Go Outside: Engaging Elementary Art Students in Outdoor Exploration
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
Discovering Sense of Place: Application Through Education
Sense of Place Discovering Sense of Place: Application through Education By P.J. Aucoin Over the past three decades, environmental evenly divided rows and enabled diminutive issues have been on the global forefront and opportunity for experience. continue to affect our daily lives. Although the need for environmental attention is at an As technology continues to contribute all-time high, outdoor and environmental to advancements in every sector of our education (OEE) plays an insufficient modern world, there is a dire need for role in our school systems. Its minimal education to find its way back to its roots. representation in curriculum is not due to In achieving this, the ministry, school board the shortage of information or resources members, principals, teachers and parents but instead the lack of acknowledgement it need to acknowledge the importance of has received in fostering the development experiential education and creating a sense of the whole child. During the late 20 and of place for students during this important early 21 centuries, traditional education developmental stage of their lives. Sense has predominantly been focused around of place can have many individualized teacher-centred instruction and a curriculum meanings; common goals relate to the basics segregated into subjects of narrow-minded of individuals’ developed relationships and focus. This divide has not only drawn a understanding with nature, the environment, line in Ontario Ministry of Education– wildlife, community, and, most importantly, developed handbooks but also at the each other. To this I suggest the days of classroom door. In a period of youth endless textbook work, learning for when students’ imaginations the purpose of regurgitation soar well beyond what any and standardized testing adult could ever wish for, have long passed their education systems welcome. -
DESIGN EDUCATION for SUSTAINABILITY (I) a Survey of Product Design Students’ Attitude Toward Environmental Consciousness
Research report Received January 12, 2016; Accepted May 30, 2016 DESIGN EDUCATION FOR SUSTAINABILITY (I) A Survey of Product Design Students’ Attitude Toward Environmental Consciousness Edilson Shindi UEDA* * Chiba University Yayoi-cho 1-33, Inage-ku, Chiba 263-8522, Japan Abstract: In order to disseminate and promotion of design education in the sustainable (DES) context in the academic and professional field, this research introduces the theoretical study of DES and a case study of 620 product design students' attitude, knowledge and viewpoint toward environmental consciousness. According to the results of the survey, the students' strong consideration of socio-cultural principles is the most important factor for solution of the present environmental issues, showing a pro- environmental consciousness that was also evident in the students' capacity as consumers since they consider environmental aspects when purchasing products. The majority of 491 students who did not receive environmental education expressed a strong desire to receive environmental information, with the primary topics related to examples of environmentally friendly products (eco-products). Key words: EcoDesign, Design Education for Sustainability, Environmental Education 1. Introduction figures in product and services development for many The main title of this study is part of a series related to companies. Industrial designers play a significant role in design education for sustainability (DES), which is a new seeking alternative solutions to the wasteful lifestyles of field for industrial design educators and design professionals contemporary society, and in influencing positive change [1-4]. through the creation of more responsible goods and services. The objective of the series is to disseminate and promote Toward those facts, experts [8-9] have stressed that current design education in a sustainable context in the academic design education should be redirected to the development and professional fields. -
Los Angeles Institute of Architecture and Design
CATALOG Los Angeles Institute of Architecture and Design 3580 Wilshire Blvd. Suite 1180. Los Angeles, CA 90010 www.laiad.com 213 251 4500 January 1, 2018 – December 31, 2018 Page 1 of 28 TABLE OF CONTENTS MISSION & OBJECTIVES ................................................................................................................ 4 STATE OF CALIFORNIA .................................................................................................................. 4 FACILITIES AND EQUIPMENT ........................................................................................................ 4 ADMISSION POLICIES AND PROCEDURES ................................................................................. 5 FOREIGN STUDENTS .......................................................................................................... 5 NON-DISCRIMINATION POLICY .......................................................................................... 5 NOTICE CONCERNING TRANSFERABILITY OF CREDITS AND CREDENTIALS EARNED AT OUR INSTITUTION: .......................................................................................................................... 6 TRANSFERABILITY OF CREDIT TO LAIAD ................................................................................... 6 LICENSURE ...................................................................................................................................... 6 PROGRAMS .................................................................................................................................... -
