I am hoping to use these excerpts from a previously written piece to develop more writing on interdisciplinary curriculum development. Any comments on content, feasibility for implementation in your classroom or writing mechanics would be appreciated.
Thank you.
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Harvey and Goudvis write about visualizing: "Visualizing brings joy to reading." (p.97). Research shows that 95% of children are visual learners; therefore, so it makes sense that children would learn best through visual strategies. Students need a motivating strategy to teach them higher levels of thinking identified in Bloom's taxonomy: analysis and synthesis.
Looking at works of art is a stimulating strategy to teach these skills. Critical analysis of art work that children enjoy is a strategy that I have used frequently in my own teaching to foster analysis and synthesis. In these strategies, students study two works of art and participate in a lively discussion of comparison and contrast of the two pieces. Inferences are made about the visual content. Students begin to discover details and delve deeper into meanings below the surface.
Critical analysis skills can be developed and evaluated by comparing and contrasting works of art. A simple method for third and fourth graders to learn these skills is to look at two different painting reproductions. Allowing students to study the paintings for a few minutes allows them to begin to formulate ideas related to the content and also the art elements present in the work.
Following an observation period of approximately two to three minutes, high level questions that engage students in deep conversations about the setails of the paintings may be asked of the students. Students participate in a rigorous discussion that has potential for conitive growth and development of analysis and synthesis. Students draw on prior knowledge and apply it to new observations and thought and make connections. Students are encouraged to study, articulate, reflect and communicate their ideas and connections. Transfer of learning will occur after any of these exercises and writing and reading exercises are encouraged particularly at the third and fourth grade levels to reinforce the transfer and encourage further inquiry while enriching their lives by involving visual art.
I believe in the power of visual art. In my health classroom I display The Ladder For Booker T. Washington and simply ask the students what do you see in this picture in relationship to health. I am always truly amazed at the level of thinking that occurs by simply viewing art. I have found this activity a great introduction to what is health. Have you ever had the opportuinty to integrate art in another subject area? I guess what I am trying to say is have you always been an art teacher? Have you experienced teaching art from another perspective? Why is ensuring that other content areas include art so important to you (this would be a great topic to include)? When you were a student young or old did you experience art being taught in other content areas beside just in the art classroom?
ReplyDeleteMelanie,
ReplyDeleteI would love for you to add examples of students comments about a paticular piece to this. I know when I did this activity in my class I was amazed at the thoughts and ideas students had about a particular piece of art. Maybe you could even include the picutre you have the students discuss.
I am "on board" with everything you mentioned regarding the curriculum outline. You use some effective and interesting ways to promote higher levels of learning. However, I think that it would be better commmunicated to the reader if you provided some real examples of the methods that are discussed. For example, you stated, "Students are encouraged to study, articulate, reflect and communicate their ideas and connections." It would be great of you could provide an example of some students who have done this and had positive results.
ReplyDeleteI commend you on your desire to better your interdisciplinary curriculum and engage students in higher levels of learning while maintaining an atmoshere of fun.
Melanie,
ReplyDeleteInteresting piece! Two picky things (I hate being picky, but I hope this helps- and I would want someone to be picky with my piece): You have two typos in the last paragraph- "setails" (details) and "conitive" (cognitive). I am also wondering if perhaps you took any pictures of some of the art work the students compared. If so, I think it would be great if you could post perhaps a picture of some of the pieces, along with some of the conclusions the student(s) drew. What would be even better is if the observations/comparisons were caught on video and you could provide a link so we could see it in action. That would be fascinating!
Nice work- I really benefit from visuals in learning myself!
Thank you for your many great ideas. The ideas of including student examples and works of art is great! When school starts, I will put this into action and add more to the piece. Thanks so much. Great input!
ReplyDelete