Engaging Learners CSEA 2012

7/31/2019 Engaging Learners CSEA 2012

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ENGAGING LEARNERSWITH ARTS

INTEGRATION: EXAMPLESFROM

LEARNERS PLATFORM

LITERATURE

STUDIES

Presentation at FAC/CSEA Fear No Art!ConferenceEdmonton, AB

October 26, 2012

By

Charity L. Brown and Dr. Willow I. Brown


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FOCUS QUESTION:

How can teachers plan artintegration that will engage

students best expressivepotential?


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SOURCESOF INSIGHT:

Personal experience as a student

Art education literature

21st Century Learning, Multimodal literacy, and the

Learners Platform Network

Student responses to art-integrated lessons


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CONVICTIONSAND COMMITMENTS:

Convictions are strong beliefs that develop through inquiry.

Commitments are intentions for new action in practice, based on

those beliefs (Brown & Cherkowski, 2011).

We believe that art integration must include Thinking, Choosing,Creating, and Communicating.

We believe that students will be most engaged, over the long term,

when they develop technical skills for creating and appreciating

visual self-expression, as described in art curricula.

And so we are committed to sharing authentic, co-equal, andcognitive art integration activities that enhance engagement throughvisual expression of personally meaningful content.


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BEYOND SCHOOL ART

Efland (1976) coined the term school arttodescribe cookie-cutter, craft-based projects

completed with little opportunity for thought or

creativity, little concern for the outcomes of art

curricula, little connection to what artists do.

Bresler (1995) proposed a move beyond

subservient art integration, which focuses on the

technical and simple activities of coloring, cutting,and pasting


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THEALTERNATIVE:

Authentic arts integration allowsstudents to exercise personal

choice and creativity as well asdevelop technical proficiency as

they make and communicate

meaning related to content


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THINKING, CHOOSING, CREATING,AND

COMMUNICATING


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THE CONTEXT:

Multimodal Literacy: Meaning-making using the full

spectrum of human expression (Brown & Lapadat)

21st

Century Learning: the abilities to criticallyevaluate, problem solve, communicate, collaborate,

and develop social awareness

Little support for art education or for generalistteachers using art integration, in spite of a media

explosion that has made visual literacy an essential

skill for navigating the modern world


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SMITHS (1995) INSIGHTSONHOWART

INSTRUCTIONANDARTINTEGRATIONWORK

TOGETHER:

Dedicated art instruction gives

students the skills and is about

developing a sense of art, while

integration gives students additionalopportunities to develop these skills

through complementary lessons.


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ART INTEGRATIONAS PRACTICE:

Art lessons and projects that:

encourage students to respond to art critically,individually, creatively, and with dialogue

can be appreciated for both process and product

encourage students to problem solve and thinkcritically

encourage students to carry their knowledge andskills outside of art class and into the world theyinhabit


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ART INTEGRATIONAS PRACTICE:

subject area content and art have equal value

opportunity for students to use 21st century and

multimodal literacies (technology, criticalconsumption, collaboration, innovation, and

creation) is provided

students are encouraged to bring their existinginterests, skills and talents to the classroom


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WHATISTHELEARNERS PLATFORM?

Unit plans based on a philosophy of multimodal

literacy and students ownership of their learning

Literature studies achieving Language Artsoutcomes with multimodal strategies and activities

The Learners Platform Networkis an online

resource where we are offering Learners Platformunits for teachers to try in their own classrooms.


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EXAMPLESFROM LEARNERS PLATFORM

UNITS: THE TALEOF DESPEREAUX

Jots and Doodles

Thought Castles

Mapping the Heart of a

Character


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MAPPING YOUR IDENTITY ART LESSON

Preparation

Art lessons on line weight and how lines can be

expressive and on how art is about personal

expression

Connection to social studies with a lesson

reviewing maps and mapping

Students were asked to write about whether or not

they thought maps could be art


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MAPPING YOUR IDENTITY ART LESSON

The Lesson

Students are given theopportunity to share theiropinions about whether or notmaps can be art

Teacher example of a life mapand/or sharing of selectedimages from You are Here:Personal Geographies andother Maps of the Imaginationby Katharine Harmon

Students allowed to choosemedia and style of expression


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PERSONALIDENTITY MAP


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STUDENT RESPONSES


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CONCLUDING THOUGHTS

Integrating art creates meaning and provides support for other functionsof an educated mind

Art skills taught in a quality art program can be developed further asstudents are given more opportunity to use them via integrative practice

Students willingness to take risks in art can be transferred to othersubjects

Students are given choice and ownership of their work which increasesachievement across the curriculum

Providing students with opportunities to represent and understand theworld around them in a variety of modes develops students abilities tointeract and understand the world and draw meaning from it (Bresler,1995; Brown and Lapadat, 2009; Darts, 2007).


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THANKYOU!

Charity Brown [email protected](guest appearance, Lukas Fianta-Brown, aged 4

weeks)

Artist & Division 2 teacher at McKee (on leave)

Recent M.Ed. grad Visual Art Education, U of A

Willow Brown [email protected]

Teacher Educator

Researcher in School Improvement & InstructionalLeadership, UNBC

Aspiring a/r/tographer

Learners Platform - www.learnersplatform.ca

Engaging Learners CSEA 2012

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