Engaging Learners CSEA 2012

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<ul><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 1/26</p><p>ENGAGING LEARNERSWITH ARTS</p><p>INTEGRATION: EXAMPLESFROM</p><p>LEARNERS PLATFORM</p><p>LITERATURE</p><p>STUDIES</p><p>Presentation at FAC/CSEA Fear No Art!ConferenceEdmonton, AB</p><p>October 26, 2012</p><p>By</p><p>Charity L. Brown and Dr. Willow I. Brown</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 2/26</p><p>FOCUS QUESTION:</p><p>How can teachers plan artintegration that will engage</p><p>students best expressivepotential?</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 3/26</p><p>SOURCESOF INSIGHT:</p><p> Personal experience as a student</p><p>Art education literature</p><p> 21st Century Learning, Multimodal literacy, and the</p><p>Learners Platform Network</p><p> Student responses to art-integrated lessons</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 4/26</p><p>CONVICTIONSAND COMMITMENTS:</p><p> Convictions are strong beliefs that develop through inquiry.</p><p>Commitments are intentions for new action in practice, based on</p><p>those beliefs (Brown &amp; Cherkowski, 2011).</p><p> We believe that art integration must include Thinking, Choosing,Creating, and Communicating.</p><p> We believe that students will be most engaged, over the long term,</p><p>when they develop technical skills for creating and appreciating</p><p>visual self-expression, as described in art curricula.</p><p> And so we are committed to sharing authentic, co-equal, andcognitive art integration activities that enhance engagement throughvisual expression of personally meaningful content.</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 5/26</p><p>BEYOND SCHOOL ART</p><p> Efland (1976) coined the term school arttodescribe cookie-cutter, craft-based projects</p><p>completed with little opportunity for thought or</p><p>creativity, little concern for the outcomes of art</p><p>curricula, little connection to what artists do.</p><p> Bresler (1995) proposed a move beyond</p><p>subservient art integration, which focuses on the</p><p>technical and simple activities of coloring, cutting,and pasting</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 6/26</p><p>THEALTERNATIVE:</p><p>Authentic arts integration allowsstudents to exercise personal</p><p>choice and creativity as well asdevelop technical proficiency as</p><p>they make and communicate</p><p>meaning related to content</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 7/26</p><p>THINKING, CHOOSING, CREATING,AND</p><p>COMMUNICATING</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 8/26</p><p>THE CONTEXT:</p><p> Multimodal Literacy: Meaning-making using the full</p><p>spectrum of human expression (Brown &amp; Lapadat)</p><p>21st</p><p>Century Learning: the abilities to criticallyevaluate, problem solve, communicate, collaborate,</p><p>and develop social awareness</p><p>Little support for art education or for generalistteachers using art integration, in spite of a media</p><p>explosion that has made visual literacy an essential</p><p>skill for navigating the modern world</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 9/26</p><p>SMITHS (1995) INSIGHTSONHOWART</p><p>INSTRUCTIONANDARTINTEGRATIONWORK</p><p>TOGETHER:</p><p>Dedicated art instruction gives</p><p>students the skills and is about</p><p>developing a sense of art, while</p><p>integration gives students additionalopportunities to develop these skills</p><p>through complementary lessons.</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 10/26</p><p>ART INTEGRATIONAS PRACTICE:</p><p>Art lessons and projects that:</p><p> encourage students to respond to art critically,individually, creatively, and with dialogue</p><p> can be appreciated for both process and product</p><p> encourage students to problem solve and thinkcritically</p><p> encourage students to carry their knowledge andskills outside of art class and into the world theyinhabit</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 11/26</p><p>ART INTEGRATIONAS PRACTICE:</p><p> subject area content and art have equal value</p><p> opportunity for students to use 21st century and</p><p>multimodal literacies (technology, criticalconsumption, collaboration, innovation, and</p><p>creation) is provided</p><p>students are encouraged to bring their existinginterests, skills and talents to the classroom</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 12/26</p><p>WHATISTHELEARNERS PLATFORM?</p><p> Unit plans based on a philosophy of multimodal</p><p>literacy and students ownership of their learning</p><p>Literature studies achieving Language Artsoutcomes with multimodal strategies and activities</p><p> The Learners Platform Networkis an online</p><p>resource where we are offering Learners Platformunits for teachers to try in their own classrooms.</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 13/26</p><p>EXAMPLESFROM LEARNERS PLATFORM</p><p>UNITS: THE TALEOF DESPEREAUX</p><p> Jots and Doodles</p><p> Thought Castles</p><p> Mapping the Heart of a</p><p>Character</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 14/26</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 15/26</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 16/26</p><p>MAPPING YOUR IDENTITY ART LESSON</p><p>Preparation</p><p>Art lessons on line weight and how lines can be</p><p>expressive and on how art is about personal</p><p>expression</p><p> Connection to social studies with a lesson</p><p>reviewing maps and mapping</p><p> Students were asked to write about whether or not</p><p>they thought maps could be art</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 17/26</p><p>MAPPING YOUR IDENTITY ART LESSON</p><p>The Lesson</p><p> Students are given theopportunity to share theiropinions about whether or notmaps can be art</p><p> Teacher example of a life mapand/or sharing of selectedimages from You are Here:Personal Geographies andother Maps of the Imaginationby Katharine Harmon</p><p> Students allowed to choosemedia and style of expression</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 18/26</p><p>PERSONALIDENTITY MAP</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 19/26</p><p>STUDENT RESPONSES</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 20/26</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 21/26</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 22/26</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 23/26</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 24/26 </p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 25/26</p><p>CONCLUDING THOUGHTS</p><p> Integrating art creates meaning and provides support for other functionsof an educated mind</p><p> Art skills taught in a quality art program can be developed further asstudents are given more opportunity to use them via integrative practice</p><p> Students willingness to take risks in art can be transferred to othersubjects</p><p> Students are given choice and ownership of their work which increasesachievement across the curriculum</p><p> 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).</p></li><li><p>7/31/2019 Engaging Learners CSEA 2012</p><p> 26/26</p><p>THANKYOU!</p><p>Charity Brown charity.brown@epsb.ca(guest appearance, Lukas Fianta-Brown, aged 4</p><p>weeks)</p><p>Artist &amp; Division 2 teacher at McKee (on leave)</p><p>Recent M.Ed. grad Visual Art Education, U of A</p><p>Willow Brown brown@unbc.ca</p><p>Teacher Educator</p><p>Researcher in School Improvement &amp; InstructionalLeadership, UNBC</p><p>Aspiring a/r/tographer</p><p>Learners Platform - www.learnersplatform.ca</p></li></ul>