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Lesson Plans


CURRICULUM ISSUES

[ Thread ][ Subject ][ Author ][ Date ]
Marilyn Schnake (mschnake)
Wed, 19 Feb 1997 08:25:10 -0600

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This message responds to the first week's suggested activities in the
Curriculum Issues Seminar, which is accessible through "Our Place in the
World," a curriculum resource posted on ArtsEdNet, the website.

Core Lesson: Imagining Other Times and Places: Search for Place Collage Lesson

The inquiry process and the questions suggested as viewed in this lesson
are effectively modelled for us. In addition, one might add visual stimuli
to engage students' wonderment and imagination. Some students' life
experiences are limited and to envision "other places" might be a stretch.
The teacher would make that adjustment.

Capturing the imagination as a way of "being there" helps students'
conceptualize. The ability of the teacher to elaborate while questioning
would be essential to promote attention, concentration and imaging. Shared
stories, objects and artifacts feed the imagination as life at other times
is described. Children would be totally engrossed and their curiousity
peaked.

The aspect of sensitizing children to their social setting/culture and
making comparisons to other times and places is one of the valuable
outcomes of this lesson. In addition to the stated objectives, the
suggested learning experiences have the potential to develop a child's
sense of self--a personal awareness of "Who I am." These experiences are
important as they see how their role as son/daughter, sister/brother,
friend, and citizen compares to someone at another time or place.

To capitalize on this theme culturally and historically, I would focus on
designated places and times stated in the social studies program. Why not
connect to other learning experiences in the broad curriculum? If schools
have grade level themes and/or school themes that address social goals,
then it is reasonable that the art goals, and this theme, will align.
Certainly, a relationship of places and times to the immediate community
culture is a natural connection.

"Art historical understanding" is the inherent goal of this lesson.
Following the personal collage illustrating the theme in their own lives,
students might create an art form that generates the theme in the life of
their community at which time related art forms might be recognized and
appreciated.

The continuing use of the icons at the appropriate times placed in front of
the class connects ideas and lends support to their relationships. It is a
strong strategy!

I'm interested in reading your ideas.

Marilyn Schnake
NIU


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