Kylee York - Visual Pedagogy Project: Art Integrated Into Science Curriculum
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Transcript of Kylee York - Visual Pedagogy Project: Art Integrated Into Science Curriculum
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Art Integrated Into Science CurriculumBy: Kylee York
Visual
Pedagogy
+Why I Chose This
Science=challenging subject
Many different topics that could use various instructional strategies
Science and art are left out more in curriculum due to high standards for reading and math
+Science and Visual Arts
“Art and science have their meeting point in method.” –Earl Edward George Bulwer-Lytton
“During human progress, every science is evolved out of its corresponding art.” –Herbert Spencer
+Research
Artistic expression enhances a student’s ability to: Communicate science explanations Engage in science Communicate ideas to the public
Deepens understanding of complex topics using a hands-on approach
Students can learn from interaction with each other and their products
+Research
Teachers can design lessons according to specific needs, abilities, or interest of the students
Multiple viewpoints can be presented
Extend lessons
Enhance the effectiveness of the lesson
+Connect to Readings
Fountas & Olson: Observation of images Communicate verbally to visually or visually to verbally
Oreck: Push for test scores eliminates creativity and enhances
autonomy Diverse abilities in learners
Eisner Arts can help play a role in human development Art is a way of expression and discovery
+Examples
+Examples
+Lesson: Life Cycle of a Butterfly
Standard: SC.2.3.1 2000 Investigate by observing and then describe in some way that some events in nature have a
repeating pattern, such as seasons, day and night, and migrations.
Activity Read The Life Cycle of a Butterfly By: Bobbie Kalman
Draw a spiral on a paper plate and cut out
Draw, cut out, and color a green leaf
Draw, cut out, glue tiny white circles on leaf
Draw, cut out, and color a caterpillar
Draw, cut out, and color a pupa (cocoon)
Draw, cut out, and color a butterfly
Take the four individual pieces, and hole-punch a hole in them
Tie a piece of string to each of the four pieces and tape the strings to the underside of the spiral
Tie the leaf with the egg closest to the top of the spiral, the caterpillar second closest to the top, the pupa third, and the butterfly the farthest away so that it hangs down in order
+Connect to Teaching Philosophy
I Believe In: Hands-on learning Variety of instructional strategies Strengthening ability in multiple content areas
Art is another form of communication comprised of it’s own language
Art is an open canvas with an endless amount of opportunity
+References: Text
http://science.nsta.org/enewsletter/2005-09/elementary.htm
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=1884&CAT=none
http://web1.uct.usm.maine.edu/~trudy/frame/finteg.htm
http://david-r-wetzel.suite101.com/using-visual-arts-to-stimulate-science-learning-a67479
http://www.todayinsci.com/QuotationsCategories/S_Cat/ScienceAndArt-Quotations.htm
http://www.enchantedlearning.com/crafts/butterfly/lifecyclemobile/
+References: Visual
http://www.google.com/imgres?q=student+examples+of+a+food+chain&um=1&hl=en&biw=1682&bih=1146&tbm=isch&tbnid=Z6k_CXxLPIkZYM:&imgrefurl=http://www.brighthubeducation.com/lesson-plans-grades-1-2/39362-food-chain-lesson-plan-with-the-lorax/&docid=ukagpluNOvN6nM&imgurl=http://img.bhs4.com/32/B/32B14714406A1161596D437EE3A0301401D54209_large.jpg&w=600&h=600&ei=HrmVT6LFNfDH6AGYucWyBA&zoom=1&iact=rc&dur=530&sig=112073618340341818681&page=1&tbnh=119&tbnw=119&start=0&ndsp=64&ved=1t:429,r:4,s:0,i:75&tx=66&ty=51
http://www.google.com/imgres?q=clay+model+of+brain&um=1&hl=en&biw=1682&bih=1146&tbm=isch&tbnid=1upGkEncpsF-ZM:&imgrefurl=http://virtual.parkland.edu/jfoust/psy101/modbrain.htm&docid=J6Wvy_px71GcTM&imgurl=http://virtual.parkland.edu/jfoust/psy101/gifs/ronsbrain.JPG&w=544&h=367&ei=1rmVT5O9L7Sd6AHegcGMBA&zoom=1&iact=rc&dur=2&sig=112073618340341818681&page=1&tbnh=120&tbnw=168&start=0&ndsp=66&ved=1t:429,r:2,s:0,i:71&tx=64&ty=72
http://www.google.com/imgres?q=solar+system+project&um=1&hl=en&biw=1682&bih=1146&tbm=isch&tbnid=CQKmvS8EYeTgXM:&imgrefurl=http://www.stmaryhs.org/academics/articles/2008/solarsystem/&docid=SkWNdX-8QA75gM&imgurl=http://www.stmaryhs.org/academics/articles/2008/solarsystem/images/solar-lg.jpg&w=440&h=400&ei=8bmVT5qTIc6I6AHzoqm7Cg&zoom=1&iact=rc&dur=352&sig=112073618340341818681&page=1&tbnh=121&tbnw=132&start=0&ndsp=52&ved=1t:429,r:4,s:0,i:134&tx=81&ty=37
http://www.google.com/imgres?q=volcano+models&um=1&hl=en&biw=1682&bih=1146&tbm=isch&tbnid=awS0WcMkqQy0dM:&imgrefurl=http://www.stormthecastle.com/how-to-make-a/how-to-make-a-fast-easy-volcano.htm&docid=444vyqzR1XG05M&imgurl=http://www.stormthecastle.com/how-to-make-a/images/make-a-volcano-pictures/kenny-volcano-large-2.jpg&w=600&h=450&ei=arqVT8HMLcWg6QGnzcS8BA&zoom=1&iact=hc&vpx=626&vpy=697&dur=898&hovh=193&hovw=258&tx=151&ty=74&sig=112073618340341818681&page=1&tbnh=121&tbnw=161&start=0&ndsp=68&ved=1t:429,r:43,s:0,i:176
http://www.google.com/imgres?hl=en&client=firefox-a&hs=mnB&sa=X&rls=org.mozilla:en-US:official&biw=1682&bih=1146&tbm=isch&prmd=imvnso&tbnid=qUejp3S5DURyHM:&imgrefurl=http://www.universitystory.gla.ac.uk/biography/%3Fid%3DWH1039%26type%3DP&docid=Q5WPT8UQlmaerM&imgurl=http://www.universitystory.gla.ac.uk/images/UGSP00662_m.jpg&w=308&h=400&ei=Gw2WT7XGCISt6AGsqc3MDg&zoom=1&iact=hc&vpx=273&vpy=116&dur=535&hovh=256&hovw=197&tx=128&ty=114&sig=112073618340341818681&page=1&tbnh=125&tbnw=96&start=0&ndsp=82&ved=1t:429,r:1,s:0,i:71
http://www.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/9/96/Herbert_Spencer.jpg&imgrefurl=http://en.wikipedia.org/wiki/File:Herbert_Spencer.jpg&h=1541&w=1000&sz=106&tbnid=f3adiz8LEjDOxM:&tbnh=91&tbnw=59&zoom=1&docid=KNMQ2gMsnYanoM&hl=en&sa=X&ei=3QyWT5nsI4Wf6QGsgsGgDg&sqi=2&ved=0CFIQ9QEwBA&dur=252