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ERIC Number: EJ871982
Record Type: Journal
Publication Date: 2009-Jan
Pages: 6
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0004-3125
Personal Spaces: Students Creating Meaning through Big Ideas
Sakatani, Ken; Pistolesi, Edie
Art Education, v62 n1 p48-53 Jan 2009
Every once in a while, stray fragments from art or popular culture spark one's imaginations and trigger an idea for developing an art curriculum project. In this article, the authors begin with the interior world of extraterrestrial aliens within the Grand Central Station locker from "Men in Black II," and led eventually to the authors' students creating their own artful personal spaces. Each student's personal space reflected the film's metaphor of a place filled with imagined possibilities. The inside of a school locker is a rare private space for students to express themselves. Such musings about the idiosyncratic nature of spaces created in student lockers inspired the authors to develop a thematic curriculum project based on the big idea, "humans create personal spaces." This article describes a series of art projects focusing on the theme of personal spaces, created by the authors' preservice college art students and high school art students over a period of 2 years from 2005 to 2007. These spaces included matchboxes, student lockers, miniature 3-D tableaus, and Internet virtual space. As part of the curriculum process, students were also engaged in research and reflective assessment as they constructed the individualized art spaces. This curriculum project touches upon the development of thematic big ideas and the larger question of how the authors, as art educators, create relevant art curricula. (Contains 1 online resource.)
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A