Making a Difference: Differentiated Curriculum Units by Teachers in the 1993 Artistically Talented Program
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DOCUMENT RESUME, ED 381 483 SO 024 972 AUTHOR Zimmerman, Enid, Ed. TITLE Making a Difference: Differentiated Curriculum Units by Teachers in the 1993 Artistically Talented Program. INSTITUTION Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Education-. PUB DATE 94 NOTE 155p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) Collected Works General (020) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Aesthetic Education; Art Criticism; 'Art Education; Art History; Artists; Curriculum Development; Elementary Secondary Education; *Gifted; Integrated Curriculum: Resource Units; State Curriculum Guides; *Talent; Talent Development; *Thematic Approach; Units of Study; Visual Arts IDENTIFIERS *Differentiated Curriculum (Gifted) ABSTRACT This book is a compilation of year-long thematic curriculum units developed and taught by teachers participating in the third Indiana University Artistically Talented Program (ATP). Units for artistically gifted and talented students, grade 4-12,are developed along guidelines which require that they: focus on complex ideas; use themes as organizers; include a variety of concepts not found in the regular classroom; incorporate resources including the study of the lives of creative people and how they solve problems; and employ methodologies used by professionals in the fields of art history, art criticism, aesthetics, sociology, anthropology, and psychology. Processes, products, and learning environments are differentiated to accommodate needs of the artistically gifted student. Two to five units are developed for each of the general themes. Each unit includes suggestions for activities, procedures, evaluation, and resources. The theme "Art and Environments" units are:(1) "Boxes: Private/Public Spaces" (Ursula Andrews);(2) "From Prehistoric Ritual to Present: A Hermeneutics of Prehistoric Symbology and Our Bodies, Our Environment, Our Traditions, and the Process of 'Ritualizing'" (Fonda Mullins); and (3) "Symbols in Sand" (Charlotte Paul). Units in "Arts and Multicultsres" are:(4) "The Human Figure as Expressive Symbolic Form" (Janneth Amos); (5) "Passageways Linking Discoveries: Cultural Ties in the Americas, Inca Indians, Pueblo, Zuni, Navajo, and Mound Builders" (Ann Fetters);(6) "Native American Culture, Art, and Design" (Leah Morgan); and (7) "Understanding Different Cultures Through Their Pottery" (Donald Turner). "Metamorphosis in Art" presents the following units: (8) "Art from Earth" (Karen Chilman); (9) "A Metamorphosis of the Portrait" (Robin Johnson); and (10) "Metamorphoiis: Changes in Growth" (Bridgette Savage). The "Social and Political Issues" section contains:(11) "The Power of the Artist" (Joyce Behnke);(12) "Questions About Public Art" (Diana Cole); and (13) "Communication, Ecology, and Social Influences" (Charlotte Schrock). The "Animals and Art" section contains: (14) "Folktales and Fables to See and Hear" (Daron Henry); (15) "Animals in Art" (C. Jane McCauley); and (16) "Birds in Flight" (Jeannette Meridew). The book concludes with two units of "Interrelated Arts":(17) "A Visual Interpretation of Music Through Study of the Violin" (Anil Beczkievicz; and (18) "Technological Influences in Art" (Raetta Patterson). (MM) 1 le;741.4 10; :.... i V . A .14.,....,` 'I?, ,tfif,,,,,,, k mlin. ,,..? " .V.1.4'fb!ft .4b41) .1;44 .., 00 '.9/1! VIN"iiiiic.'; " i'35,.%::,4'1.i' 4 t.11v. ;'"- %.1 t .--#"t,, . ;.1. .'1.,...'' 4- r. t-T',J.; ...0t .. 00 ,. 1. l',. , rtc,,ts:' \ .',A,,.',.-N4?v. ":. 3 ' s'i. 