arts in education: art as metaphor
part of a required study for ARTS 555
Nicaragua 2011
The BuildaBridge Artist’s Pledge I will do my best with all the gifts bestowed upon me by the Creator to: Form
relationships that offer empathy and hope Live as an inspiring example Teach all classes with excellence Approach my work with an optimistic philosophy of life Believe in students’ abilities to address their own dilemmas Create safe spaces for students Set clear and appropriate boundaries Respond to students with respect and professionalism Speak a blessing into the life of every child (through meaningful touch, spoken words, picturing a special future, and active commitment) Work as a team within cross-cultural contexts I
will do all of this In order to assist student toward the Good Life they deserve
The BuildaBridge Artist’s Song
I cannot do all the things that the world needs; But the world needs all the things that I can do.
session I Review OVERVIEW OF COMPONENTS ritual art-integration intentional lesson planning art-as-metaphor art standards speaking blessings Inquiry-based pedagogy holist goals (social, artistic, academic, spiritual/character formation)
Introduction to The BuildaBridge Classroom
Child-centered Trauma-informed Hope-infused
the opening song An important transition to turn attention to the class bind anxiety Release tension collaborative work-connection engage the brain engage emotions create a safe & predictable place for children assessment move students from where they are to where to want them to go All learning filters through the emotional system first
how do I prepare for an effective lesson? Choose
theme or key message Establish goals and objectives Set measurable outcomes List materials, resources, and supplies Lesson break-down – Pre-assessment activity, body of lesson, conclusion, evaluation
elements of effective lessons
goals objectives outcomes metaphoric message rubrics assessments youth involvement
what?
BuildaBridge lessons includes goals in 4 specific areas: – Artistic Goals Technical,
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Academic Goals Analytical,
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interpretive, connecting, contextual skills communication, content/knowledge skills
Social Goals Character
Development, social, interpersonal, conflict resolution skills
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Spiritual Skills Community
and family, belonging and identity, purpose, values, character, society.
session iii
The BuildaBridge Classroom
Art as Metaphor
metaphor
The specific change agent that distinguishes the creative arts
Links old with new
Bypasses defenses
metaphor
The specific change agent that distinguishes the creative arts
Links old with new
Bypasses defenses
resilience
overcoming the odds
rebounding
metaphor in sacred texts Proverbs
uses comparison to teach truth:
Like snow in summer, honor is not fitting for a fool.
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Proverbs 25: v. 3, 12, 14, 18, 20, 25, 26,28
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Proverbs 26: v. 1, 2, 10
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Proverbs 27: 8
metaphor Definition:
Meaning “to carry across” in Greek
The use of a word or phrase to describe somebody or something that is not meant literally but by means of a vivid, implicit comparison expresses something about him, her, or it; All language that involves figures of speech or symbolism and does not literally represent real things; Uses one thing (familiar) to represent another (new).
creating metaphor Decide
your message Choose the most appropriate art form (ref. unique aspects of each art form Choose the most appropriate elements of the art form (e.g., the “turn around” in music, ‘spotting’ in dance, shadow/foreground in visual art.) Teach the art (element) skill Bridge to the non-art life skill
Practicum Now, alone or in pairs: Create
your own lesson for a metaphor. Begin by deciding what message or principle you would like to teach children. Follow the steps for developing an arts-based metaphor. Teach your art lesson to the class, concluding with the bridge to your “life lesson”.
creating metaphor ď Ź You
are working with a nine year-old boy whose teacher is leaving. Create/Design an intentional metaphoric art-experience in which to engage him (and the group) using your particular art form.
ď Ź What
is the metaphoric message you are attempting to symbolize ? Is it an implicit, vivid comparison? Symbolic or representative?
creating metaphor ď Ź You
are working with a nine year-old girl whose lost her grandmother. She died but was not ill. Create/Design an intentional metaphoric art-experience in which to engage her around the issue of death & loss (and the group) using your particular art form.
ď Ź You
are teaching a class of teens about living peacefully while still holding different opinions and disagreeing.
impact of the arts
Songs & Poetry make facts memorable Drawing helps writing, and imprints a visual image to reinforce learning Drama & film make history vivid and real Movement clarifies the idea of process
impact of the arts Drama & film make history vivid and real Movement clarifies the idea of process Music connects us to affect that mediates learning All the arts assist in the development of metaphoric language, vocabulary, observation and critical thinking and Deepen development of creativity and imagination
the BuildaBridge Classroom Dance-Integrated Geography & Social Norms – Mama Magi Ross Visual Arts Integrated Spiritual Development – Ms. Sarah Thompson Multi-arts integrated Character Development or Music as metaphor - Obwisana – Dr. Vivian Nix-Early
session v Wednesday 9:30am-12noon
Inquiry Based Learning Final Q & A Assignments Teachback Arrangements
inquiry based learning: key principles Asking
questions Learner driven Focus on how to learn vs. content More web-like Differently structured
Inquiry based learning: advantages
flexible alternative appeal to learning styles interdisciplinary vs. vertical/sequential approach collaborative any age group recognizes contributions from all kids
inquiry based learning: asking questions Are
questions answerable? More than simple fact? Are the answers already known? Do they have some objective basis for an answer? Not too personal? Do they start with “when”, “what”, “where”, “why”, “how”?
inquiry based learning: rubric for evaluating presentations Are
questions open-ended? Are they the best ones to get students to think? Are questions sequenced moving from general observation to interpretation to theme-related synthesis & evaluation (Bloom)? Do follow-up Q’s elicit evidence & gather opinions from several students? Transition: is there a summary, thank you, an assignment to end the Inquiry?
Inquiry based learning - example
Amy Tuttle’s Inquiry image:
Inquiry based learning
Julie Crawford’s Inquiry lesson
“Café Muller” http://www.youtube.com/watch?v=oYXjk_qn3cQ
The Closing
a pledge or commitment reminder of accountability inspiration binds community prepares for the future celebration & summary marks boundaries & milestones