Place-Based Practice: Landscape and Artistic Identity in an Elementary Art Classroom

Autor/inn/en	Neves, Molly; Graham, Mark A.
Titel	Place-Based Practice: Landscape and Artistic Identity in an Elementary Art Classroom
Quelle	In: Art Education, 71 (2018) 4, S.36-42 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2018.1465316
Schlagwörter	Place Based Education; Art Education; Elementary School Students; Inquiry; Self Concept; Artists; Elementary School Teachers; Grade 5; Painting (Visual Arts); Art Activities; Exhibits; Art Teachers; Utah + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Selbstkonzept; Artiste; Artist; Künstler; Künstlerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Malerei; Künstlerische Tätigkeit; Art teacher; Kunsterzieher; Kunsterzieherin
Abstract	Place-based education incorporates local communities into school curriculum, recognizing the importance of local traditions, communities, and ecosystems, and emphasizing content that has reference to community life and local ecology. One elementary art teacher worked to connect place to her own artistic identity and to her work teaching elementary art. She wondered if her students might use art as a method of inquiry to explore how place contributed to their sense of identity. She experimented with blurring the lines between teacher and artist. As she discussed her own artwork and how her artistic investigations connected to her identity and sense of place, she learned that her students had many similar experiences. To develop ideas about place and its connection with identity, she and her 5th graders collaborated on four paintings that functioned as a study of community and place. After six months of students' classroom experiences and discussions of the conceptual aspects of artmaking, identity, and connections to the places they lived, their investigation of place and identity culminated in an art show and permanent installation in the school hallways and an exhibit at the teacher's university. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01