In my previous article I mentioned that the use of arts in non-artistic disciplines are accessible and adaptable; thus can be used for different purposes and throughout the curriculum. Therefore, I will be providing you with three examples, each from different content areas and different grades/divisions which can also be used at different points in learning. I will also include some considerations when employing these methods.
Example 1:
Students use found and recycled materials and drawing materials to create 2-Dimensional and/or 3-Dimensional art pieces to demonstrate their understanding of 2-Dimensional shapes and 3-Dimensional solids. An activity such as this will yield vastly differing results while allowing students with varying levels of understanding to engage in the activity. By examining the art pieces produced teachers would gain insight into students’ understanding of two- and three-dimensional geometry. The use of vocabulary during discussions with students would provide teachers with further information about the entry points for students.
Example 2:
Students utilize various art materials such as paint, plaster, newspaper plastercine, glue, to create 3-Dimensional components of the solar system. Exploring with and utilizing texture, colour, shape and size would allow students to demonstrate their knowledge of physical characteristics and differences between space objects. Perhaps an art gallery could conclude the unit allowing students to share their new knowledge and justifications for utilizing various materials.
Example 3:
Students will paint, draw or sketch an image of a significant historical event in Canada. In this final example, students would create their art piece throughout a unit of study. This would allow them to add details as they learn more about significant elements and people involved in the historical event. By fostering discussions throughout the creation of the art piece, teachers could gain insight into student understanding of significant people, events and developments in Canada and address misconceptions and/or omissions in student learning.
When utilizing arts in non-artistic disciplines, it is important to focus on the learning and expression of their understanding rather than the outcome or the esthetics of the art product. Avoiding language that places judgement on the art (or artist) will create a sense of safety, fostering trust between educators and students. Remember to use open-ended questions to foster follow-up discussions. Here are some sample conversation starters for your consideration:
Tell us about your art piece.
Tell us about the content area.
I noticed you used clay and sand, can you tell me why you chose those materials for this project?
How did your understanding change throughout the project?
How might you use this new knowledge in the future?
Of course there are unlimited ways of including arts in non-artistic disciplines, I hope these posts help you consider some of the ways you may include these methods in your own classroom and teaching practice.
