Daniel Teranishi

Art 133
2/2/2017
Unit Paper 1
According to Walker (2001) and Franco, Ward, and Unrath (2015) the

big ideas are broad important human issues that are used in artmaking to

express meaningful ideas related to one’s own life and the lives of others

(Walker, 2001). One of the four avenues of meaning making is identity, which

involves physical, emotional, and psychological characteristics that allow us

to name or distinguish people, places, and things. In the article, “Art and

Integrated Curriculum”, Parsons (2004) defines identify as the understanding

we have of ourselves, in which we continuously build this understanding

throughout our lives. The works of both Walker (2001) and Franco, Ward, and

Unrath (2015) stress the constructivist approach to teaching as an important

aspect of integrated curriculum. Through memorization or routinized

application. B y having students focus on the big ideas in their art applying

their works to the real-world, students can have a better understanding of

the material through deeper levels of thinking.
I think an important part to getting your student more interested in

classroom affairs relating to art is to allow them to express themselves

through their works. In a lesson where the main focus is identity, I would

allow students to select one or more things that have had a significant

impact on the students’ lives in a positive way. The main focus is to have

them think about the things that matter the most to them and answer

questions that help them come to an understanding of why those interests,

passions or people have made a difference.
References
Parsons, M. (2004). Handbook of research and policy in art education: Art

and Integrated Curriculum. Yahweh, NJ : Lawrence Erlbaum Associates
Walker, S. (2001). Teaching Meaning in Artmaking. Worcester, MA.