Jemielleann Quero

Art 133
Unit Paper 1
February 2, 2017
Unit Paper 1: Identity

Within the artmaking process, it is significant to integrate the concept of meaning-

making, which is possible through constructivist teaching. According to Walker (2001),

constructivist teaching is highly dependent upon student collaboration and input about real-world

issues. The outcomes of constructivist teaching include enhancing student learning by

discovering deeper understanding of complex issues and allowing students to connect personally

with those issues. Because of this, constructivist teaching ties with the big idea of identity.

Parson (2004) discusses how students are often already aware of their self-image. They are

conscious of how they look, what they say, and how they present themselves to others. With

constructivist teaching, students have a better opportunity to discover more about their identities

especially their inner identities that show their values and their thoughts. They learn more about

their identities and their mindsets when they are able to openly discuss issues that occur in the

real world.

From our first studio about identity, I would have instructed the automatic drawing just

the same in the beginning. However, at the end of the drawing and after the students found their

big idea, I would have them discuss how their drawing relates to something important to them or

something that they identify with. With the photo assignment, I dont see any possible revisions

I could make to the activity since its fairly explainable, however I would change the prompts.

References
Walker, S. (2001). Teaching meaning in artmaking. Worcester, MA: Davis.
Parsons, M. (2004) Art and integrated curriculum. In E.E. Eisner & M.D. Day (Eds.),
Handbook of research and policy in art education (pp. 775-794). Yahweh, NJ: Lawrence
Erlbaum Associates.