When a theme goes on too long, like a semester, it usually becomes boring a=
What works well is when one theme spawns another naturally and the teacher =
and students have an interest in exploring it on a deeper level.
It is just impossible to work a theme into every subject area. It becomes =
an exericise in foolishness and students know it.
Elementary classroom teachers would be more likely to use a thematic approa=
ch if narrower, more specific themes rather than broad, unbounded themes w=
ere developed. Recently we have heard the theme of =22systems=22 being dev=
eloped. This is just too broad and encompasses too much since everything w=
e do almost involves a system. Instead, it would be more realistic to defi=
ne what a system is and then decide on ONE that operates clearly in each su=
bject area (consider grade level). In the area of art, using the theme o=
f Color Systems could lead to an investigation of paint, or light, or the c=
olor system used in computers and easily move on to science.
BUT......HOW to develop themes that have meaningful potential for interdisc=
Maybe good themes could be found in individual class interests, current eve=
nts, and issues that effect all people
(like what?) human rights, cultural diversity, love and emotions, communi=
ty involvement, how we are alike and how we are different. Can art be a =
part of all of these ? Naturally.
May be it would be easier to decide on the art concept and then think about=
what larger theme that concept would=20
fit into. Sounds easier to us. For example: teaching landscape painting =
could fit into a larger theme of geographical regions and the larger theme =
would also include science and geography .
Whew...it's time for spring break, have a great one=21
Linda and Mary
Tempe School District =233
=22Putting Kids First=22