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Re: A&E.A: Response to "Art and Ecology Curriculum Integration"
[ Thread ][ Subject ][ Author ][ Date ]Gina C Tafoya
Sat, 3 Oct 1998 15:04:07 -0700 (MST)
I am a student at the University of Arizona in Tucson. This
response is written as part of an assignment for an Art Education class.
Re: The Pickerington Elementary School project by Mary Sheridan.
This project intrigued me by its scope and vision. I know that
students love to be speak to and exchange with "real live
artists". The field trips and involving the community brings a vibrancy to
the whole project. The Environmental Issue Package Project presents other
cultures and points of view directly through the process of art.
Adaptions that I would make to this project: Gee, well, assuming
that my students are from diverse cultural backgrounds and probably lower
socioeconomic level, I would try to pull in as many artists as possible
from marginalized areas of the cities and poorer rural districts. If
possible, I'd get us on the Web and try to connect with more countries in
order to present a genuinely global ecological experience.
If the artist and student could exchange art work that discusses
both communities and and ecological concerns. It would stretch the student
as well as the artist to explore and define the environment around them
Curriculum integration most obviously requires that biology is a
part of the experience. The Pickerington project took the children outside
on field trips. What could be better? Let's check out water quality. What
kinds of animals are endangered in the Sonoran desert? What are their
habitats? What is a habitat?