Well-rounded: Using Art to Enhance Interdisciplinary Learning

Well-Rounded: Integrating Art to Enhance Interdisciplinary Learning

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Well-Rounded Integrating Art to Enhance Interdisciplinary Learning

Cathy(Chiahsuan) Tung

New York

2023

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Foreword Have you ever thought about how to learn in an engaging way outside of traditional school settings? This was something I discovered during my time as an education volunteer at the Hsinchu Municipal Zoo in my hometown of Taiwan back in 2019. While I initially thought I would be learning about animal behavior, I unexpectedly found myself discovering a passion for geography as I learned about the place of origin of animals. As someone who always struggled with remembering relative locations, I was surprised to find that learning through my interest in animals made it easy and enjoyable to retain the information. Little did I know, I was actually delving into an interdisciplinary field.

Fast forward to 2021, and I found myself in New York City, where I stumbled upon another location-based learning opportunity: art museums. While it may seem like you’re only learning about art, I quickly realized that it was so much more. Through exploring different time periods, genres, and movements, I learned about history. By studying the mathematical concept of the golden ratio through DaVinci’s Mona Lisa, I learned about math. Through understanding the social commentary in Jean-Michel Basquiat’s paintings, I learned about issues of social justice. Once again, I found myself delving into an interdisciplinary field, and I became passionate about exploring the educational opportunities that art museums offer.

It’s clear that the city of New York has an abundance of resources for children in the community, and art museums are just one of them. That’s why I’ve chosen to focus my studies on location-based learning in art museums. Join me as I explore the exciting and interdisciplinary world of art and beyond.

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Contents 1.

2.

Background ..........10

Overview ...................................18

Objectives ..............14

Expert Interview ...................22

Introduction

Research

Field Observation ...............40 Co-creation Workshop ....74 Conclusion .............................80

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3.

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Play Art Game ................86

Special Thanks ..............170

Play Art Viewer .............122

Bibliography ....................174

Projects

Acknowledgement

Play Art Toolkit ..............142

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Introduction Background

Objectives

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Background Education has always been a critical pillar of society, providing the foundation for individuals to develop their skills, knowledge, and abilities. As someone interested in children’s education, I have noticed some core problems and issues that are limiting the potential of students.

The Limitations of Traditional Education: From Standardization to Personalization Traditional education models were designed to create a skilled workforce for industrialization. They were based on the idea of standardization, where everyone is expected to learn the same way and at the same pace.

However, this approach fails to engage students, especially children, who have different learning styles and preferences. As Sir Ken Robinson pointed out, this kind of education is killing creativity in students.

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It is not enough to focus only on the acquisition of knowledge, but it is also essential to foster creativity and innovation in students.

The current education system must be transformed to meet the needs of today’s students.

The challenge revealed by the pandemic: A new role for parents

Adapting to the future: The need for diverse skills

The COVID-19 pandemic has caused a significant shift in the way children learn, with many schools shifting to remote or hybrid learning models. This shift has placed a greater responsibility on parents to ensure their children’s education continues at home. However, many parents do not have training or support to effectively teach their children. The pandemic has highlighted the need for greater family involvement in education and provide parents with the tools and resources they need to support their children’s learning.

Technology is transforming the world we live in and the skills required for success are evolving at a rapid pace. While STEM education (science, technology, engineering, and math) has been heavily emphasized in recent years, it is no longer sufficient. According to the World Economic Forum’s Future of Jobs Report 2020, students need to develop a diverse set of skills, including critical thinking, problem-solving, and collaboration. The education system must adapt to the changing needs of society and equip students with the knowledge they need to succeed in an ever-changing world.

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Introduction Background

Objectives

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Objectives The objective of this thesis is to design a new learning approach for K-5 students that fosters their fundamental skills, engages them through interesting and enjoyable experiences, and prepares them with a well-rounded skill set to thrive in the rapidly evolving technological landscape of the next generation. This will be achieved through researching and analyzing current educational approaches, exploring innovative pedagogical techniques, and developing a comprehensive framework that can be implemented in various learning environments.

