Dr. Don Siler, a researcher and inservice teacher educator, himself a former high school dropout, discusses how art classrooms invite students to be themselves, to explore their lived experiences, and to work on projects that mean something to them. Student engagement in the art classroom can be leveraged across subject areas by incorporating both the arts and art-based pedagogy throughout the curriculum. Student outcomes improve when we broaden the ways in which students get information, process the information, and demonstrate their understanding of the information.
Overview
00:00-00:34 Intros
00:35-9:34 Don Siler’s experiences and their influence on his areas of interest
9:35-11:03 “Game of school”
11:04-18:03 A phenomenological study of several young Black men in an 8th grade art class
18:04-20:24 Kinds of engagement: emotional, cognitive, and behavioral
20:25-23:38 Studio thinking
23:39-32:48 Arts funding/cuts; fundamental value of the arts as “basic expression of human experience”; “upside down to make arts subservient to ELA even though they do improve test scores
32:49-37:36 Arts-based pedagogy across the curriculum
37:37-46:33 Neuro-education; Multiple intelligences; examples; David Sousa; Howard Gardner
46:34-49:13 Experience-based culturally responsive education; Sousa, Ladson-Billings; Paris
49:14-53:06 Teacher training for culturally responsive classrooms
53:07-56:50 Outro
Transcript
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References
- Book Studio Thinking: The Real Benefits of Visual Arts Education by by Lois Hetland, Ellen Winner, Shirley Veenema, Kymberly Sheridan, and David Perkins
- Book InterViews: An Introduction to Qualitative Research Interviewing by Steinar Kvale
- Book Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner
- Authors: David Sousa and Thomas Armstrong