DALI is my primary document in this ISSUU publication. DALI is based on my summary of what today's literature says are key elements of a good art curriculum that pointedly emphasizes the development of lifelong artistic literacy through a quality visual arts program. DALI will be my curriculum assessment for artistic literacy in my classroom throughout next year. I will adjust it as needed in the process of implementing it. Its flexibility, malleability, and comprehensive vision of artistic literacy are why I believe this will be a very successful curriculum assessment tool.
I spent a lot of time during this research project constructing my picture (my knowledge) of “What does a really good contemporary art curriculum look like?” and, in my language of learning, that picture comes partially in the form of charts and matrices. I am sharing my matrix and content analysis charts because they give a good picture of how I process and understand new information and how I place that new information in a context I can understand.
DALI is my primary document in this ISSUU publication. DALI is based on my summary of what today's literature says are key elements of a good art curriculum that pointedly emphasizes the development of lifelong artistic literacy through a quality visual arts program. DALI will be my curriculum assessment for artistic literacy in my classroom throughout next year. I will adjust it as needed in the process of implementing it. Its flexibility, malleability, and comprehensive vision of artistic literacy are why I believe this will be a very successful curriculum assessment tool.
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I have my committee's approval to continue down the path I have begun. I did get some recommendations, though, and have started following up on those already this morning. My next goal is to get my data all organized so that I can begin writing my narrative section for my capstone paper and get my sample third grade art unit written. Very soon I will be requesting feedback on this unit from three of my peers. There is no time to spare.
It's time to review my data collection with my committee. I need to check with the experts in the field who have graciously agreed to supervise my capstone work. They need to bestow approval of my work to-date and give feedback for further professional growth and development before I delve into the final analysis and summarization of my data. Soon I will be using this data as a guide to write the most informed art curriculum I have ever written. With my biggest personal struggle being curriculum-writing for third grade, I will use this outstanding opportunity of expert guidance and targeted research to write a quality, research-based curriculum for this grade level.
My review meeting is scheduled for Thursday. Did I find any answers to my research questions today? Yes and I am excited to find more. My brain is filled with so many ideas, thoughts, and questions. These are my three key research questions: 1. What do scholars cite as critical elements of contemporary art education? 2. What are key elements for creating and implementing contemporary art curriculum for students in third grade? 3. How can I use a rubric to assess the structure and content of contemporary elementary art curriculum and to design my own? Today I developed a deeper understanding of how the NCAS assist teachers with designing and implementing contemporary art curriculum (question 2 above). They are built upon research-based discoveries, philosophical foundations, and lifelong goals in the arts and arts learning. They clarify what artistic literacy and the artistic processes are. They give a fully-rounded view of how to write, deliver, and assess curriculum; detail what the artistic processes encompass across arts content areas and grade spans; and provide a framework of anchor standards and performance standards, creative practices, enduring understandings, essential questions, and model cornerstone assessment with which to construct quality arts content and instruction (NCCAS, 2014). What's next? I need to clarify my understanding of the conceptual framework for the NCAS. I will sort the data I have found and organize it in a matrix for further analysis. My anticipation is that I will be able to narrow down the narrative explanations of all of these key art curriculum elements to more concise segments with definitions or descriptions of each piece. After this, I will find more data on what scholars cite as key elements of contemporary art education. I will also have to search specifically for third grade-appropriate art content, skills, tasks, and performances within each of the artistic processes. References NCCAS. (2014). National core arts standards: A conceptual framework for arts learning. New York, NY: NAEA. Finding a place to start was the hardest part. I'm on my fourth title by now. My research questions are narrowed down to three pretty good ones:
Some of the things I "think" I understand before even beginning this analysis are that NCAS is an effective framework for writing quality art curriculum, it is easy to follow and use in curriculum writing, and it will work well in the "backward design" curriculum planning model of Wigging & McTighe. It will certainly be enlightening to reframe my previous 20 years of curriculum writing under the former National Visual Arts Standards. I wonder how quickly or easily a 20-year habit can be comfortably yet adequately adjusted? |
Taho:
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