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Running Header: UNIT PAPER 1 1

Unit Paper 1

Zachariah Amelio

Sacramento State University: ART 133



Art in education is essential for students to start thinking more creatively. This unit

discusses the importance of growth coming from within, rather than imposed upon.

Constructivism was explained thoroughly by Walker, stating that students build their own

knowledge based on their own prior experiences (Walker, 2010). This way of conducting the

classroom allows for a more open, conversational environment; instead of a one way highway of

never ending facts, statistics, and confusing details. Combining constructivism and art education

into the curriculum will give students the chance to have a more intimate and personal

connection to the material, whether it be Science, Math, English, or any other discipline. These

aspects build on a new sense of visual meaning-making and identity. Franco, Ward, and Unrath

add to this by discussing how the integration of meaning-making into the curriculum will cement

art making and creativity into the learning experience (2015). The goal of these recent changes

for preservice teachers is too help children make more connections, so they can retain the

information long-term rather than just for the time being.


These aspects of constructivism, identity, visual meaning-making, and art education

make for more creative way of teaching the hard subjects. For example, teaching a class the

subject of volcanoes can get a bit confusing; however, doing an activity where the students

construct the volcano and its actions will for one keep the students engaged, and also give the

students a hands on approach. A good example of this is the piece titled Its not that easy to

save the world (p.31), because it expresses the problems and restrictions of our current society

recycling (Walker, 2010, p.31). I believe that any discipline can be enhance and more intriguing

by adding meaning-making because it is easier to make connections. Integrating art into the

curriculum can enhance every other disapline by building meaning-making, identity, and

constructivism in the classroom.


Franco, M. J., Ward, A., & Unrath, K. (2015). Artmaking as meaning-making: A new model for
preservice elementary generalists. Art Education, 68(5), 28-33.
Walker, S. (2001). Teaching meaning in artmaking. Worchester, MA: Davis.