arts in education: art as metaphor

part of a required study for ARTS 555

Nicaragua 2011

The BuildaBridge Artist’s Pledge

I will do my best with all the gifts bestowed upon me by the Creator to:Form relationships that offer empathy and hopeLive as an inspiring exampleTeach all classes with excellenceApproach my work with an optimistic philosophy of lifeBelieve in students’ abilities to address their own dilemmasCreate safe spaces for studentsSet clear and appropriate boundariesRespond to students with respect and professionalismSpeak a blessing into the life of every child (through meaningful touch, spoken words, picturing a special future, and active commitment)Work as a team within cross-cultural contexts

I will do all of this In order to assist student toward the Good Life they deserve

The BuildaBridge Artist’s Song

I cannot do all the things that the world needs;But the world needs all the things that I can do.

session IReview

Introduction to The BuildaBridge Classroom

OVERVIEW OF COMPONENTS

ritualart-integrationintentional lesson planningart-as-metaphorart standardsspeaking blessingsInquiry-based pedagogyholist goals (social, artistic,

academic, spiritual/character formation)

Child-centeredTrauma-informedHope-infused

the opening song

An important transition to turn attention to the classbind anxietyRelease tensioncollaborative work-connectionengage the brainengage emotionscreate a safe & predictable place for childrenassessmentmove students from where they are to where to want them to go

All learning filters through the emotional system first

Choose theme or key message Establish goals and objectives Set measurable outcomes List materials, resources, and supplies Lesson break-down

– Pre-assessment activity, body of lesson, conclusion, evaluation

how do I prepare for an effective lesson?

elements of effective lessons

goals objectives outcomes metaphoric message rubrics assessments youth involvement

BuildaBridge lessons includes goals in 4 specific areas:– Artistic Goals

Technical, interpretive, connecting, contextual skills– Academic Goals

Analytical, communication, content/knowledge skills– Social Goals

Character Development, social, interpersonal, conflict resolution skills

– Spiritual Skills Community and family, belonging and identity, purpose,

values, character, society.

what?

session iii

The BuildaBridge Classroom

Art as Metaphor

metaphor

The specific change agent that distinguishes the creative arts

Links old with new

Bypasses defenses

metaphor

The specific change agent that distinguishes the creative arts

Links old with new

Bypasses defenses

resilience

overcoming the odds rebounding

metaphor in sacred texts

Proverbs uses comparison to teach truth:– Proverbs 25: v. 3, 12,

14, 18, 20, 25, 26,28

– Proverbs 26: v. 1, 2, 10

– Proverbs 27: 8Like snow in summer, honor is not fitting for a fool.

metaphor

Definition: Meaning “to carry across” in Greek

The use of a word or phrase to describe somebody or something that is not meant literally but by means of a vivid, implicit comparison expresses something about him, her, or it;

All language that involves figures of speech or symbolism and does not literally represent real things;

Uses one thing (familiar) to represent another (new).

Decide your message Choose the most appropriate art form (ref.

unique aspects of each art form Choose the most appropriate elements of the art

form (e.g., the “turn around” in music, ‘spotting’ in dance, shadow/foreground in visual art.)

Teach the art (element) skill Bridge to the non-art life skill

creating metaphor

Practicum

Now, alone or in pairs:

Create your own lesson for a metaphor.Begin by deciding what message or principle you would like to teach children. Follow the steps for developing an arts-based metaphor.Teach your art lesson to the class, concluding with the bridge to your “life lesson”.

creating metaphor

You are working with a nine year-old boy whose teacher is leaving. Create/Design an intentional metaphoric art-experience in which to engage him (and the group) using your particular art form.

What is the metaphoric message you are attempting to symbolize ? Is it an implicit, vivid comparison? Symbolic or representative?

creating metaphor You are working with a nine year-old girl

whose lost her grandmother. She died but was not ill. Create/Design an intentional metaphoric art-experience in which to engage her around the issue of death & loss (and the group) using your particular art form.

You are teaching a class of teens about living

peacefully while still holding different opinions and disagreeing.

impact of the arts

Songs & Poetry make facts memorable Drawing helps writing, and imprints a visual image

to reinforce learning Drama & film make history vivid and real Movement clarifies the idea of process

impact of the arts

Drama & film make history vivid and real Movement clarifies the idea of process Music connects us to affect that mediates learning All the arts assist in the development of metaphoric

language, vocabulary, observation and critical thinking and

Deepen development of creativity and imagination

the BuildaBridge Classroom

Dance-Integrated Geography & Social Norms – Mama Magi Ross

Visual Arts Integrated Spiritual Development – Ms. Sarah Thompson

Multi-arts integrated Character Development orMusic as metaphor - Obwisana

– Dr. Vivian Nix-Early

session vWednesday 9:30am-12noon

Inquiry Based Learning

Final Q & AAssignmentsTeachback Arrangements

inquiry based learning: key principles

Asking questions Learner driven Focus on how to learn vs. content More web-like Differently structured

Inquiry based learning: advantages

flexible alternative appeal to learning styles interdisciplinary vs. vertical/sequential approach collaborative any age group recognizes contributions from all kids

inquiry based learning: asking questions

Are questions answerable? More than simple fact? Are the answers already known? Do they have some objective basis for an

answer? Not too personal? Do they start with “when”, “what”, “where”,

“why”, “how”?

inquiry based learning: rubric for evaluating presentations

Are questions open-ended? Are they the best ones to get students to think?

Are questions sequenced moving from general observation to interpretation to theme-related synthesis & evaluation (Bloom)?

Do follow-up Q’s elicit evidence & gather opinions from several students?

Transition: is there a summary, thank you, an assignment to end the Inquiry?

Inquiry based learning - example

Amy Tuttle’s Inquiry image:

Inquiry based learning

Julie Crawford’s Inquiry lesson

“Café Muller”

http://www.youtube.com/watch?v=oYXjk_qn3cQ

The Closing

a pledge or commitment reminder of accountability inspiration binds community prepares for the future celebration & summary marks boundaries & milestones