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These stories from art educators highlight how art and visual
culture can bridge learning with lived experience. Written by and
for art educators from all backgrounds and contexts, this volume
offers guidance for expanding students' opportunities to critically
examine current events, histories, and cultural assumptions in ways
that are relevant and inclusive of all identities. Readers will
learn how to use contemporary art and dialogue as tools to
acknowledge and value the unique perspectives of each person.
Authors from diverse settings offer topics, insights, resources,
and research for centering voices and critical conversations in
K–12, higher education, museums, and nontraditional classrooms.
The book addresses such questions as: How can a teacher reflect on
their own assumptions and biases before crafting lessons and
discussion prompts? In what ways can contemporary art encourage
dialogue in art learning spaces? What happens when current national
issues intersect with the personal lives of students? How can
teachers democratize the classroom so all students are represented?
How can teachers demonstrate ways to critically examine
information? Book Features: Offers insights from art educators in
public, independent, museum, and community settings. Addresses the
role of art teachers in responding to the current highly
politicized educational climate. Critically examines concepts of
practice, power, and vulnerability in teaching. Discusses issues of
race, LGBTQ+ rights, family structures, current events, democratic
values, and social change as they concern students. Provides
examples of dialogue in various art learning spaces and contexts.
Contributors include JaeHan Bae, Kathy J. Brown, Lauren Cross,
William Estrada, Pamela Harris Lawton, Amy Pfeiler-Wunder, Natasha
S. Reid, Kryssi Staikidis, and Injeong Yoon-Ramirez.
With lots of examples and color images, this resource is both a
foundational text and a practical guidebook for bringing
contemporary art into elementary and middle school classrooms as a
way to make learning joyful and meaningful for all learners. The
author shows how asking questions and posing problems spark
curiosity and encourage learners to think deeply and make
meaningful connections across the curriculum. At the center of this
approach is creativity, with contemporary visual art as its
inspiration. The text covers methods of creative inquiry-based
learning, art and how it connects to the "big ideas" addressed by
academic domains, flexible structures teachers can use for
curriculum development, creative teaching strategies using
contemporary art, and models of art-based inquiry curriculum. Book
Features: Provides research-based project ideas and curriculum
models for arts integration. Shows how Project Zero's flexible
structures and frameworks can be used to develop creative inquiry
and an arts integration curriculum. Explains how contemporary
visual art connects to the four major disciplines-science,
mathematics, social studies, and language arts. Includes full-color
images of contemporary art that are appropriate for elementary and
middle school learners. Demonstrates how arts integration can and
should be substantive, multi-dimensional, and creative.
For anyone who has ever wanted to become a better person, this book
will truly inspire. God Is a Coleman Lantern is the autobiography
of Connie Darlene Stewart, a woman who has dedicated her life to
following in the footsteps of Mother Teresa, helping the homeless
and poor in the Phoenix area. From collecting outdated canned goods
from a local supermarket, to rags and blankets from a local
mechanic, Stewart helped the homeless in her community one donation
at a time. She later created a "ministry on wheels" and traveled
the California Coast, providing food, clothing, and supplies to the
poor. The book details Stewart's spiritual journey over the 61
years of her life. When she set in motion her own process of
self-discovery, she realized that God's love lives in everyone. In
the author's own words: "My relationship to God has been a very
personal one. He has protected me, loved me, put stones of learning
in my way and angels on my shoulder. The journey of spirituality is
a lifelong process. This book is my spiritual journey." Author Bio:
Connie Darlene Stewart began writing about her life when she was
just a child, but it was not until the last two decades that she
compiled and organized her writing. She has worked in office
administration for the past 40 years. In the future, Stewart plans
to travel the world and write more books. She currently lives near
Charlotte, N.C. Publisher's website: http:
//www.strategicpublishinggroup.com/title/GodIsAColemanLantern.html
This practical resource will help educators teach about current art
and integrate its philosophy and methods into the K-12 classroom.
