Learning and Art

Winter 2007 - MIT

Rationale

Many people agree that the arts (music, visual arts, dance, and theater) play an important role in learning. What some people disagree about, however, is what makes the arts important. Are they important as languages of thought and expression in and of themselves? Are they primarily useful as pedagogical tools for potentially improving students’ capacities in the 3Rs? Or are the arts important in both these aspects?

The arts are a core subject under the “No Child Left Behind” Act. Guided and shaped by both artists in the community and research, the Office of the Superintendent of Public Instruction for the State of Washington has taken a position on the role of art in education (see http://www.k12.wa.us/curriculuminstruct/arts/intro.aspx ). Their goal is to have “all 296 school districts in Washington State …offer, support and provide comprehensive, sequential standards based K-12 arts programs to all learners in dance, music, theatre and the visual arts.” You will find the Washington State Grade 8 sample visual art assessment and scoring rubric at http://www.k12.wa.us/CurriculumInstruct/Arts/CBAs.aspx As you will see from perusing this site, the emphases are on creating visual art AND identifying and describing how visual art elements and principles are used and for what purposes.

Our Goals for You

Each quarter we will work with you to consider how and why you might bring the Arts into your classrooms as pedagogical tools. We want each of you -- regardless of whether you would call yourself musician, artist, actor or dancer -- to consider the functions and possibilities of these diverse forms of thought and expression for your teaching. Specifically, our goals Winter quarter are for you to:

• explore what role visual art may have in public education;
• find intentional and purposeful ways to bring the visual arts and history into the classroom;
• begin to learn about a few elements and principles of visual art;
• begin to learn how the elements and principles of visual art and art history can be used as pedagogical tools for exploring and making meaning of concepts in a range of disciplines; and,
• become more inclusive in the way you consider visual art texts and perspectives so that what is normalized in the classroom are not just the visions and perspectives of the dominant culture or of stereotypical views of ability.

How Are We Doing This?

Several seminar prep assignments this quarter will foreground visual art. The visual art elements are line, shape, texture, color, space, value, and form. Art principles involve combining the elements to create Proportion, Movement/Rhythm, Balance, Variety, Emphasis/dominance, Repetition/pattern, Harmony, and Unity.

You will have the opportunity to participate in seminars this quarter that will allow you to become more aware of and assess yourself on elements and principles of art.

Final Individual Task

• Copy Visual Art EALRs and Frameworks appropriate to the grade level you intend to teach and your self-assessment of yourself on these EALRs

http://www.k12.wa.us/curriculumInstruct/Arts/frameworks/Evisualart.aspx (k-5)

http://www.k12.wa.us/curriculumInstruct/Arts/frameworks/Svisualart.aspx (6,8,10,12)

• On your MIT website, post digital photos of your art done for seminar prep this quarter. Print copies for your portfolio (black and white OK).

• Self- Reflection about what you learned this quarter about art and integrating art in your teaching

DUE: in your portfolio Week 10

Library Curriculum Room Resource List

ACRONYM (MIT 2005)

Books organized with different media by chapter:

Art starters. (1989). Lakeshore Curriculum Materials Company.

Cherry, C & Nielsen, D.M. (1999) Creative art for the developing child (3 rd ed.). Grand, Rapids, MI: McGraw-Hill Children’s Publishing.

Frank, M. (1976). I can make a rainbow. Tennessee: Incentive Publications.

Jenkins, P.D. (1980). Art for the fun of it. New York: Prentice Hall Press.

Painting Technique

Topal, C.W. (1992). Children and painting. Worcester, MA: Davis Publications, Inc.

Ideas for Earth friendly projects:

Kohl, M.F., & Gainer, C. (1991). Good earth art: Environmental art for kids. Bellingham, WA: Bright Ring Publishing. *pp. 13-44 = Drawing and Painting/ pp. 95-128 = Collage and Printing

Carlson, L. (1993). Ecoart: Earth friendly art and craft experiences for 3- to 9- year- olds. Charlottle, VT: Williamson Publishing Co. *pp. 83-87 printing (the rest you have scavenge to find fine arts disciplines.)

Ideas/worksheets for teaching the elements and principles

Wolfersperger, S.K., & Carlston, E. (1992). Experimenting with art. Glenview, IL: Good Year Books. *For grades 3-6

Mish-mosh of disorganized art activities

Carlson, L. (1990). Kids create!: Art and craft experiences for 3- to 9- year- olds. Charlottle, VT: Williamson Publishing Co. *pp. 54-62 printmaking (the rest you have scavenge to find fine arts disciplines.)

Kohl, M. (2000). The big messy art book: but easy to clean up.. Beltsville, MD: Gryphon House.

Gregson, B. (1991) Take part art: Collaborative art projects. Parsippany, NJ: Fearon Teacher Aids.

Robbins, I. (1990). Easy art projects for every month of the school year. New York: Parker Publishing Company.

Ryder, W. (1991). The art experience. Glenview, IL: Scott, Foresman and Company *Grades 4-6