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Creating a Transformative Visual Art Curriculum

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Creating a Transformative Visual Art Curriculum Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 4-2020 Creating a Transformative Visual Art Curriculum Alison M. Marchbanks Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Art and Design Commons, and the Art Education Commons Recommended Citation Marchbanks, Alison M., "Creating a Transformative Visual Art Curriculum" (2020). Master's Theses. 5129. https://scholarworks.wmich.edu/masters_theses/5129 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. CREATING A TRANSFORMATIVE VISUAL ART CURRICULUM by Alison M. Marchbanks A thesis submitted to the Graduate College in partial fulfillment of the requirements for the degree of Master of Arts Art Education Western Michigan University April 2020 Thesis Committee: William Charland, Ph.D., Chair Christina Chin, Ph.D. Jim Hopfensperger, M.F.A. CREATING A TRANSFORMATIVE VISUAL ART CURRICULUM Alison M. Marchbanks, M.A. Western Michigan University, 2020 This thesis explores the process of creating transformative learning experiences within a visual art curriculum that emphasizes individual reflection, creative expression, and community involvement. The strategies and philosophies discussed will facilitate student engagement with big ideas and complex messages that will inform their social consciousness beyond their formal school career. Examples of how these practices are being used in K-12 visual art settings are presented to provide an in-depth roadmap for implementing a community-based, social justice learning opportunity. TABLE OF CONTENTS Literature Review ................................................................................................................. 1 Developing the Essential Question ........................................................................... 1 Creating a Culture of Caring .................................................................................... 2 The Relationship Between Art and Society ............................................................. 3 The Role of Public Schools in Society ......................................................... 4 The Role of the Art Educator ....................................................................... 4 The Myth of the Politically Neutral Curriculum .......................................... 6 Social Justice Education ........................................................................................... 7 Social Justice Opposition and Support ......................................................... 8 Social Justice Art Education in Schools ................................................................... 12 Find Support .................................................................................................14 Start with Students ....................................................................................... 15 Be Flexible .................................................................................................... 15 Establish a Safe Place ................................................................................... 15 Creating Community ..................................................................................... 16 Find Ideas ...................................................................................................... 16 Look for Metaphors ...................................................................................... 16 Guide Practice ............................................................................................... 17 Make Comparisons ........................................................................................17 Explore Contexts ........................................................................................... 17 Encourage a Dialogue ................................................................................... 18 ii Table of Contents - Continued Extending the Community ............................................................................ 18 Make Room for Multiple Voices .................................................................. 18 Encourage Inquiry ........................................................................................ 19 Reflect .......................................................................................................... 19 Building Transformative Learning Opportunities .................................................... 19 Overcoming Challenges ............................................................................... 22 Community Based-Art Education ................................................................ 23 Deep Thinking Supported by National Standards ........................................ 24 Quality Communication ............................................................................... 27 Rigor and Relevance .................................................................................... 28 Examples of Transformative Learning Opportunities .................................. 30 Fashion Show Commenting on Local Issues ................................... 30 Demonstrations That Raise Socio-Environmental Awareness ......... 31 Collaborative Mural for Community and School Improvement ...... 33 Inspiring Openness and Personal Narratives .................................... 34 Imagining and Understanding New Perspectives ............................. 36 Community Building Through Visual Art: An Event Roadmap .......................................... 39 Creating a Transformative Learning Experience ..................................................... 39 Start with Students ........................................................................................ 41 Extend the Community ................................................................................. 42 Reflect ........................................................................................................... 42 Empty Bowls Curriculum ......................................................................................... 43 iii Table of Contents - Continued Concepts and Skills ...................................................................................... 43 Engage Students in Social Awareness .............................................. 43 Providing Students with Leadership Opportunities .......................... 44 Assess Students’ Understanding of Curriculum ............................... 44 Build Community ............................................................................. 44 Target Audience .................................................................................................. 45 Stakeholders ........................................................................................................ 45 Unit and Event Timeline ..................................................................................... 45 Unit Standards ..................................................................................................... 48 Applying the Visual Art Standards................................................... 48 Integrating English Language Arts Standards ................................. 49 Integrating Social Studies Standards ................................................ 49 Integrating Physical Education Standards ........................................ 50 Resources for Supporting a Visual Art Curriculum ............................................ 50 National Art Education Association ................................................. 50 National Core Arts Standards ........................................................... 51 Michigan Youth Arts ........................................................................ 51 Kansas City Empty Bowls ................................................................ 51 Blessings in a Backpack ................................................................... 51 U.S. Department of Agriculture: Choose MyPlate ........................... 52 Lesson One: Introducing Empty Bowls ............................................................... 53 Objective ........................................................................................... 53 iv Table of Contents - Continued Audience ........................................................................................... 53 Standards .......................................................................................... 53 Day One - Introducing Empty Bowls ........................................................... 53 Materials ........................................................................................... 54 Anticipatory Set ................................................................................ 54 Instruction ......................................................................................... 54 Independent Practice ....................................................................... 55 Day Two - Introducing Empty Bowls .......................................................... 55 Materials ........................................................................................... 56 Anticipatory Set ................................................................................ 56 Instruction
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