Post on 04-Apr-2018
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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 charity.brown@epsb.ca(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 brown@unbc.ca
Teacher Educator
Researcher in School Improvement & InstructionalLeadership, UNBC
Aspiring a/r/tographer
Learners Platform - www.learnersplatform.ca