proposal

In my proposal, I'd like to explore the structure and development of art as language, the progression of representational visual memory, the decline and stagnation of graphic expression without sufficient exposure and practice, and the resurgence of visual art ability when positive feedback, motivation and engagement are reintroduced. 
As children, we attempt and experiment with communication physically and verbally by gesturing and babbling.  We also express it graphically by doodling, then developing a foundation of symbols such as dots, lines, curves, circles, squares, etc.  This beginning memory set of graphenes begin to form a working syntax children can call upon to create progressively more complex drawings.  As we grow, our visual memory and vocabulary expands and we fine-tune our skill in articulating our perceptions graphically.  The period of decline and stagnation occurs around ages 11-14, where a lack of interest, motivation, encouragement, and engagement take place.  If students are not stimulated further, for example, not continuing an art class beyond Middle School, then learners flatline their ability that continues into adulthood, known as the "L" model.  If students continue in the arts directly or indirectly, they follow a "U" curve, which represents improvement and expansion in visual memory, fine motor skills, conceptual perception and planning, creativity, discernment in spatial relationships,  and problem solving.  Creating art is just another way to express yourself.
To demonstrate my research in action, I would like to start a dialogue between my Art I students and "non-artistic" adults in the community.  I plan on introducing small drawing projects throughout the year that will turn students into student teacher-leaders.  The assignment will include the student to find a parent/adult/teacher outside of class time, have them complete a questionnaire about the arts, have the adult complete a "Before" drawing based on a prompt, and then a second "After" drawing where the student teaches the adult how to draw the prompt using skills learned in class.  In this activity, student benefit from sharing their skills, creating an art dialogue with an adult, the adult realizing that art is a skill that anyone can be taught and improve upon, and hopefully spark an interest in learning more.
Another way I will gather information will be to do an informal survey on the local recreation center, poll how many adults in the community are taking are classes, and how they incorporate the arts into daily life.
Finally, during the conclusion and presentation of my findings in Richmond, I wish to set up several workstations that will invite attending adults to participate in.  Workstations will be set up to self teach several of the drawing examples that students were given to teach their adults.  This accessibility to small chunks of art instruction will further encourage self proclaimed "non artistic" adults a chance to experiment, learn, create and stimulate in a low-pressure, fun environment.