Art Education for a Change: Contemporary Issues and the Visual Arts

Curtis M. Smith April 3, 2013

Presentation based on: Darts, D. (2006). Art Education for a Change: Contemporary Issues and the Visual Arts. Art Education, 59 (5), 6 12.

AS ART EDUCATORS

AS ART EDUCATORS

AS ART EDUCATORS

AS ART EDUCATORS

THE PROCESS
1. Preparation
2. Research 3. Lesson Planning 4. Teaching 5. Assessment

PREPARATION
Setting the stage
Students engage in a number of creative group building exercises
Trust exercises and creative problem-solving activities Cultivates strong sense of community and respect

Building the Community Developing Trust Creative Problem-Solving

PREPARATION
Setting the stage
Introduces students to socially-engaged artists
Steven Kurtz and The Critical Art Ensemble Damien Hirst The Chapman Brothers

Reverend Billy and the Church of Stop Shopping

Zbigniew Libera Bill Barminski Karen Findley Krzysztof Wodiczko

Introduction To and Discussion of Socially-Engaged Artists

DAMIEN HIRST

THE CHAPMAN BROS.

THE CHAPMAN BROS.

REV. BILLY AND THE CHURCH OF STOP SHOPPING

http://playloud.org/revbilly.html

ZBIGNIEW LIBERA

BILL BARMINSKI

RESEARCH
Beginning of the Semester
The class generates a list of social/cultural issues

Students are broken into small groups

Teacher ensures the groups equally divide responsibilities and make progress on their lesson The small groups present the findings of their research to the class

Researching a Social Issue Present 2 5 Facts/Points about the Issue

LESSON PLANNING
The small groups create a lesson plan
The lesson plans are student-generated based on the research they conducted The plans are to include reproductions of contemporary art and/or examples from popular culture The lesson should incorporate a hands-on arts-based exploration

LESSON PLANNING
The small groups create a lesson plan
The Lesson Template:
1. Introductory Lesson/Hook (1 class)
Introduce social issue Capture students attention

Inspire them to think about local/global significance

LESSON PLANNING
The small groups create a lesson plan
The Lesson Template:
1. Introductory Lesson/Hook (1 class) 2. Foundation (1 2 classes)
Provide important information (e.g., facts, stats)

Offer differing/opposing views about the topic

Provide example artworks/artifacts Choose instructional approach/learning strategy

LESSON PLANNING
The small groups create a lesson plan
The Lesson Template:
1. Introductory Lesson/Hook (1 class) 2. Foundation (1 2 classes) 3. Reflective Action (2 or more classes)
Artistic activity that encourages reflection on the information

Generate an Idea for a Lesson Plan, Include:

1. A Hands-On, Arts-Based Exploration of the Issue 2. At Least 1 Idea of Artwork/Example from Popular Culture 3. Give Particular Attention to the Materials to be Used

TEACHING
The students implement the lesson plan
Students are assigned 3-6 consecutive classes in which they are the primary instructors for the class The students in the small groups co-teach the classes Incorporate a short (2-5 min) opening/closure activity to renew/preview/review

ASSESSMENT
Finally, an evaluation takes place
At the end of each unit, the students complete an assessment rubric and self-evaluation
Most of the assessments have been insightful, thoughtful, and almost always correspond with the teachers evaluation

The members of the class also provide an evaluation/feedback, which is given to the small group members
The teacher assists in facilitating a class critique

REACTION to Students Teaching Students REACTION to Students Assessing Themselves

WHY DO THIS?

AS ART EDUCATORS

AS ART EDUCATORS

AS ART EDUCATORS