Arts in Education -Nicaragua Metaphor

arts in education: art as metaphor

part of a required study for ARTS 555

Nicaragua 2011

The BuildaBridge Artist’s Pledge I will do my best with all the gifts bestowed upon me by the Creator to: Form

relationships that offer empathy and hope Live as an inspiring example Teach all classes with excellence Approach my work with an optimistic philosophy of life Believe in students’ abilities to address their own dilemmas Create safe spaces for students Set clear and appropriate boundaries Respond to students with respect and professionalism Speak a blessing into the life of every child (through meaningful touch, spoken words,  picturing a special future, and active commitment) Work as a team within cross-cultural contexts I

will do all of this In order to assist student toward the Good Life they deserve

The BuildaBridge Artist’s Song

I cannot do all the things that the world needs; But the world needs all the things that I can do.

session I Review OVERVIEW OF COMPONENTS ritual art-integration intentional lesson planning art-as-metaphor art standards speaking blessings Inquiry-based pedagogy holist goals (social, artistic, academic, spiritual/character formation)

Introduction to The BuildaBridge Classroom

Child-centered Trauma-informed Hope-infused

the opening song An important transition to turn attention to the class bind anxiety Release tension collaborative work-connection engage the brain engage emotions create a safe & predictable place for children assessment move students from where they are to where to want them to go All learning filters through the emotional system first

how do I prepare for an effective lesson?  Choose

theme or key message  Establish goals and objectives  Set measurable outcomes  List materials, resources, and supplies  Lesson break-down – Pre-assessment activity, body of lesson, conclusion, evaluation

elements of effective lessons       

goals objectives outcomes metaphoric message rubrics assessments youth involvement

what? 

BuildaBridge lessons includes goals in 4 specific areas: – Artistic Goals  Technical,

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Academic Goals  Analytical,

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interpretive, connecting, contextual skills communication, content/knowledge skills

Social Goals  Character

Development, social, interpersonal, conflict resolution skills

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Spiritual Skills  Community

and family, belonging and identity, purpose, values, character, society.

session iii

The BuildaBridge Classroom

Art as Metaphor

metaphor 

The specific change agent that distinguishes the creative arts

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Links old with new

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Bypasses defenses

metaphor 

The specific change agent that distinguishes the creative arts

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Links old with new

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Bypasses defenses

resilience

overcoming the odds

rebounding

metaphor in sacred texts  Proverbs

uses comparison to teach truth:

Like snow in summer, honor is not fitting for a fool.

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Proverbs 25: v. 3, 12, 14, 18, 20, 25, 26,28

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Proverbs 26: v. 1, 2, 10

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Proverbs 27: 8

metaphor Definition: 

Meaning “to carry across” in Greek

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The use of a word or phrase to describe somebody or something that is not meant literally but by means of a vivid, implicit comparison expresses something about him, her, or it; All language that involves figures of speech or symbolism and does not literally represent real things; Uses one thing (familiar) to represent another (new).

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creating metaphor  Decide

your message  Choose the most appropriate art form (ref. unique aspects of each art form  Choose the most appropriate elements of the art form (e.g., the “turn around” in music, ‘spotting’ in dance, shadow/foreground in visual art.)  Teach the art (element) skill  Bridge to the non-art life skill

Practicum Now, alone or in pairs: Create

your own lesson for a metaphor. Begin by deciding what message or principle you would like to teach children. Follow the steps for developing an arts-based metaphor. Teach your art lesson to the class, concluding with the bridge to your “life lesson”.

creating metaphor ď Ź You

are working with a nine year-old boy whose teacher is leaving. Create/Design an intentional metaphoric art-experience in which to engage him (and the group) using your particular art form.

ď Ź What

is the metaphoric message you are attempting to symbolize ? Is it an implicit, vivid comparison? Symbolic or representative?

creating metaphor ď Ź You

are working with a nine year-old girl whose lost her grandmother. She died but was not ill. Create/Design an intentional metaphoric art-experience in which to engage her around the issue of death & loss (and the group) using your particular art form.

ď Ź You

are teaching a class of teens about living peacefully while still holding different opinions and disagreeing.

impact of the arts

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Songs & Poetry make facts memorable Drawing helps writing, and imprints a visual image to reinforce learning Drama & film make history vivid and real Movement clarifies the idea of process

impact of the arts Drama & film make history vivid and real  Movement clarifies the idea of process  Music connects us to affect that mediates learning  All the arts assist in the development of metaphoric language, vocabulary, observation and critical thinking and  Deepen development of creativity and imagination 

the BuildaBridge Classroom Dance-Integrated Geography & Social Norms – Mama Magi Ross Visual Arts Integrated Spiritual Development – Ms. Sarah Thompson Multi-arts integrated Character Development or Music as metaphor - Obwisana – Dr. Vivian Nix-Early

session v Wednesday 9:30am-12noon

Inquiry Based Learning Final Q & A Assignments Teachback Arrangements

inquiry based learning: key principles  Asking

questions  Learner driven  Focus on how to learn vs. content  More web-like  Differently structured

Inquiry based learning: advantages      

flexible alternative appeal to learning styles interdisciplinary vs. vertical/sequential approach collaborative any age group recognizes contributions from all kids

inquiry based learning: asking questions  Are

questions answerable?  More than simple fact?  Are the answers already known?  Do they have some objective basis for an answer?  Not too personal?  Do they start with “when”, “what”, “where”, “why”, “how”?

inquiry based learning: rubric for evaluating presentations  Are

questions open-ended? Are they the best ones to get students to think?  Are questions sequenced moving from general observation to interpretation to theme-related synthesis & evaluation (Bloom)?  Do follow-up Q’s elicit evidence & gather opinions from several students?  Transition: is there a summary, thank you, an assignment to end the Inquiry?

Inquiry based learning - example

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Amy Tuttle’s Inquiry image:

Inquiry based learning 

Julie Crawford’s Inquiry lesson

“Café Muller” http://www.youtube.com/watch?v=oYXjk_qn3cQ

The Closing       

a pledge or commitment reminder of accountability inspiration binds community prepares for the future celebration & summary marks boundaries & milestones