One aspect that I will especially focus on is how interdisciplinary learning can be used in location-based settings, such as art museums, to provide students with unique and engaging learning experiences. By utilizing the

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resources and expertise of local institutions, students can explore various subjects in a real-world context, promoting critical thinking, creativity, and collaboration across different fields. Art museums will be used as the first example to demonstrate the possibility of art-integrated learning, but the framework developed in this thesis can be applied to various other contexts. The resulting approach will prioritize individualized learning, involve parents in the learning process, and support the holistic development of students.

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Research Overview

Expert Interview

Co-Create Workshop

Field Observation

Conclusion

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Overview As part of my thesis research, I sought to gain a comprehensive understanding of the thesis territory by consulting with 24 subject matter experts. These experts helped me to define the problem and identify the focus areas that are relevant to my research. Additionally, I conducted a co-creation workshop with three teaching artists at the Brooklyn Children’s Museum to gain a deeper understanding of the teaching frameworks.

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I also shadowed museum programs to observe their teaching methods and how they engage both children and parents in learning art, particularly through masterpieces. Through these activities, I aimed to gain insights that will inform my research and contribute to a more comprehensive understanding of the topic.

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Research Overview

Expert Interview

Co-Create Workshop

Field Observation

Conclusion

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Expert Interview To develop a more thorough understanding of the education system and enhance the learning experience, I conducted 24 expert interviews. These subject matter experts have diverse specialties, ranging from public systems to private organizations and and from art subjects to various disciplines. Their perspectives provided a broad view of the education landscape, enabling me to identify potential areas for improvement.

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Teachers and administrators in private school and organizations

Teachers and administrators in public school and organization

Wendy Katz, Ed.D President, WJK Education Consulting; Jennifer Amos, Chief Academic Officer, UNIS; Amanda Sofia, Teacher, Academia del Perpetuo Socorro; Wang Ying, Teacher, Montessori School; Alexander Kopelman, President & CEO, Children’s Arts Guild

Jayne Miller, Art Teacher, Public School; Carolyn Rabiner, Art Teacher, NYC Department of Education; Nicole Cheeseman, Art Educator, Chicago Public School

Managers of family and children’s programs in museums

Artists, teaching artists and learning specialists

Francis Estrada, Education Director, MoMA; Noe Gaytan, Associate Director, Brooklyn Museum; Mahnoor Sheikh, Gallery Studio Program Instructor, Brooklyn Museum; Niles Mattier, Associate Manager of Teacher Services, Brooklyn Museum; Jacqueline Smith, Family Programs Manager, the Rubin Museum of Art

Jocelyn Yang, Learning Specialist, MoMA; Marlin Ramos, Learning Specialist, MoMA; Sam Kelly, Teaching Artist, Brooklyn Museum; Andrea Solstad, Teaching Artist, Brooklyn Museum; Mac Cumpian, Teaching Artist, The Metropolitan Museum of Art; Gabrielle Redmond, Teaching Artist, The Metropolitan Museum of Art; Annina Christensen, Teaching Artist, Brooklyn Children’s Museum; Stephanie Mesquita, Teaching Artist, Brooklyn Children’s Museum

Experts in children play, development and education Chris Kuo, Art Therapist, SVA; Caron Qian, Fo-founder, PARS; Weiwei Zhou, Designer, Discovery Edu

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Allowing children to play is fundamental to their learning, and parents take on a crucial role in fostering this aspect of education.

Wang Ying, Kindergarten Educator at Montessori School

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Research has shown that integrating arts with other subjects can improve students’ academic achievement, social-emotional learning, and mental health.

Andrea Solstad, Teaching Artist at Brooklyn Museum

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We often combine other concepts such as math, storytelling, and social-emotional learning into the art appreciation process, creating a holistic experience for students to explore and apply to their lives Jocelyn Yang, Learning Specialist at MoMA

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Research Overview

Expert Interview

Co-Create Workshop

Field Observation

Conclusion

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Field Observation As part of my research, I employed a range of methods to gain an understanding of the learning experiences available at various art museums. One of the primary approaches was through actively participating in museum programs and workshops geared towards K to 5 children and families. This involved observing teaching artists, conducting interviews with educators, and assisting with the preparation of materials for the classes.

I conducted this research at several prestigious museums in New York City, including the Brooklyn Museum, MoMA(the Museum of Modern Art), The MET(The Metropolitan Museum of Art), the Brooklyn Children’s Museum, and the Rubin Museum of Art.

