Middle School Art Education
Two years ago, students from my middle school's gifted program had the opportunity to visit Wexner Center for the Arts exhibition on contemporary architecture concentrating on human habitats. Students, after viewing the various exhibits and learning about the architects in docent-led discussions, participated in an activity in which they assumed roles as architects and general contractors in order to create their own habitats. Reluctant at first, they completed their tasks and then answered a list of questions prepared by museum personnel. After reading through the student responses, I discovered that although the students had learned a little about architecture that day, they were deficient in their knowledge of architecture as being more than buildings we live in and use. Students could name several classical architectural styles but were limited in their responses to other areas of the study. In his book Architecture is Elementary, Nathan B. Winters states "Years of research indicate that the lay public has not grown much beyond the fourth grade level in visual literacy," (Winters, 1997). It is my intent to search for the best instructional practices to teach architecture to middle school students using an
The booklet, Imagine! Introducing Your Child to the Arts, provides parents with methods to introduce children to the arts while encouraging children to imagine. In chapter seven entitled "Architecture and Children", it is stated "Architecture unites culture with perception and technology." The chapter defines the study of the "built environment" as architecture, landscape architecture, historic preservation and planning. Describing children as natural builders, the author implores parents to enjoy, admire, and enable children to build forts and other items of play (Donohue, 1997). The booklet provides parents with ideas to use with children starting with their own home, such as, showing them how the plumbing and heating systems work. This booklet is geared for use by parents of children up to third grade. In a final statement the importance of teaching architecture is stressed. The author says "Many children, in fact, have strengths in the kind of visual, spatial and tactile thinking that are invoked in architectural design and analysis, that they may not be called upon to use in other school subjects." Donohue stresses that being able to think three-dimensionally can be applied to other subjects and life experiences (Donohue, 1997). While this booklet did not specifically pertain to middle school aged students, it supports the need for education in the architectural field. In her article, Design for Inquiry, Delacruz discusses the importance of students solving problems and states, "The best teaching methods and strategies are those contributing to a climate that fosters self-confidence and encourages self-inquiry and self-reliance." She further states, "When students form their own questions and learn complex thinking processes, that instruction is inquiry-centered." She believes that the inquiry method should be useful for art educators at all levels particularly school-based art teachers. (Delacruz, 1999) Architectural Treasures, cover story for "Arts and Activities," describes an art lesson for eighth grade students involving slides of famous buildings from the beginning of time to the present concentrating on four cities; Toronto, Philadelphia, Santa Fe, and the author's hometown, Mechanicsburg, Pennsylvania. After vie
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Approximate Word count = 1528
Approximate Pages = 6 (250 words per page double spaced)
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