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BESTCOPY AVAILABLE 2 MAKING A DIFFERENCE: DIFFERENTIATED CURRICULUM UNITS BY TEACHERS IN THE 1993 ARTISTICALLY TALENTED PROGRAM EDITOR ENID ZIMMERMAN ART EDUCATION PROGRAM INDIANA UNIVERSITY INDIANA DEPARTMENT OF EDUCATION OFFICE OF GIFTED AND TALENTED PROGRAMS 1994 3 MAKING A DIFFERENCE: DIFFERENTIATED CURRICULUM UNITS BY TEACHERS IN THE 1993 ARTISTICALLY TALENTED PROGRAM INTRODUCTION Enid Zimmerman Making a Difference ART AND ENVIRONMENTS Ursula Andrews Boxes: Private/Public Spaces 3 Fonda Mullins From Prehistoric Ritual to Present: A Hermeneutics of Prehistoric Symbology and Our Bodies, Our Environment, Our Traditions, and the Process of "Ritualizing" 12 Charlotte Paul Symbols In Sand 16 ART AND MULTICULTURES Janneth Amos The Human Figure as an Expressive Symbolic Form 29 Ann Fetters Passageways Linking Discoveries: Cultural Ties in the Americas, Inca Indians, Pueblo, Zuni, Navajo, and Mound Builders 42 Leah Morgan Native American Culture, Art, and Design 56 Donald Turner Understanding Different Cultures Through Their Pottery 63 METAMORPHOSIS IN ART Karen Chi lman Art from the Earth 73 Robin Johnson A Metamorphosis of the Portrait 77 Bridgette Savage Metamorphosis: Changes in Growth 91 SOCIAL AND POLITICAL ISSUES Joyce Behnke The Power of the Artist 99 Diana Cole Questions About Public Art 103 Charlotte Schrock Communication, Ecology, and Social Influences 109 1 ANIMALS AND ART Daron Henry Folktales and Fables to See and Hear 119 C. Jane McCauley Animals in Art 122 Jea.lette Meridew Birds in Flight 132 INTERRELATED ARTS Ania Beczkievicz A Visual Interpretation of Music Through Study of the Violin 141 Raetta Patterson Technological Influences in Art 149 iv INTRODUCTION Making a Difference Differentiated Curriculum Units by Teachers in the 1993 Artistically Talented Program Enid Zimmerman 1990-91 ATP In Summer 1990, twenty teachers from throughout Indiana attended the Indiana University Artistically Talented Program (ATP). These teachers participated in four classes and designed and implemented differentiated curriculum projects in their schools. The four ATP classes were credited toward an Indiana Gifted/Talented Endorsement. This group of teachers was supported to attend the ATP by competitive scholarships from the Indiana Department of Education, and Patricia Stafford, manager of the Office of Gifted/Talented Programs. Recipients received tuition, room and board, textbooks, and instructional resource materials. In Fall, 1990, Gilbert Clark and I, along with these teachers, met voluntarily in Indianapolis and exchanged ideas and demonstrated current projects related to teaching students with art talent. In spring 1991, these ATP teachers presented their projects at an ATP conference held at Indiana University and attended by teachers, parents, and administrators from throughout Indiana. Reports of projects, designed by the 1990-91 ATP teachers, were published in a conference proceedings (Clark and Zimmerman, 1990) supported by a grant from the Indiana Department of Education, Office of Gifted/Talented Programs. 1992ATP In Summer 1992, another group of twenty-two Indiana teachers attended the ATP and participated in two courses credited toward an Indiana Gifted and Talented Endorsement, with two other courses to be offered Summer 1993. From our past decade of experiences with teachers and administrators taking classes at IU about teaching artistically gifted and talented students, Clark, Stafford, and I planned the 1992-93 ATP to focus on building a network of teachers in Indiana who would form a community to inspire one another and, at the same time, become leaders in dissemination of their ideas and practices for teaching students with outstanding art abilities. Not only would these teachers be influencing students with art talent, but they also would be differentiating their art curricula to accommodate to the needs of all students in their classes as well as influencing curriculum and assessment in their school corporations. In Spring 1993, these ATP teachers presented their differentiated, thematic curriculum units at an artistically gifted and talented conference in Lafayette, Indiana.