Monica Alcazar

Art 133
9/ 8/ 2016
Unit 1 Paper
According to Walker (2001) the essence of the big idea hovers around the goal of
engaging the students in a deeper, more complex, way of understanding things. On one hand we
have Walker (2001) who emphasizes that the development of big ideas can be triggered by
personal connection. While on the other hand we have Parsons (2004) who calls for a more
integrated approach from the teaching perspective, as well as a more integrated curricula coming
from the educators perspective. In essence, both authors believe that by synthesizing identity
with art making would contribute to the overall thinking process behind the subject. In addition,
within the two articles, each author presents an understanding that student should be taught to
identify important problems and seek a more consistent understanding, rather than just a clearcut answer.
Through each article it is presented that the big ideas should provide a comprehension
that branches beyond a typical subject matter. Parsons (2004) states that integrated curriculum
should focus on a student's understanding of important topics and on their ability to connect
school learning with their real daily world, (p. 127). Some key concepts that could be brought
within the classroom could be large class group activities where students are able to interact with
each other. Activities like this would be beneficial towards the students so they are able to
interpret the larger idea and connect it to themselves. Students who are able to connect
personally to their artmaking are more likely to have a better understanding with the context.
References
Parsons, 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). Yahweh, NJ: LawrenceErlbaum
Associates.
Walker, S. (2001). Teaching meaning in artmaking. Worcester, MA: Davis