Camille Lopez

Art 133
October 5th, 2017
Unit Paper 3

The big idea of vulnerability is the exposure of ones identity. Eldrige (2012), holistic education

combines student identity development through community, nature, and humanitarian values of compassion

and peace. The 21st century art education approach of holistic education, encourages community in the

classroom and provides time for reflective thinking, stimulates choices, awakens creativity, and constructs

respect. Holistic education does not emphasize teacher authority yet, promotes teacher guidance. Although I

began these lessons of art without specific instruction, teaching naturally followed as their need to know

grew (Freyermuth, 2012, p. 49). Holistic education incorporates teacher and student synchronism to mutual

learning goals, as well as promotes personal sharing. Eldridge (2012), is an educator who describes clarity of

past teaching struggles and dedicates her technique to holistic education. She structures her teaching with

student respect, and awareness. I am more open to their foibles and mistakes, more aware of how much

support and what kinds of support it really takes to help these vulnerable students learn, succeed and grow

(Eldridge, 2012, p. 40). The big idea of vulnerability is shared mutually by student and teacher through of

holistic education by student independence, creativity and community guidance.

As a future special needs educator of grade level four, I would integrate the theme of happiness,

along with vulnerability through a holistic education approach because I feel this approach is important in a

classroom with a respectful, honest and trustworthy educator. The foundation of the lesson plan, would be

the theme of happiness. The students would be assigned a classmate from the class. The students create a

picture of what they think the other student would like. During the students progress, I would assist students

solely when needed. At the end of the lesson, the students exchange pictures, and tell a story of why they

choose the picture they created. At the end of the class, students turn in their artwork and explain why the

piece made them happy. The following class, the students create a kind words happiness empathy braid.
 References

Eldridge, L. A. (2012). The ethic of caring holistically for art students: Esmeraldas boutique. In L. H.

Campbell & S. Simmons III (Eds.), The heart of education: Holistic approaches (p. 49). Reston, VA:

National Art Education Association.

Freyermuth, V. K. (2012). One art teachers search for a holistic approach. In L. H. Campbell & S. Simmons

III (Eds.), The heart of education: Holistic Approaches (p. 40). Reston, VA: National Art Education

Association.