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Big Ideas and Identity

With the guidance of big ideas, students are allowed to have an idea and concept of ones

identity through their own or an artists artwork. Big ideas allow students to think beyond than

just the mediocre skills and choices by having students engage in deeper levels of

thinking(Walker, 2001, p.1). An artist has a big idea when there is persistency in their artwork

and its recognized. With a deeper level, students are able to see more than just the picture itself,

but the bigger picture within. For example, Van Goghs big idea were descriptions of human

emotions identified by landscapes, portraits, and still lifes(Walker, 2001). Students are given a

chance to reveal their identity by connecting their big ideas with their own thoughts, feelings,

and attitudes making it more personal to present a consistent picture of their world(Parsons,

2004, p. 118), just how Van Gogh identified his world to us.

Personally, I do not recall relating my personal life and feelings into the artwork I have

done. It was more of a do whatever is easy so I can get it done with. With my students, I hope to

apply Parsons thoughts and allow my students to think thoroughly and include their feelings and

attitudes into their art so that others and myself get a gest of who they really see themselves or

the world as and how they think because everyones mind is different. Art would be weekly to

see if their big idea is consistent or if its drifted and affected their identity in any way. Artwork

reveals a lot. Not a lot of kids are willing to talk about their feelings or thoughts, so using art

would be an awesome alternative to know whats going on in their minds of theirs.

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). Mahwah, NJ:

Lawrence Erlbaum Associates.

Walker, S. (2001). Teaching meaning in artmaking. Worchester, MA: Davis.