Art Integration Fosters Empathy in the Middle School Classroom

Autor/in	Bradshaw, R. Darden
Titel	Art Integration Fosters Empathy in the Middle School Classroom
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89 (2016) 4-5, S.109-117 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2016.1170441
Schlagwörter	Public Schools; Middle Schools; Visual Arts; Art Activities; Student Participation; Empathy; Interdisciplinary Approach; Cooperative Learning; Persuasive Discourse; Language Arts; Ecology; Consciousness Raising; Activism + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Middle school; Mittelschule; Mittelstufenschule; Optische Gestaltung; Künstlerische Tätigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Empathie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kooperatives Lernen; Persuasion; Persuasive Kommunikation; Sprachkultur; Ökologie; Bewusstseinsbildung; Aktivismus; Politischer Protest
Abstract	In this article, I highlight findings from a nine-day unit embedded within a larger, four-month long qualitative action research study set in a public middle school. My goal in conducting this research was examination of relationships between visual culture and art integration as a method of fostering students to find voice while taking risks. A collaborative process was central to the unit in which the non-art educator and I developed and taught persuasion using art and art history. Students engaged in creating collaborative ecological installations, the integration of visual culture bridged art and other curricular areas while creating spaces for authentic learning. Through making art, students built shared knowledge, engaged in safe discourse, and expressed empathy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01