PDF Engaging Learners Through Artmaking Download
- Author: Katherine M. Douglas
- Publisher: Teachers College Press
- ISBN: 0807758914
- Category :
- Languages : en
- Pages :
Teaching for Artistic Behavior is an art education curriculum focused on choice-based teaching and learning for elementary and middle school age students. The pedagogy is clearly outlined and addresses personal relevancy, the learning environment, instruction, assessment and advocacy. A strong argument is presented for meaningful learner-directed art making experiences for all students. This book blends sound educational theory with actual practice, and is a resource for practicing and pre-service art teachers, curriculum coordinators, aftercare and camp directors and anyone interested in authentic learning through visual art.
Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In The Learner-Directed Classroom, practicing art educators (PreK–16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Teachers who structure self-directed learning activities can facilitate effective differentiation as students engage in the curriculum at their level. This book provides evidence-based, practical examples of how to transform the classroom into a creative and highly focused learning environment. Book Features: Guidance for implementing a learner-directed program, including advocacy, management, differentiated instruction, and resources.Attention to the needs of specific groups of students, including preadolescents, gifted and talented learners, boys, and those with learning differences.Insights into reflective practice and strategies for assessment of learning. Contributors: Catherine Adelman, Marvin Bartel, Katherine Douglas, Ellyn Gaspardi, Clyde Gaw, Lois Hetland, Pauline Joseph, Tannis Longmore, Linda Papanicolaou, Cameron Sesto, George Szekely, Ilona Szekely, Dale Zalmstra “In the present standards-based learning environment, this book is a welcome addition because it presents an alternative pedagogy that puts learners’ needs and interests at the core. Experienced and novice art teachers at all levels who read this book will be motivated to teach in open-ended environments where their choices can make a difference in their students’ lives.” —Enid Zimmerman, Professor Emerita of Art Education and High Ability Programs, Indiana University “From the comfortable couch of the foreword to the exhortative poem at the book’s conclusion, the reader journeys through remarkable classrooms with insightful educators. Practical AND inspirational, the educational principles and points so deftly illustrated herein apply across the disciplines and age spans. An important read for all teachers. A timeless and necessary pedagogy for all classrooms.” —Jacqueline Grennon Brooks, Professor, School of Education, Hofstra University “It is easy to proclaim creativity important and criticize current practices and then offer no actual solutions. This volume is filled with practical tips and hands-on advice aimed at improving self-directed student learning. Any classroom teacher interested in helping students learn, discover, and create will want to read and reread this book.” —James C. Kaufman, Professor of Psychology, California State University, San Bernardino, and Editor, International Journal of Creativity and Problem Solving “Here at last is a meaningful, practical, and hands-on textbook giving guidance to the classroom teacher about beginning or enriching a choice-based program for students, rather than the traditional regimented art curricula meant to please adults. I highly recommend this book to all who are involved in pedagogy, including parents” —Jaune Quick-to-See Smith, Artist Diane B. Jaquith is a K–5 art teacher in Newton, MA and a co-founder of Teaching for Artistic Behavior, Inc., a choice-based art education advocacy organization. She is the co-author of Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. Nan E. Hathaway is a middle school art teacher in Duxbury, Vermont. She is a gifted education specialist and is on the board of directors for Teaching for Artistic Behavior, Inc.
They were named the “throwaways.” Children with learning differences engaged in artmaking as sensemaking to promote issues of social justice in K-12 schools. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations.
What function or purpose does art satisfy in today's society? Section one gives a general overview of the nature of art and its relationship to education. In section two are psychological issues discussed, including the nature of creativity and its associations with art. Section three gives issues in art and learning. The final section considers the notion of creating aesthetic significance as a fundamental human urge. Review in: Cultural trends.21(2012)2(Jun.175-177).
