<i>Carpe Diem</i>: Seizing the Common Core with Visual Thinking Strategies in the Visual Arts Classroom

Franco, Mary J.; Unrath, Kathleen A.

doi:10.1080/00043125.2014.11519255

Cited by 25 publications

(16 citation statements)

References 2 publications

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“…It is, so to speak, a necessary monster, not an ephemeral or accidental one. (1970: 16-17) In this era of budget cuts and emphasis on accountability many schools in the United States have cut the arts from their formal curriculum (Franco and Unrath 2014;Sweeny 2014) and many art programmes have governmentmandated complex assessment procedures, which impact classroom practices in art at all levels (Savage et al in press). With these and other challenges to art education including its continued struggle for relevancy to general education, it's especially important to consider the implications of Dragon art teaching for the adults our children will become; for the stories of art and art education they bring with them into their adult lives.…”

Section: Resultsmentioning

confidence: 98%

Dragons and art education: Pre-service elementary teachers memories of early art experiences

Smith-Shank¹

2014

International Journal of Education Through Art

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Many primary school teachers are not comfortable with making art, nor are they comfortable teaching art to children. Some are even uncomfortable using art to reinforce ideas and learning in other subjects. This article reports on an ongoing conversation with groups of pre-service primary/elementary teachers enrolled in a required university course in art pedagogy in the Midwest United States. This course is required for their elementary education licensure requirements. Over a twenty-year period, I asked these students to share memories of their early experiences with formal art education and informal art making. Their stories serve as the foundation of a fairy tale focusing on their relationship(s) with art, art education and art teachers. Some pre-service teachers reported good experiences that resulted in happy endings but many others shared stories of bad art education practices that have negatively impacted a pre-service teacher’s life for years. As pedagogical tools, these memories of art experiences by non-art professionals are useful because in nearly every single saga, art teachers play a central role as either heroes or villains. As a cautionary tale, Dragon teachers are the focus of this article.

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Section: Resultsmentioning

confidence: 98%

Dragons and art education: Pre-service elementary teachers memories of early art experiences

Smith-Shank¹

2014

International Journal of Education Through Art

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“…Research findings on elementary and middle school students' participation in VTS (DeSantis, ; DeSantis and Housen, ; Housen, ) have revealed that when compared to control group students, VTS students showed more growth in aesthetic development, engaged in significantly more evidentiary reasoning and that these critical thinking strategies appeared “to transfer across social context and content areas” (Housen, , p. 116). Other researchers have also reported how participation in VTS across various disciplines positively impacted students' visual literacy competences, writing, creative and critical thinking, oral language competence, cognitive engagement and willingness to take risks (Moeller et al, ; Franco and Unrath, ; Cappello and Walker, ; Zapata et al, ).…”

Section: Conceptual Frameworkmentioning

confidence: 96%

Slow looking: “reading picturebooks takes time”

Pantaleo

2019

Literacy

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One of the main purposes of the classroom-based research featured in this article was to develop 9-year-old students' visual meaning-making skills and competences by focusing specifically on elements of visual art and design in picturebooks. The complexity of the picturebook format requires and rewards slow looking by readers/viewers. However, students need to receive instruction about and have opportunities for engaging in slow looking in order to develop the disposition to do so. The discussion of slow looking is situated in four frameworks that focus on the centrality of careful observation of images. Descriptions of some of the pedagogy delivered during the study that featured students engaging in slow looking and visual analysis are followed by examples of students' written work that reveals their close observation of and analytical thinking about elements of visual art and design in picturebook artwork.

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“…There has been much research about applying multimodal theories in school settings, especially through picture books (Callow, 2018a;Serafini, 2014;Sipe, 2008). Some studies have found that multimodal methods create safe environments for academic risk taking (Cappello & Walker, 2016;Franco & Unrath, 2014;Landorf, 2006). In addition, Franquiz and Brochin-Ceballos (2006) described how children's use of visuals created a safe space to "link cultural practices from home and community" (p. 7).…”

Section: Bringing Multimodal Perspectives To Belizementioning

confidence: 99%

Creating Multimodal Compositions: Young Belizeans Dialogue Across Cultures

Cappello¹

2019

The Reading Teacher

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The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy.

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Carpe Diem: Seizing the Common Core with Visual Thinking Strategies in the Visual Arts Classroom

Cited by 25 publications

References 2 publications

Dragons and art education: Pre-service elementary teachers memories of early art experiences

Dragons and art education: Pre-service elementary teachers memories of early art experiences

Slow looking: “reading picturebooks takes time”

Creating Multimodal Compositions: Young Belizeans Dialogue Across Cultures

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