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By immersing myself in these environments, I was able to gain valuable insights into how interdisciplinary learning can be integrated into location-based settings such as art museums to provide students with engaging and meaningful learning experiences.

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Family Gallery Talks (Ages 4–10) November 12th, 2022

This activity is designed for families with children between the ages of 4 and 10 who are interested in exploring the world of art together. Each month, a new theme is introduced, and families engage in lively discussions and activities that encourage them to look at art in new and exciting ways. Through this interactive experience, children and adults alike gain a deeper appreciation for art and its many forms.

The Vital Role of Parents in Nurturing Children’s learning Interest Through participating in this class, I have learned that parents’ engagement in their children’s art education is vital in fostering their children’s interest in art and encouraging them to explore new forms of artistic expression. When parents actively participate in activities and discussions alongside their children, it can create a safe and supportive learning environment that allows children to

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feel comfortable taking risks and experimenting with their creativity. This engagement also helps parents to better understand their child’s learning style and interests, which in turn can help them support and guide their child’s development in art and other areas of their life.

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Family Art Studio - ColorLab November 20th, 2022

Joining the Family Art Studio activity by Colorlab is a fantastic opportunity for families to unleash their creativity and explore the world of art together. Rooted in the rich cultural heritage of Black artists, ColorLab’s programs offer a unique experience that inspires and engages all ages. Each month, the program is designed to explore a muse artist’s work and practice, inspiring families to create their own art projects that incorporate print-making, collage, and sculpture techniques.

Personally, I had the opportunity to shadow the art-making workshop that was inspired by Ebony G. Patterson’s work, which taught children how to mimic the artwork by creating their own version with various materials.

Celebrating Diversity Through Learning from Minority Artists’ Art Through my experience shadowing the Colorlab activity, I have gained a deeper appreciation for the power of art in promoting equity and empathy. By featuring classes inspired by Black artists each month, Colorlab provides a unique opportunity to learn about diverse cultures and styles of art, while also fostering creativity and self-expression. This experience has shown me that learning about the art and

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cultures of minority groups can help to build awareness of equity and empathy, as well as create a more inclusive space for people of all backgrounds to come together and grow.

Overall, the Colorlab activity highlights the importance of diversity and representation in the art world and encourages individuals to celebrate and learn from diverse cultures through art.

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Gallery/Studio Program - Sculpture: Art Will Save the Planet (Age 8-10) December 10th, 2022 This class was designed for students aged 8-10 to learn about waste products and urban environmental problems in a hands-on and innovative manner. Through a unique project, students collected and categorized garbage from both their homes and the streets, ultimately constructing a large model planet that represents the interdependence between humans and their environment.

This project emphasized the importance of art in raising awareness about environmental issues and demonstrated how the combination of STEM and art can be used to address real-world problems.

Art as a Tool for Understanding the Relationship Between Humans, Earth, and Society The class taught that art can serve as a powerful tool for understanding the world around us. Children engaged in various art-making activities that integrated science and helped them develop a greater sensibility towards the natural and built environments, providing them with insights into how human actions impact the earth. By combining art and science, they explored the relationship between

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humans, the earth, and society, and learned to appreciate the many facets of this connection. The ultimate goal was to deepen their understanding and enhance their memory of this relationship through art.

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MLK Day of Action (Professional Educator) January 16th, 2023

This workshop is designed for professional educators who want to explore the ways in which art can be used to address social justice issues in the classroom. Participants will engage in a series of professional development workshops focused on student criminalization and the school-to-prison pipeline. Through this program, educators will learn how to use art to facilitate conversations around these important topics and create meaningful change in their communities.

Art as a Tool for Building Empathy in Different Subject Classes Many teachers who specialize in various subjects, such as English, history, or music, are exploring ways to make their classes more engaging and fun for students.

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By incorporating art into their lessons, teachers can not only educate students on the subject matter but also introduce them to the cultural significance of the artwork, fostering empathy and a sense of belonging.

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Drawing in the Galleries (Ages 9–12) February 11th, 2022

This workshop is perfect for young artists between the ages of 9 and 12 who want to hone their drawing skills and explore the galleries of The Metropolitan Museum of Art. Led by experienced educators, participants will learn the fundamentals of drawing, including observation, composition, perspective, and shading, and then apply these skills to create their own works inspired by the objects on display. Through this immersive experience, young artists will gain a greater understanding of art and its role in society.