Outdoor Learning in Early Childhood Holly Hooven Northwestern College - Orange City
Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education 4-2017 Outdoor Learning in Early Childhood Holly Hooven Northwestern College - Orange City Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Early Childhood Education Commons, and the Outdoor Education Commons Recommended Citation Hooven, H. (2017). Outdoor learning in early childhood (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/25/ This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses & Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected]. Running Head: OUTDOOR LEARNING IN EARLY CHILDHOOD 1 Outdoor Learning in Early Childhood Holly Hooven April 24, 2017 Northwestern College Running Head: OUTDOOR LEARNING IN EARLY CHILDHOOD 2 Abstract Play is a skill that comes naturally to every child. Children love to explore and investigate. They do this to find answers to the questions they have and obtain through other experiences such as talking with parents, other children, as well as reading through books. Play is important for many developmental skills such as building on fine motor, cognitive development, and more. While many parents and teachers observe their children, or students, play within the indoors, many children are not getting a lot of outdoor time. Outdoor play is as important as indoor play. Outdoor play allows a child to be one self and take lead of his or her own learning. Children are also building on large motor skills as they jump, skip, and hop around the outdoor play area. -
The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers’ Success and Self-Efficacy Beliefs
South African Journal of Education, Volume 37, Number 3, August 2017 1 Art. # 1395, 17 pages, https://doi.org/10.15700/saje.v37n3a1395 The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs Cigdem Hursen and Didem Islek Division of Curriculum and Instruction, Ataturk Faculty of Education, Near East University, Turkey [email protected] The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the implementation of the education programme. The study, which utilised a mixed method of qualitative and quantitative data collection, lasted for seven weeks. The results demonstrate that the developed programme is effective. At the end of the study, a significant difference was revealed in terms of the participant teachers’ knowledge and skills regarding the approach as well as their self-efficacy belief levels in relation to the use of museums and the outdoors as teaching environments. Face-to-face interviews conducted with the teachers who participated in the experimental practice revealed that they were satisfied with the experience. Keywords: Edmodo; mixed method; school-based outdoor education; teacher’s views; visual art Introduction Outdoor education in teaching and learning is being increasingly used as an effective approach for the realisation of activities related to active learning and for the instruction of abstract concepts (Bilasa & Arslangilay, 2016; Çelik & Kasapoğlu, 2014; Öztürk Aynal, 2013; Preston, 2014; Price, 2015). -
Arts, Health and Physical Education Correlation Visual and Performing Arts Framework Components and Curriculum Applications
Arts, Health and Physical Education Correlation Visual and Performing Arts Framework Components and Curriculum Applications The California State Department of Education Visual and Performing Arts Framework (1996) specifies that, "Each of the arts disciplines – dance, music, theatre, and the visual arts – maintains a rich body of knowledge that enable students to understand their world in ways that support and enhance their learning in other core subjects. In addition, through this rich body of knowledge, students learn how each of the arts contributes to their own sensitivity of the aesthetic quality of life. Students learn to see what they look at, hear what they listen to, feel what they touch, and understand more clearly what they integrate into their own experience" (page 2). The components of a visual and performing arts curriculum include: artistic perception; creative expression; historical and cultural context; and aesthetic valuing. The unique natural environment of outdoor schools provides students with a variety of aesthetic experiences and opportunities for creative