 minute class Who: Ms. W. , Navajo Instructor

Where: Navajo Reservation, Many Farms

Students: 15 kindergarten students in art room (end of year, one more art

class)

Theme: CROSS-CULTURAL COMPARISON OF FOODS AND MAKING CLAY WIGGLY THINGS'

Materials: multicolored plasticene-clay

Color & Icon Key and Definitions of Instruction

• red # SUBSTANTIVE INSTRUCTION is the formal process of conveying the lesson's art content to the whole class.
• green * MANAGERIAL INSTRUCTION is the process of arranging class materials and facilities and disciplining students.
• yellow + IN PROCESS APPRAISAL is the informal process of monitoring student process and product and suggesting of alternatives.
• orange & NON-FUNCTIONAL INSTRUCTION is that teaching which unrelated to lesson.
• [ ] EVOLVING CONCEPT: Indicates sub-category of instruction or evolving concept, which often appears as a folk metaphor.

Time: 9:15, Class Begins

Where: Students sit on rug in art classroom, near their teacher to see picture books.

Transcript Dialogue: Teacher tells them to sit "like a pretzel" [fold their legs]. *

• Ms. W: "We have a fun lesson today! Tell me who likes sheep head? What is your favorite part?" "#"
• Ss: "I ate the tongue;" "I like the kidneys;" "I eat the heart."
• Ms. W: "Who likes eyes? [Kidding] You must eat both of them. Navajo say that if you eat only one, something bad may happen to you. What do bilagaana (Anglos) eat? They like snails, frogs legs, pigs feet."
• Ss: ""Ugh!!!"
• Ms. W: "Who like mutton? Which parts? You can stew it, or fry it.
• Ss: "I like ribs"
• Ms. W: "Who likes blood sausage?"
• Ss: "Whooooo!!!"
• Ms. W: "Everybody likes fry bread!"
• Ss: "Yea!!!!"
•  
• Ms. W: Navajo also eat insects called locust. Navajo eat it as a medicine for a sore throat. Here is a picture of people in Africa eating their favorite snack "mopane worms, that live on trees. You squeeze out the smelly intestines and they are chewy. They grow 4" long in six weeks, like the size of my finger. They can be cooked 3 ways: stew them, fry them, or broil them. They have lots of calcium and iron in them--much better than coke and French fries. They come in cans and cost $.50, like this picture of a man eating them. They say it tastes like chicken legs, nuts, or beef jerky. She points to all the new words on the blackboard. I have something very special for you to taste. Who wants a taste? When you eat these will stick to your mouth top. Some people eat snakes. You can skin and fry them. What kind do we have here is Many Farms?"
•  
• Ss: "Ugh!!!" "I saw a snake in the road." "A scorpion stung me! It was this big!"

9:30

Ms. W: "OK. Shut your eyes and open your hand . I'm going to put something special into your hand and you can then eat it. DON'T PEEK! Are you ready?" Don't tell anyone what it tastes like! &

[Ms. W walks around and gives out the treat to kids as they giggle.]

Ss: "It's candy (a gummy worm). Look it's moving. [They begin to play with the worms.]

Boy walks around with his snake and Ms. W tells him to sit down.

9:35

Ms. W: "We have 10 minutes left to make clay things. Make me some worms, snakes, caterpillar. No cookies or fry bread now. The (plasticene) clay is hard, so soften it up like this. She rolls out a coil. [Demonstration]. I also want to see some shrimp or octopus. [She shows them pictures in a book.] # Example

9:33 Mrs. W distributes clay *

9:45 +[Ms. W notices a student's clay pieces keep on falling off and she tells him to make the legs thicker at the joints]. "++"[Another students throws clay and Ms. W takes his clay away. ] * [discipline]

Ms. W tells J to share his clay octopus with curled legs to the class [2 min.]. Two other students describe their clay pieces.+[reward]

9:50 Ms. W announces, "Time to put our animals to sleep! Put extra clay away in the bag and wash hands." She shows students where to put their finished clay things on the table, while she writes their names on a piece of paper. *

10:00: Ms. W: dismisses class and tells them to "walk quietly like a cat." * [use of metaphor for discipline or directions]

Time Sampling

Class	Substantive	Managerial	In-process	NonFunct	Total
5/16/92	min.	min.	min.	min.	min.
	15	10	10	5	40
Cross-cultural Comparison of Foods: Making Wiggly Things Clay	questions: comparing foods demononstration	distribution discipline cleanup	Monitor, question process with indiv. kids	joking, taste candy play with clay
	38%	25%	25%	12%	100%

Ms. W=teacher; Ss=students

Reference:

Barker, R. (1968). Ecological pyschologogy: Conceptual methods for studying the

environment . Stanford: Stanford University Press.