Developing Critical Thinking and Appreciation for Art through Structured Learning The class emphasized the importance of gradually building up the difficulty level of the questions and activities, from easy to hard, to develop critical thinking skills. By providing some structure and guidance, children can better appreciate the nuances of each piece and gain a more nuanced understanding of the artistic process. Furthermore, the class encouraged children to consider the

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history, culture, materials, and color theory (science) behind each piece, broadening their understanding of art and its many facets. By incorporating these elements, children can develop a deeper appreciation for art and its significance in the world around us.

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Gallery/Studio Program - Sculpture: Tombs and Treasures (Age 8-10) March 25th, 2023 In this class, young artists between the ages of 8 and 10 will embark on a journey through the ancient world to uncover the secrets and treasures of tombs from cultures around the world. Participants will then create their own unique 3D forms using clay, plaster, and wire, featuring signs and symbols that are important to them and their community. Through this creative exploration young students are introduced to concepts of archeology and ancient history, etc.

Art-Integrated education helps develop life skills Not only does it offer a creative outlet for self-expression, but it also allows children to develop valuable skills in areas such as sewing, hot glue gun use, cutting, and pasting.

These skills are not only useful in the realm of art, but also in everyday life, as they can translate into the development of practical skills such as hand-eye coordination and fine motor skills. Furthermore, art-integrated education encourages children to approach

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problem-solving in unique and imaginative ways, fostering a spirit of innovation and creativity that can be applied to a variety of situations throughout their lives.

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Math and Mandalas: Art and Symmetry Camp April 10th, 2023

This program invites students to explore the mandala, a symbol of the universe, by incorporating mathematics into the art-making process. Through 5 sessions, students will develop drafting techniques and apply mathematical concepts to the creation of their own printed mandalas. This exciting partnership between STEM Matters and the DOE offers a free and engaging program for students to enjoy during their spring break.

Using Art to Unlock Mathematical Creativity Through this program, I discovered the effectiveness of using art as a medium to teach complex mathematical concepts like pi, perimeter, diameter, and formulas for circles. By creating their own mandalas, a symbol of the universe, the students were able to actively engage with the concept of circles while also producing their own unique artwork.

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Additionally, the hands-on element of the experience was amplified when they learned to create their own compasses using just a pencil and a thread.

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Through my museums activities shadowing research, I gained valuable insights into the different teaching pedagogies employed by each museum and how they incorporated art as a teaching resource for children, such as hard skills (STEM, history etc.), the soft skills 72

(creativity, curiosity, collaboration), and the techniques (like sewing, woodworking, etc.).

These observations helped me to refine my own approach to teaching through art and deepened my understanding of its effectiveness as an educational tool for children.

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Research Overview

Expert Interview

Co-Create Workshop

Field Observation

Conclusion

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Co-creation Workshop To gain insights into the process of designing effective lesson plans and teaching methods for children, I conducted a co-creation workshop with teaching experts Niles Mattier, Stephanie Mesquita, and Annina Christensen at the Brooklyn Children’s Museum. As part of the workshop, I brought along two books that showcased New York street art works as materials for facilitating conversations. During the workshop, we explored their approaches and considerations when creating lesson plans, and gained valuable insights into the key elements that make a successful class for children.

Visual Appeal Matters The teachers and teaching artists consider the visual elements, such as pictures and cartoons that can attract children’s attention and make them curious to learn more about it. They avoid abstract artworks that may be difficult for children to understand and focus on using art that encourages conversation and engagement.

Lesson Process Matters The workshop emphasized the importance of lesson processes. Teaching artists use a

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multi-step approach to teaching art. They begin by asking children to observe artwork in various ways, prompting them to describe techniques used. They then demonstrate creating art, encouraging children to try it out themselves and sharing their creations with peers.

Materials Matters The right materials are crucial in art lessons.

The workshop suggested using recycled materials to teach sustainability to children while creating art.

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Research Overview

Expert Interview

Co-Create Workshop

Field Observation

Conclusion

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STE(A)M

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ART(STEM)

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Conclusion In today’s world, a well-rounded education is more important than ever. While the STEAM approach, incorporating science, technology, engineering, art, and math, has gained popularity, it falls short of providing a truly holistic learning experience. Therefore, I propose a new approach that involves extracting art from STEAM and positioning it at the forefront of education. I believe that art can serve as a fundamental resource for teaching STEM subjects and beyond.

