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What’s the B ig I dea ? An Introduction LTC 4240: Art for Children FS 2013

What’s the B ig I dea ? An Introduction LTC 4240: Art for Children FS 2013. Why teach BIG IDEAS with Art?.

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What’s the B ig I dea ? An Introduction LTC 4240: Art for Children FS 2013

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  1. What’s the BigIdea?An Introduction LTC 4240: Art for Children FS 2013

  2. Why teach BIG IDEAS with Art? “Artists use their interest in the world of ideas to enter and draw from a wide range of fields and practices. Their work embraces not only visual media and strategies but often includes historical or archival research, writing, scientific inquiry, engineering, and reading, among other pursuits and methods. In this way, the work of contemporary artists supports learning… across subject areas. Employing a process of inquiry, artists and teachers alike can harness the power of human curiosity.” (Art21, 2013, para. 1)

  3. What are Big Ideas? • “Broad, important human issues”(Walker, 2001, p. 1) • Characteristics of Big Ideas: • Timeless • Cross-cultural • Cross-disciplinary • Contain LAYERS of meaning potential

  4. The nature of Big Ideas Characterized by: • Complexity • Ambiguity • Contradiction • Multiplicity May be expressed as • A single term (i.e. “power”) • A phrase (i.e. “meaning & context”) • A complete statement (i.e. “Opposites attract.”)

  5. Big Ideasin a nutshell: • Big Ideas are life-centered issues that can be investigated through various content areas. • They are relevant to people in their daily lives. • They are NOT about art (or other content) skills or techniques.

  6. Double-check your Big Idea! Preface these examples with the following statement: “Throughout history and across cultures, people have… • …been concerned with IDENTITY.” • …examined the importance of RELATIONSHIPS.” • …created & shared STORIES.” • …communicated importance through CELEBRATIONS.” (Did each of the Big Ideas for this course pass the test?)

  7. Giving PURPOSE & DIRECTIONto Big Idea Teaching • Step #1: Specify KEY CONCEPTS of the Big Idea you wish to teach. (Don’t try to teach them all!) • Are they broad yet basic concepts that students must know to understand the Big Idea Unit? • Do they frame what you consider to be the most important aspects of the Big Idea? • Do they suggest new implications of the Big Idea? Sequence them from simpler to more complex.

  8. Example: Big Idea of CELEBRATIONS “Throughout time and across cultures, people have communicated importance through CELEBRATIONS.” • KEY CONCEPTS(simple to complex) • Celebrations highlight events, milestones, & experiences in people’s lives. • Celebrations convey personal, social, & cultural meanings. • Celebrations reveal what people value.

  9. Giving PURPOSE & DIRECTIONto Big Idea Teaching • Step #2: Identify ESSENTIAL QUESTIONS that your teaching must help students answer in order to understand KEY CONCEPTS • Large “umbrella” questions that establish your instructional priorities • Flow directly from KEY CONCEPTS • Do not have a single “right” answer Sequence these from simpler to more complex

  10. Example: Big Idea of CELEBRATIONS “Throughout time and across cultures, people have communicated importance through celebrations.” • ESSENTIAL QUESTIONS (simple to complex) • What kinds of personal, social, and cultural CELEBRATIONS do and/or have people experienced? • What personal, social, & cultural meanings do different kinds of CELEBRATIONS convey? • How do CELEBRATIONS reveal what people value?

  11. Questions to launch the Big Idea Unit-Planning Process: • What disciplines/content areas are naturally/ authentically connected to the investigation of the Big Idea and how? • What artist & art form best exemplifies your Big Idea and how are they related? • Why/How is this unit relevant to your students and how will it address their needs? • What mandated goals & standards will this unit of instruction enable you to address?

  12. INSTRUCTOR EXEMPLARBig Idea: Personal/Family Stories http://popplet.com/app/index.php#/703078

  13. INSTRUCTOR EXEMPLAR Big Idea: PERSONAL/FAMILY STORIES Jacob Lawrence’s book, “The Great Migration” provided A SEED FOR INVESTIGATION http://popplet.com/app/index.php#/703078 • SELECTION RATIONALE: • Naturally/authentically connects the Big Idea to other content areas • (Art, Literacy, Social Studies, Science) • “SEED” is a children’s picture book (Literacy) • Lawrence was an ARTIST/VISUAL STORYTELLER (Art ) • Lawrence’s Big Idea – THE AFRICAN AMERICAN STORY • (Art & Visual Literacy) • Lawrence’s PERSONAL/FAMILY STORY included • “The Great Migration” (Social Studies) • Migration & PERSONAL STORIES are timeless, cross-cultural, • cross-disciplinary, and layered concepts

  14. INSTRUCTOR EXEMPLAR Big Idea: PERSONAL/FAMILY STORIES Jacob Lawrence’s book, “The Great Migration” provided A SEED FOR INVESTIGATION ADDITIONAL SELECTION RATIONALE: • Addresses mandated goals & standards • Multiple Grade Level Expectations in Art, Social Studies, Communication Arts, & Science • Multiple Common Core State Standards in ELA http://popplet.com/app/index.php#/703078

  15. INSTRUCTOR EXEMPLAR Big Idea: PERSONAL/FAMILY STORIES Jacob Lawrence’s book, “The Great Migration” provided A SEED FOR INVESTIGATION ADDITIONAL SELECTION RATIONALE: • Offers AUTHENTICITY & RELEVANCE to students’ lives • Common/Familiar experience • Naturally, “organically” flowing connections • Offers DIFFERENTIATION POTENTIAL • Invites INDEPENDENT INQUIRY • Promotes COMMUNITY BUILDING http://popplet.com/app/index.php#/703078

  16. INSTRUCTOR EXEMPLAR Big Idea: PERSONAL/FAMILY STORIES Jacob Lawrence’s book, “The Great Migration” provided A SEED FOR INVESTIGATION ADDITIONAL SELECTION RATIONALE: • Big Idea (& the unit itself) is: • Timeless • Cross-Cultural • Cross-Disciplinary • Layered http://popplet.com/app/index.php#/703078

  17. INSTRUCTOR EXEMPLAR Big Idea: PERSONAL/FAMILY STORIES Jacob Lawrence’s book, “The Great Migration” provided A SEED FOR INVESTIGATION ADDITIONAL SELECTION RATIONALE: • Big Idea (& the unit itself) offers: • Complexity • Ambiguity • Contradiction • Multiplicity http://popplet.com/app/index.php#/703078

  18. Now, it’s your turn!

  19. References Art21 (2013). Contemporary approaches to teaching: Bringing contemporary art and artists into classroom and community learning. Retrieved from http://www.art21.org/teach/on- contemporary-art/contemporary-approaches-to-teaching Bain, C. (2008). What’s the big idea? [Powerpoint presentation]. Retrieved from http://art.unt.edu/ntieva/download/teaching/ Curr_unit/What%27stheBigIdea.pdf Walker, S. R. (2001). Teaching meaning in artmaking. Worcester, MA: Davis Publications Inc.

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