WHY ART IN P-5 PUBLIC EDUCATION? Why art in P-5 Public Education?
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Transcript of WHY ART IN P-5 PUBLIC EDUCATION? Why art in P-5 Public Education?
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WHY ART IN P-5 PUBL IC EDUCAT ION?
Why art in P-5 Public Education?
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How many of you spent your childhood outdoors exploring and discovering?
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Do you think your kids spend as much time creating tree houses, forts or collecting random things found on a walk? Do they do as much questioning of their surroundings or problem solving with their free time
as you did in your childhood?
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ARE WE DISCARDING SELF AND ENVIRONMENTAL DISCOVERY?
ARE WE TAKINGAWAY THEIR
INTERACTIONSWITH THE
REAL WORLD?
In a world full of technology…
A varied and rich relationship with the surrounding environment creates mental growth.
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“WE DO NOT PAINT OR DRAW OBJECTS IN THE WORLD, BUT RATHER PAINT AND
DRAW OUR RELATIONSHIP WITH THEM”
THE SPIRIT OF EXPLORATION!
Viktor Lowenfeld(Teacher, Psychologist and Author)
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Rhoda Kellogg
Kellogg was a Psychologist, Author and Primary school educator who completed studies on the art of children. Through these studies she found not only that there was a natural progression within the creation of art for all youth but that it also triggered development in other areas.
“The very first marks a child makes on paper are the child’s first use of a communication tool…It represents the beginning of the child’s literacy development” (Bailer, 2003)
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“THIS USE OF LINES AND SHAPES ASSYMBOLS FOR OTHER THINGS IS THE
BRIDGE LEADING TO SYMBOL RECOGNITION AND FORMATION USED IN READING AND WRITING. IT STANDS
TO REASON THAT THE MORE EXPERIENCE A CHILD HAS IN DEALING
WITH PRODUCING ART, THE EASIER LEARNING TO READ AND WRITE WILL
BE LATER ON.” (STR IKER , 2001)
Susan Striker, Young at Art
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Representational drawing is the foundation for storytelling. The whole idea of drawing is the telling of a story, this excitement surrounding their creations in drawing can be the basis for branching out into projects in writing with a purpose.
Rhoda Kellogg on Representational Drawing
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“THE PURPOSE OF ART STUDY IS NOT TO MAKE ARTISTS OUT OF OUR YOUNG
PEOPLE; IT IS TO HELP THEM BECOME COMPLETE HUMAN BEINGS.” ( Y O R K , 1 9 9 7 )
Purpose of Art
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WITHIN ART EDUCATION THERE ARE MANY POSITIVE PIECES OF THE
LEARNING PROCESS THAT ARE EITHER TAUGHT OR INCORPORATED INTO THE
CURRICULUM. THESE PIECES MAY NOT BE VISIBLE TO ALL STUDENTS OR
PARENTS BUT ARE VERY VISIBLE IN WHAT THE STUDENTS CARRIES WITH
THEM THROUGHOUT THEIR LIVES AFTER CLASS. THESE ARE THE PIECES
THAT TAKE STUDENTS FROM BASIC LEARNERS TO REAL THINKERS THAT
ACTIVELY COMPREHEND INFORMATION.
The Pieces
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Originator Instinct Art as Praxis
Conversion from unreflective to reflective thought
A transcendence of intentions (starts by just painting color, becomes something more)
Reciprocity between the medium and maker (interactions with the environment and tools)
We are finding a new understanding of the world and the way it works.
Formation of a piece of students art precedes the conception of the idea.
Understanding of a concept, idea or even a medium is achieved via action.
There is a real dialogue between critical reflection and action.
The student is their own critic, giving themselves the opportunity to interpret their art and modify accordingly.
The Pieces
(Zurmuehlen, 1990)
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The Pieces
Most students need to relate a subject to themselves just to remember it.
Art takes these ideas one step further, we move from subjunctive to objective, making our students better learners in the long run by being able to connect subjects to themselves and then in turn the world around them.
As kids get older they become increasingly aware of the real world, relating their art with themselves and the world around them actively turning knowledge into understanding.
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Blooms Taxonomy
Blooms Taxonomy is a classification of levels of intellectual behavior important in learning. It defines six different levels of thinking. These levels build in increasing order of difficulty from basic memorization to higher and more sophisticated levels of critical thinking skills.
