Engaging Learners CSEA 2012

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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