expression. Sections of the four major content areas described in the Visual and Performing Arts Framework have been identified as important in a residential outdoor education program. These include components in: dance, drama/theatre, music, and visual arts. Students at an outdoor school often participate in skits, campfire songs, and nature crafts. Examples of Outdoor Framework Visual and Performing Arts Components Education Curriculum and Page # Activities Goals of Visual and Performing Arts Participate in arts and crafts activities; skits, storytelling, and Artistic Perception: 6 songs during campfire. To develop a capacity to enjoy artistic expression in diverse forms and to feel Create art projects out of natural comfortable participating in all of the arts. -
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Date Printed: 04/22/2009 JTS Box Number: 1FES 67 Tab Number: 123 Document Title: Your Guide to Voting in the 1996 General Election Document Date: 1996 Document Country: New Zealand Document Language: English 1FES 10: CE01221 E II~I6 866 ~II~II~II C - -- ~,~,- - --:- -- - 11 I E14c I· --- ---~--.~~ ~ ---~~ -- ~-~~~ = 'I 1 : l!lG,IJfi~;m~ I 1 I II I 'DURGUIDE : . !I TOVOTING ! "'I IN l'HE 1998 .. i1, , i II 1 GENERAl, - iI - !! ... ... '. ..' I: IElJIECTlON II I i i ! !: !I 11 II !i Authorised by the Chief Electoral Officer, Ministry of Justice, Wellington 1 ,, __ ~ __ -=-==_.=_~~~~ --=----==-=-_ Ji Know your Electorate and General Electoral Districts , North Island • • Hamilton East Hamilton West -----\i}::::::::::!c.4J Taranaki-King Country No,", Every tffort Iws b«n mude co etlSull' tilt' accuracy of pr'rty iiI{ C<llldidate., (pases 10-13) alld rlec/oralt' pollillg piau locations (past's 14-38). CarloJmpllr by Tt'rmlilJk NZ Ltd. Crown Copyr(~"t Reserved. 2 Polling booths are open from gam your nearest Polling Place ~Okernu Maori Electoral Districts ~ lil1qpCli1~~ Ilfhtg II! ili em g} !i'1l!:[jDCli1&:!m1Ib ~ lDIID~ nfhliuli ili im {) 6m !.I:l:qjxDJGmll~ ~(kD~ Te Tai Tonga Gl (Indudes South Island. Gl IIlllx!I:i!I (kD ~ Chatham Islands and Stewart Island) G\ 1D!m'llD~- ill Il".ilmlIllltJu:t!ml amOOvm!m~ Q) .mm:ro 00iTIP West Coast lID ~!Ytn:l -Tasman Kaikoura 00 ~~',!!61'1 W 1\<t!funn General Electoral Districts -----------IEl fl!rIJlmmD South Island l1:ilwWj'@ Dunedin m No,," &FJ 'lb'iJrfl'llil:rtlJD __ Clutha-Southland ------- ---~--- to 7pm on Saturday-12 October 1996 3 ELECTl~NS Everything you need to know to _.""iii·lli,n_iU"· , This guide to voting contains everything For more information you need to know about how to have your call tollfree on say on polling day. -
The Place of Sustainability in Design & Technology Education
The place of sustainability in design & technology education Margarita Pavlova and James Pitt Th Introduction e pla c The need to address sustainability has suddenly appeared in agendas for educational policy e o around the globe. The emergence of the issue has been motivated by a number of reports that f sus suggest that humankind is living beyond the carrying capacity of planet earth. Footprinting studies t (a way of measuring the environmental impacts of different lifestyles) such as the “Living Planet ain Report” (WWF, 2006) indicate that we globally began to live beyond the Earth’s carrying capacity ability in de in 1987 (see image overleaf). Recent studies by WWF (2006) and Jerrard Pierce (2005) demonstrate that industrialised countries have the greatest impact on this process. Jerrard Pierce’s cartogram (2005) shows graphically sign & t the relative contributions of different countries to global ecological footprints. Margarita Pavlova James Pitt e The “Ecological footprint by region…” graph (overleaf) gives comparable data by region for 2003. chn Margarita Pavlova currently A design & technology teacher The overall area of the rectangle indicates the impact. Thus relatively few people in North America olo works in the Faculty by background, James is now living at a high level of consumption have an impact significantly higher than the whole population gy e of Education at Griffith senior research fellow in of Africa. The charts for energy footprints and water withdrawal paint similar pictures - that University, Australia. She has education at the University of people in the wealthy countries consume a disproportionate amount of resources (WWF, 2006). -
Outdoor Education – Research Summary
