What’s the B ig I dea ? An Introduction LTC 4240: Art for Children FS 2013

What’s the Big Idea?An Introduction LTC 4240: Art for Children FS 2013

Why teach BIG IDEAS with Art?

“Artists use their interest in the world of ideas to enter and draw from a wide range of fields and practices. Their work embraces not only

visual media and strategies but often includes historical or archival research,

writing, scientific inquiry, engineering, and reading, among other pursuits and methods. In this way, the work of contemporary artists

supports learning… across subject areas. Employing a process of inquiry, artists and

teachers alike can harness the power of human curiosity.”

(Art21, 2013, para. 1)

What are Big Ideas?

“Broad, important human issues” (Walker, 2001, p. 1)

Characteristics of Big Ideas: Timeless

Cross-cultural

Cross-disciplinary

Contain LAYERS of meaning potential

The nature of Big IdeasCharacterized by:

• Complexity

• Ambiguity

• Contradiction

• Multiplicity

May be expressed as

• A single term (i.e. “power”)

• A phrase (i.e. “meaning & context”)

• A complete statement (i.e. “Opposites attract.”)

Big Ideas in a nutshell:

Big Ideas are life-centered issues that can be investigated through various content areas.

They are relevant to people in their daily lives.

They are NOT about art (or other content) skills or techniques.

Double-check your Big Idea!Preface these examples with the following statement:

“Throughout history and across cultures, people have…

…been concerned with IDENTITY.” …examined the importance of RELATIONSHIPS.” …created & shared STORIES.” …communicated importance through

CELEBRATIONS.”

(Did each of the Big Ideas for this course

pass the test?)

Giving PURPOSE & DIRECTIONto Big Idea Teaching

Step #1:

Specify KEY CONCEPTS of the Big Idea

you wish to teach. (Don’t try to teach them all!)

Are they broad yet basic concepts that students

must know to understand the Big Idea Unit? Do they frame what you consider to be the

most important aspects of the Big Idea? Do they suggest new implications of the Big

Idea?

Sequence them from simpler to more complex.

Example: Big Idea of CELEBRATIONS

“Throughout time and across cultures, people have communicated importance through CELEBRATIONS.”

KEY CONCEPTS (simple to complex)

Celebrations highlight events, milestones, &

experiences in people’s lives. Celebrations convey personal, social, &

cultural

meanings. Celebrations reveal what people value.

Giving PURPOSE & DIRECTIONto Big Idea Teaching

Step #2:

Identify ESSENTIAL QUESTIONS that

your teaching must help students answer in

order to understand KEY CONCEPTS Large “umbrella” questions that establish

your

instructional priorities Flow directly from KEY CONCEPTS Do not have a single “right” answer

Sequence these from simpler to more complex

Example: Big Idea of CELEBRATIONS

“Throughout time and across cultures, people have communicated importance through celebrations.”

ESSENTIAL QUESTIONS (simple to complex)

What kinds of personal, social, and cultural

CELEBRATIONS do and/or have people experienced? What personal, social, & cultural

meanings do

different kinds of CELEBRATIONS convey? How do CELEBRATIONS reveal what

people value?

Questions to launch the Big Idea Unit-Planning Process:

What disciplines/content areas are naturally/ authentically connected to the investigation of the Big Idea and how?

What artist & art form best exemplifies your Big Idea and how are they related?

Why/How is this unit relevant to your students and how will it address their needs?

What mandated goals & standards will this unit of instruction enable you to address?

INSTRUCTOR EXEMPLARBig Idea: Personal/Family Stories

http://popplet.com/app/index.php#/703078

http://popplet.com/app/index.php



SELECTION RATIONALE:Naturally/authentically connects the Big Idea to other content areas(Art, Literacy, Social Studies, Science)

“SEED” is a children’s picture book (Literacy) Lawrence was an ARTIST/VISUAL STORYTELLER (Art ) Lawrence’s Big Idea – THE AFRICAN AMERICAN STORY (Art & Visual Literacy) Lawrence’s PERSONAL/FAMILY STORY included “The Great Migration” (Social Studies) Migration & PERSONAL STORIES are timeless, cross-cultural, cross-disciplinary, and layered concepts

INSTRUCTOR EXEMPLAR

Big Idea: PERSONAL/FAMILY STORIESJacob Lawrence’s book,“The Great Migration” providedA SEED FOR INVESTIGATION



INSTRUCTOR EXEMPLAR


ADDITIONAL SELECTION RATIONALE: Addresses mandated goals & standards

Multiple Grade Level Expectations in Art, Social Studies, Communication Arts, & Science

Multiple Common Core State Standards in ELA



INSTRUCTOR EXEMPLAR


ADDITIONAL SELECTION RATIONALE:

Offers AUTHENTICITY & RELEVANCE to students’ lives Common/Familiar experience Naturally, “organically” flowing connections

Offers DIFFERENTIATION POTENTIAL Invites INDEPENDENT INQUIRY Promotes COMMUNITY BUILDING



INSTRUCTOR EXEMPLAR


ADDITIONAL SELECTION RATIONALE: Big Idea (& the unit itself) is:

Timeless Cross-Cultural Cross-Disciplinary Layered



INSTRUCTOR EXEMPLAR


ADDITIONAL SELECTION RATIONALE: Big Idea (& the unit itself) offers:

Complexity Ambiguity Contradiction Multiplicity


Now, it’s your turn!

References

Art21 (2013). Contemporary approaches to teaching: Bringing

contemporary art and artists into classroom and community learning. Retrieved from http://www.art21.org/teach/on-contemporary-art/contemporary-approaches-to-teaching

Bain, C. (2008). What’s the big idea? [Powerpoint presentation].

Retrieved from http://art.unt.edu/ntieva/download/teaching/

Curr_unit/What%27stheBigIdea.pdf

Walker, S. R. (2001). Teaching meaning in artmaking. Worcester, MA:

Davis Publications Inc.

Documents

What’s the B ig I dea ? An Introduction LTC 4240: Art for Children FS 2013