Art is not only useful for teaching STEM subjects but also for other disciplines, such as history, geography, language, and even physical education. Moreover, the study of art can help children develop essential soft skills, such as communication, collaboration, and empathy. By integrating art into education,

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we can provide children with a more comprehensive and engaging learning experience that prepares them for success both in and out of the classroom.

ART(History) ART(Geography) ART(Language) ART(STEM) ART(Equity ) ART(Storytelling) ART(Curiosity)

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Projects Play Art Game

Play Art Viewer

Play Art Toolkit

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An immersive mobile experience for K-5 families to explore art museums and engage in interest-based learning that goes beyond just art

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Choose a Journey This stage offers three key features that enhance children’s immersion. Firstly, children can customize their own characters, building emotional attachment.

Secondly, the game personalizes the journey based on selected interests. Lastly, children can choose from various role-play adventures, such as zookeeper, chef, or musician, creating a fun and engaging experience.

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ART(Ecosystem) In Sofia’s captivating journey, a 5-year-old with an insatiable passion for animals, she assumes the role of a devoted zookeeper. To illustrate this transformative experience, I draw upon MoMA’s collection of masterpieces as examples. By seamlessly blending Sofia’s story with the boundless creativity of art, the collection becomes a powerful tool to demonstrate how one can learn about ecosystems through these captivating masterpieces.

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As a zookeeper, Sofia has three crucial tasks: capturing animals, sourcing their food, and creating suitable habitats. Each completed task provides a hint for the next, guiding Sofia through a captivating puzzle that deepens her understanding of the ecosystem.

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Once Sofia successfully captures the bird, the backend system comes into play, utilizing the acquired data to generate task 2 (find food to feed) and task 3 (find a place to live) that perfectly align with the unique needs of the animal.

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ART(Music) In Nolan’s enchanting journey, a 5-year-old boy with an unwavering love for music, he assumes the role of a musician. Drawing inspiration from Kandinsky’s masterpiece, I illuminate how children can discover the language of music through the captivating realm of art. As Nolan’s story intertwines with the boundless creativity of artistic expressions, the intricate nuances of tempo and the exquisite beauty of diverse instruments are unveiled.

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Through an exploration of Kandinsky’s painting, I methodically extracted a diverse array of elements, discerning their unique characteristics in terms of shape, color, and features.

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ART(Math) In Elsie’s enlightening journey, a 7-year-old girl with a passion for art but a struggle with math, she discovers a fascinating connection between the two through painting with mathematical concepts, particularly angles. As she assumes the role of a mathematician, this innovative approach allows Elsie to visually comprehend mathematical ideas and unleash her artistic talents, bridging the gap between her interests and providing a fresh perspective on math.

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The design aims to assist Elsie in gaining a better understanding of angles by providing her with a task of correctly identifying and utilizing tools - a protractor to measure and comprehend their relationships.

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Prototype Testing Consulted with teaching artists at the Metropolitan Museum of Art

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I loved how this app taught me more than just the exhibits.

I’d like to see a complementary product that engages kids beyond their phone screens.

Mac Cumpian, Family Programs Teacher at the MET

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Projects Play Art Game

Play Art Viewer

Play Art Toolkit

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An interactive tool designed for K-2 to explore artworks in museums from different perspectives, creating curiosity and developing observation skills

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The Play Art Viewer draws inspiration from Franklin Spectacles, offering children the opportunity to explore diverse translucency color filters and shapes through a rotating wheel mechanism.

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The modular design of the shape and color wheels enables children to effortlessly experiment with different combinations, promoting learning in geometry, color theory, and nurturing their curiosity.

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Prototype Testing Partnershiped with Gallery Studio Program at the Brooklyn Museum

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It’s so much fun! The colors are totally different from the world I used to see.

I wish I can take it home.

An 8-year-old Student

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Projects Play Art Game

Play Art Viewer

Play Art Toolkit

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An art-integrated card toolkit designed for K-5 students, enabling parents to teach their children at home and build well-rounded children anytime

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The Play Art Toolkit incorporates a 7-step framework, inspired by the pedagogy observed in museum classes and activities, that empowers parents to effectively teach their children.

