Although researchers have written about the challenges and problems
in gaining access to sites ( Bogdan & Biklen, 1992; Burgess, 1991; Glesne
& Peshkin, 1992) and in maintaining relationships with respondents over
time ( Gurney, 1991), entry into RMS went smoothly. Peggy had spent time
with Louise the previous year and learned that she and Louise held similar
perspectives on art in the meaning making process of learners.

Louise invited Peggy to participate as an inquirer in her art room. She
made the initial contacts with the principal and vice principal of the school,
laying the groundwork for this study before Peggy met with them. During
the first week of school, Peggy made an appointment with the vice princi-
pal and provided her with an outline of the proposed study and consent
forms for student and adult respondents in the study.

Beginning with the first week of school and continuing through the first
year until May, Peggy spent two periods 1 or 2 days per week with Louise.
Louise's art classes, in this first year, met for 6 weeks for a total of 12
different groups of sixth-grade students. During the first six-week period,
Peggy observed Louise's teaching, her talk with students, the curriculum
design, and the social dynamics of the classroom. This observation also
included the artworks and critique journals of the students.

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