Strengthen potential in IB Visual Arts. Matched to the updated IB Visual Arts Guide for first examination in 2017, and developed directly with the IB, this essential Course Book breaks down and clarifies all the assessment components of the course. Guiding learners through each assessment task, a range of artwork examples contextualize the exam criteria, reinforcing comprehension and confidence. Build assessment potential enable learners to fully understand and engage with all the assessment tasks Develop exam strategies equip students with tested means to develop ideas and evaluate their work Drive reflective learning built-in TOK links, questions and discussion points help you fully adopt the IB approach to learning Fully matched to the most recent IB Visual Guide for first examination 2017
The purpose of this study was to examine the nature of the experiences of teacher / artists who engage in art making with social change as the end-in-view. Building on Dewey's notion of educative experience (1938) and art as experience (1934), the study illuminates particular experiences of personal and social transformation through this way of working. Although considerable theorizing has explored the relationship between art making and social change, this study explores this theorizing as it applies to teacher / artists. Through qualitative methodologies of narrative and phenomenological analysis, data from field observations and participant interviews were coded for narrative constructions and then a narrative for each participant was constructed from the data. Next, phenomenological analysis revealed themes that were confirmed and further developed in the focus group session. Findings of the study indicated the following integrated categories of experiential transformation at both personal and social levels: mind, body, and spirit. Within these categories, the data revealed the significance of embodied knowing, physical presence, identity and voice, finding locations of memory and awareness, cross-difference dialogue, spiritual presence and emergent working, finding guidance concerning purpose and truth making, sustenance and nurture, as well as pain and loss. Implications for this study include further consideration of the nature of the experiences provided for students as well as the entire community of learners with regard to experiences with the arts. Epistemological and ontological positions allowing for experiences with the arts as a means to gain understanding and to seek truth might provide a means by which teachers might develop sophisticated educational artistry. Implications for further research include exploring art making as a dialogic experience, especially in cross-difference dialogue. Exploration of research protocol among arts-based researchers might reveal means by which data is gathered an analyzed so that it might become more consistent with arts informed practice. Further research is implied for the development of educational artistry through experiences with the arts.
This research focused on exploring how site-specific art collaboration can facilitate experiences of syncretism to challenge taken-for-granted relationships within place. A collaborative creative process through participative art-making was developed in order to respond: as artists, advocates, and learners, what do we miss when we become isolated from the synergies of community life? How can we raise our awareness/response about limiting complexities at the intersection of the communities and places we live in? Why and how can we create alternative forms of dialogue and interaction between different ways of seeing, making and acting in order to expand our own experience of the world? This research was developed in Bucaramanga, Colombia at Matamba Cubunaue, the arts organization that I co-founded in 2017, through the design and execution of Inhabited Landscape, a curatorial and educational project partially financed by the Colombian Ministry of Culture. A trimester program consisting of three collective exhibitions, two meeting/walk/workshop sessions per week, and complementary activities offered to a local audience supported the creation of site-specific art collaborations. More than 50 participants including local and international artists, institutional associates and community members ranging between 8 and 80 years of age shared their experiences about the different ways they inhabit and share public space. This transgenerational dialogue about the complexities of the collective "dasein" (being there) was analyzed through data that included documentation of artworks, audio recordings of conversations that took place throughout the making sessions and interviews. Here I participated as an artist as well as an advocate and learner. I was able to develop this research thanks to the synergies of interdisciplinary teamwork. This activist research, by facilitating something seemingly simple as people meeting each other, revealed a significant phenomenon that enhanced productive spectator/participant dialogues creating knowledge such as self-awareness and a sense of interdependence in place. A certain level of equity developed among participants what consequently demanded larger efforts and resources in order to sustain a collaborative mode of action that attempts to generate an alterity beyond the limits of the specific project. It also echoed our call to review core values regarding Matamba's organizational culture as we continue to propel the creative industries of the city. Conclusions from this research could respond to a methodological approach towards collectivism and entrepreneurship or a reference of new institutionalism in a rather unheard-of site. Collaborative artmaking that employs strategies of critical pedagogy enables communities to engage emancipation. Re-placing meaning in the `chaotic order ́ of daily time and space can help us to transgress boundaries that may be actively limiting our perception, therefore our relationship, with(in) the world.
This book introduces the Modern Masters of the 20th century that had great influence on our culture and those who give positive, creative messages in their art, making it a tasteful introduction to Modern art, perfect for young students. Learners apply their understanding of each concept to their own ideas, experiences, and interests as they create original works of art.As young learners create and respond to Modern art, they will gain confidence and form a strong sense of identity in their art. Each text lesson provides colorful illustrations, artworks by the Masters, and visual instruction for projects. Video lessons engage learners as they absorb new information on art materials and established techniques.
This book focuses on developmental growth through the creative use of arts and play, which are employed as teaching methods for children to learn through sight, hearing, smell, touch, kinesthesis, and if appropriate, taste to better convey knowledge, promote communication and expression across senses, to enhance children's interest in learning and encourage various learning styles. In addition, the integration of the use of language and the natural verbal sharing stemming from art-making and play make this book unique in that the abilities acquired from the learning include verbal and non-verbal development.Arts and play are used throughout this book. They are widely utilized in working with children, and in art therapy and play therapy. From a developmental perspective, these non-verbal expressive methods are bene?cial to various children in communicating and expressing their emotions, thoughts, and experiences; learning from and enjoying sensory stimulation; interacting with peers, and developing relationships in the process. They are considered the natural language for children and are especially helpful for children whose language ability is not fully developed, who need to integrate sensory input as in children with special needs, and sensory learners such as visual learners. This book introduces 8 fundamental and daily life-related topics a child can learn about to better understand human interactions and environments.