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Parents can establish rules to manage their children’s expectations before starting the activities, such as setting time limits and defining appropriate behavior.

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I have curated a diverse collection of masterpieces from MoMA to serve as valuable teaching resources across various subjects.

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For Preparation, I have designed various environment setups that cater to different desired atmospheres, ranging from formal to playful.

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The learning content is thoughtfully designed in alignment with the Elementary School Learning Standards set by the NYC Department of Education.

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To optimize retention, I incorporate a range of prompts that inspire children to establish connections between their personal stories and the information they have just learned.

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Step five of the cards guides children in creating their own unique projects by combining various art forms and utilizing readily available recycled materials found at home.

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In the final step, I offer prompts to initiate dialogues and encourage children to express their feelings and thoughts, fostering meaningful communication and reflection.

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Note cards are provided for parents to track their progress at each step, while children can use them to draw and take doodling notes.

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Prototype Testing Consulted with learning specialists at Brooklyn Museum

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I’ve seen how challenging it can be for parents to teach their children at home.

This step-by-step toolkit is a helpful resource for parents and kids alike.

Sam Kelly, Learning Specialist at Brooklyn Museum

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Acknowledge Special Thanks

Bibliography

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Special Thanks Jennifer Amos Emilie Baltz Antoinette Banks Kate Calleri Nicole Cheeseman Tiffany Chen Allison Chiu Allan Chochinov Annina Christensen Michael Chung Channing Chung Alexia Cohen Josh Corn Bill Cromie Mac Cumpian 172

Francis Estrada Patrick Fang Joann Feng Noé Gaytán Zanwei Guo Kofong Hsia Shuncheng Hsieh Crayon Hsieh Grace Jung Wendy Katz Sam Kelly Alexander Kopelman Chris kuo Jalen Law Genda Lin

Sonia Liu Pierre Alexandre de Looz Thea Lu Marko Manriquez Kathryn Marinaro Niles Mattier Lauren McClelland Stephanie Mesquita Jayne Miller Kristine Mudd Sam Potts Caron Qian Marlin Ramos Gabrielle Redmond Carolyn Robiner

Mahnoor Sheikh Sinclair Smith Jacqueline D. Smith Amanda Sofia Jozef Soloff Andrea Solstad Sama Srinivas Tingting Tao Krissi Xenakis Candy Yang Jocelyn Yang Wang Ying Weiwei Zhou Family Members SVA Pea Pod 2023 173

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Acknowledge Special Thanks

Bibliography

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Bibiography Illich, Ivan D. Deschooling Society. Penguin Books, 1979.

“Leading the Future of Museum Education: Kaywin Feldman.” YouTube, 1 Sept.

2016, www.youtube.com/watch?v=z-wRZ33K9E8.

Resnick, Mitchel, and Ken Robinson. Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. The MIT Press, 2018.

Robinson, Ken, and Lou Aronica. You, Your Child, and School. Viking, 2018.

Couch, John D., and Jason Towne. Rewiring Education: How Technology Will Help Unlock Every Student’s Potential. BenBella Books, Inc., 2018.

Kamenetz, Anya. The Stolen Year: How Covid Changed Children’s Lives, and Where We Go Now. PublicAffairs, 2022.

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“What Is Arts Integration?” The Kennedy Center, www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/ collections/arts-integration-resources/what-is-arts-integration/.

OECD Future of Education and Skills 2030, www.oecd.org/education/2030-project/.

Robinson, Sir Ken. “Do Schools Kill Creativity?” Sir Ken Robinson: Do Schools Kill Creativity? | TED Talk, www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity/c?language=en&subtitle=zh-cn.

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for my grandfather Qhing-Lin Tung

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Cathy (Chiahsuan) Tung Cathy Tung, a product designer from Taiwan with a background in experience design and project management, brings over six years of professional experience working in digital-first and strategic-driven design agencies before joining the MFA Products of Design at SVA. Throughout her career, she has created impactful experiences across a wide range of touchpoints, including AI assistants for Ford and mobile applications for Michelin. Cathy excels in integrating business goals and user behavior to deliver innovative digital solutions. She has collaborated with clients such as Amazon Ads, Logitech, Ford, Lincoln, Michelin, Taiwan National Palace Museum, and Quidel.

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