Abilene Martinez

Art 133
Amber Ward
September 8, 2015
Identity
Art is not only for our eyes to see; students can use art in so many ways, thus identifying
who they are. According to Parson (2004), the student thought of as actively construction the
meanings of what is learned, inquiring into topics of interest, relating what is learned with what
is already known. (p.782). When art is introduced in the curriculum and used with a students
learning in any subject area, it focuses on significant ideas, an interest in social problems, and
concern for students struggle for a stable and healthy identity. It also focuses on what the student
understands about the important topics and their ability to connect school learning with the world
around them (Parson, 2004).
One of the articles talks about students being constructivists. Students becoming active
learners and so building their own understanding through art and teachers assisting them only
with that learning (Franco,Ward, & Unrath, 2015). I would use art, for example, so students can
express what they know, discuss and write what they see or feel when looking at an art piece or
when making one. In addition, what their concerns are, how they see the world around them
because it is about the students, their learning, identifying what they understand, what they feel
or see, how they see the world, how does art help them learn at school. As a teacher, art is
important to include when teaching.
References
Franco, M. J., Ward, A., & Unrath, K. (2015). Artmaking as meaning-making: A new model for
preservice elementary generalist. Art Education, 68(5), 28-33.
Parson, M. (2004). Art and integrated curriculum. In E. W. Eisner & M. D. Day (Eds.),
Handbook of research and policy in art education. (pp. 775-794). Mahwah, NJ:
Lawrence Erlbaum Associates.