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KS2: Understanding philosophical and ethical issues related to the visual arts, recognizing that art and design can be approached from a variety of contexts such as political, social, historical, societal, and cultural.
SYLLABUS - Creatively Engaging in Socio-Political Action Summer 2018.pdfEvidence 1: Graduate course: Global Issues, Grassroot Solutions: Creatively Engaging in Socio-Political Action.
Description: Syllabus of graduate course taken in 2018: Global Issues, Grassroot Solutions: Creatively Engaging in Socio-Political Action where through readings, exercises, activities, and projects, we tackled complex local and global issues that affect young learners on a daily basis and how we may, as educators, bring these issues into the art classroom to bring awareness to our students and possible solutions for our future.
Analysis: As described in the Course Objectives of this graduate level course, we (the students) were asked to consider political, social, historical, societal, and cultural issues related to the visual arts. We connected these issues to art education and how educators can encourage our students to have a voice in these conversations. We worked individually and collaboratively to find ways in which such issues could be a part of our curriculum, supporting our students in creative ways to participate in what matters to them.
Evidence 2: Art Teacher Professional Development: Art with a Message
Description: This one-day course, hosted by the Vermont Art Teacher Association (VATA), was lead by a resident puppeteer from Bread and Butter Theater which is known for expressing social and political views through street theatre and performances across the country. Using hand-made puppets and costumes, performers from Bread and Puppet Theater use the arts to deliver messages, an art that can be mimicked in the art classroom.
Doc 02-25-2020 13-12-30.pdfAnalysis: With the basic knowledge of how to manipulate commonly found materials such as cardboard, wire, and papier maché, art with a message can be brought into the art classroom for students to experience this method of performance art. I can only imagine the excitement of students tasked with making giant puppets at school. Such a lesson would be a wonderful way to encourage collaboration in the classroom (as such large artworks would require student teamwork). It would also be a manner in which to advocate for the arts in school if then used to perform or display for the greater school community.
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