Outdoor Education – Research Summary Research on outdoor education is synthesized below. Links to specific research papers and summaries are provided at the bottom. School performance increases when children learn outdoors1 A number of studies have documented increased school performance through outdoor education. Research has document increased standardized test scores, enhanced attitude about school, improved in-school behavior, improved attendance and overall enhanced student achievement when students learn in and about nature. In addition, outdoor education effectively employs a greater range of children’s intelligences. Many researchers contribute the increase in performance to increased relevance and hands-on experience of learning outdoors. Learning outdoors is healthy2 Learning outdoors is active and increases students’ physical, mental and social health. Some studies have even shown follow-up (e.g., non-school) physical activity increases with outdoor learning. Access to nature has also been shown to decrease the symptoms of ADHD. Outdoor learning and access to nature also decrease stress levels of students and teachers. Learning outdoors supports child development3 Children greatly benefit developmentally from being outdoors. Outdoor education and play support emotional, behavioral and intellectual development. Studies have shown that students who learn outdoors develop: a sense of self, independence, confidence, creativity, decision-making and problem-solving skills, empathy towards others, motor skills, self-discipline and initiative. Teaching and learning outdoors is fun4 Often, the outdoors provides a change of pace from the classroom, which students and teachers enjoy. Studies have shown increased student enthusiasm for learning outdoors. Learning outdoors helps develop a sense of place and civic attitudes and behaviors5 Outdoor experiences help students increase their understanding of their natural and human communities which leads to a sense of place. -
A Vision for Outdoor, Environmental and Experiential Education in Foothills School Division Introduction
A Vision for Outdoor, Environmental and Experiential Education in Foothills School Division Created By: Adam Argento and Ryan Lemphers Ratified: by FSD Outdoor Educators on Oct 12, 2014 Introduction: Learning in the outdoors is a powerful and meaningful platform for lifelong learning for all learners. Outdoor education is much more than learning outdoor skills, it is avenue for personal and group development. Moreover, it provides authentic experiences for students to grow in the skills required to be an engaged 21st century citizen. In addition, the out of doors provides a unique space to explore curricula for all subject matter. Students are also able experience the lifelong physical and mental benefits of an active outdoor lifestyle. Over the past few years there has been an increased interest towards outdoor education in Foothillls School Division. School based: Outdoor Clubs, Outdoor and Environmental Education Courses and more extensive programs including Quest and the Millarville Community School’s focus on outdoor education speak to how Outdoor education fits well within the vision of Foothills School Division to improve learning for all students. The purpose of this document is to guide and inform future outdoor and environmental education programing within Foothills School Division. Understanding Curricula Outdoor, environmental and experiential education is a vehicle to address all aspects of the Alberta curriculum. Through intentional planning and thoughtful design, teachers are able to take students outside the classroom and offer unique opportunities for students to address content, skills and application of knowledge. Outdoor learning offers many opportunities for students to physically interact with the subject matter, utilize their multiple intelligences and engage with curriculum. -
Good Design + Education 1
Issue 06 Good Design + Education 1 The Office of the Victorian Government Architect provides leadership and strategic advice to the government about architecture and urban design. The Office of the Victorian Government Architect supports the Department of Education and Training with advisory initiatives, including the design review of new schools, collaborative workshops, design quality teams, desk top reviews and input on briefs. Good design plays an essential role in enabling high-quality education environments that support the learning needs of every student. Our aim is to encourage awareness of the importance of good design to the quality of educational environments for students 02 and staff. The primary audience includes those working on education projects in state government departments and Aspects of design and environmental conditions that impact on learning in local government. include noise, temperature, seasonal variation, humidity, air quality, ventilation, air flow, thermal comfort, 01 building age, quality and aesthetics, natural and artificial lighting, school size and class size. There is strong evidence that the quality of a school building and the open space around it can have a profoundly positive impact on student concentration, attendance and educational outcomes. Spaces that support students learning from each other and through their own self-directed activities are vital to contemporary learning. In addition, a well-designed school provides a better workplace environment for teachers by contributing to recruitment, staff productivity, retention, morale and reduced This publication is the sixth in a series that is helping to raise awareness absenteeism (Zimring et al. 2008). of good design and promoting discussion supporting its benefits and Schools should be designed as value.