The authors provide a framework that looks at art through the lens
of nine themes-everyday life, work, power, earth, space and place,
self and others, change and time, inheritance, and visual
culture-highlighting the conceptual aspects of art and connecting
disparate forms of expression. They also provide guidelines and
examples for how to use contemporary art to change the dynamics of
a classroom, apply inventive non-linear lenses to topics, broaden
and update the art "canon," and spur creative and critical
thinking. Young people will find the selected artwork accessible
and relevant to their lives, diverse and expansive, probing,
serious and funny. Challenging conventional notions of what should
be considered art and how it should be created, this book offers a
sampling of what is out there to inspire educators and students to
explore the limitless world of new art.Book Features: Indicators
and lenses that make contemporary art more familiar, accessible,
understandable, and useable for teachers. Easy-to-reference
descriptions and images from a variety of contemporary artists.
Strategies for integrating art thinking across the curriculum.
Suggestions to help teachers find contemporary art to fit their
curriculum and school settings. Concrete examples of art-based
projects from both art and general classrooms. Guidance for
developing curriculum, including how to create guiding questions to
spur student thinking.
These stories from art educators highlight how art and visual
culture can bridge learning with lived experience. Written by and
for art educators from all backgrounds and contexts, this volume
offers guidance for expanding students' opportunities to critically
examine current events, histories, and cultural assumptions in ways
that are relevant and inclusive of all identities. Readers will
learn how to use contemporary art and dialogue as tools to
acknowledge and value the unique perspectives of each person.
Authors from diverse settings offer topics, insights, resources,
and research for centering voices and critical conversations in
K–12, higher education, museums, and nontraditional classrooms.
The book addresses such questions as: How can a teacher reflect on
their own assumptions and biases before crafting lessons and
discussion prompts? In what ways can contemporary art encourage
dialogue in art learning spaces? What happens when current national
issues intersect with the personal lives of students? How can
teachers democratize the classroom so all students are represented?
How can teachers demonstrate ways to critically examine
information? Book Features: Offers insights from art educators in
public, independent, museum, and community settings. Addresses the
role of art teachers in responding to the current highly
politicized educational climate. Critically examines concepts of
practice, power, and vulnerability in teaching. Discusses issues of
race, LGBTQ+ rights, family structures, current events, democratic
values, and social change as they concern students. Provides
examples of dialogue in various art learning spaces and contexts.
Contributors include JaeHan Bae, Kathy J. Brown, Lauren Cross,
William Estrada, Pamela Harris Lawton, Amy Pfeiler-Wunder, Natasha
S. Reid, Kryssi Staikidis, and Injeong Yoon-Ramirez.
This practical resource will help educators teach about current art
and integrate its philosophy and methods into the K-12 classroom.
The authors provide a framework that looks at art through the lens
of nine themes-everyday life, work, power, earth, space and place,
self and others, change and time, inheritance, and visual
culture-highlighting the conceptual aspects of art and connecting
disparate forms of expression. They also provide guidelines and
examples for how to use contemporary art to change the dynamics of
a classroom, apply inventive non-linear lenses to topics, broaden
and update the art "canon," and spur creative and critical
thinking. Young people will find the selected artwork accessible
and relevant to their lives, diverse and expansive, probing,
serious and funny. Challenging conventional notions of what should
be considered art and how it should be created, this book offers a
sampling of what is out there to inspire educators and students to
explore the limitless world of new art.Book Features: Indicators
and lenses that make contemporary art more familiar, accessible,
understandable, and useable for teachers. Easy-to-reference
descriptions and images from a variety of contemporary artists.
Strategies for integrating art thinking across the curriculum.
Suggestions to help teachers find contemporary art to fit their
curriculum and school settings. Concrete examples of art-based
projects from both art and general classrooms. Guidance for
developing curriculum, including how to create guiding questions to
spur student thinking.
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