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Using the Very Hungry Caterpillar as an Example
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Using The Hungry Caterpillar as an Example of Blooms Taxonomy
Remember: Describe where Caterpillar lived. Understand: Summarize what the Hungry Caterpillar
story was about. Apply: Construct a theory as to why Caterpillar is
eating so much food.Analyze: Differentiate between how Caterpillar reacted
to eating all that food and how you might react. Evaluate: Assess whether or not you think this really
happened to Hungry Caterpillar. Create: Create your own story book including detailed
pictures showing what would happen if YOU were the Hungry Caterpillar.
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Blooms TaxonomyWhile the students
are making their own stories with drawings they are also given the chance to ask questions.
Why does the caterpillar make this change into a butterfly? How does it make a chrysalis? Can a caterpillar really eat a pie? What does it actually eat?
These are questions and curiosity that really create a bridge between art and curriculum.
“Create” is at the top of Blooms taxonomy list. We see that the idea of creation really ties together all the information below it.
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A major study provides us with evidence of improved student learning and achievement when they are involved in the arts. (25,000 students information was gathered over a ten year period.)– the arts can help to:
• Reach students who are not otherwise being reached.
• Reach students in ways that they are not otherwise being reached.
• Connect students to themselves and each other.
• Transform the environment for learning.
• Provide learning opportunities for the adults in the lives of young people.
• Provide new challenges for those students already considered successful.
• Connect learning experiences to the world of real work.
Champions of Change, Fiske
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GRADE 8-10 ACADEMIC PERFORMANCE
HIGH ARTS STUDENTS
LOW ARTS STUDENTS
Earning A’s and B’s in English
79.2% 64.2%
Dropping out by grade 10
1.4% 4.8%
Bored in school half or most of the time
42.2% 48.9%
Scoring top 2 quartiles in reading
70.9% 45.1%
Scoring top 2 quartiles in History/Geography
70.9% 46.3%
Consider community service important
46.6% 33.9%
TV watching (1 hr or less) on weekdays
28.2% 15.1%
TV watching (3 hours or more) on weekdays
20.6% 34.9%
Fiske, Champions of Change, 1999
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“ I WANT MY CHILDREN TO UNDERSTAND THE WORLD, BUT NOT JUST BECAUSE THE WORLD
IS FASCINATING AND THE HUMAN MIND IS CURIOUS. I WANT THEM TO UNDERSTAND IT
SO THAT THEY WILL BE POSITIONED TO MAKE IT A BETTER PLACE. IT IS KNOWING
WHO WE ARE AND WHAT WE CAN DO. . . ULTIMATELY, WE MUST SYNTHESIZE OUR UNDERSTANDINGS FOR OURSELVES. THE
PERFORMANCE OF UNDERSTANDING THAT TRY MATTERS ARE THE ONES WE CARRY OUT AS HUMAN BEINGS IN AN IMPERFECT WORLD
WHICH WE CAN AFFECT FOR GOOD OR FOR ILL . ” ( S M I T H , 2 0 0 8 )
Howard Gardner (Creator of the Multiple Intelligences
Theory)
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Why Art?
We have the responsibility to teach our students to learn, to care about what they are learning and utilize that knowledge in other ways.
By teaching them art we are starting that questioning and learning process early. We are incorporating critical thinking into each students learning repertoire .
The importance of having art class that teaches you not only how to interact with your surroundings in the midst of teaching you about yourself is truly priceless and gives students the knowhow to go forward and change the world.
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Video
http://www.youtube.com/watch?v=qMU67RGdiMQ&feature=related
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Sources
Zurmuehlen, Marilyn, (1990) Studio Art: Praxis, Symbol, Presence. National Art Education Association
York, Alexandra,(1997) The Fourth “R” in Education: Reading, Writing, Arithmetic and Art. Art Ideas, Vol 4 No. 3
Fiske, Edward, (1999) Champions of Change: The Impact of the Arts on Learning. (http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/ef/ed.pdf)
Striker, Susan, (2001)Young at art: Teaching Toddlers Self-Expression, Problem-Solving Skills and an Appreciation for Art. NY, NY, Henry Holt Publishing.
Smith, Mark K. (2002, 2008) Howard Gardner and multiple intelligences, Mark Smith (http://www.infed.org/thinkers/gardner.htm. )
Bailer, K. (2003) Developmental Stages of Scribbling, (www.k-play.com)