Kara Smith,Language Arts

Wayne Tousignant,Visual Arts

Terry Sefton,Music

University of Windsor

Integrating through

Animation

Multidisciplinary vs. Transdisciplinary (Drake, 1998)

Importance of Embedded Curriculum (Innovation)

Modelling vs. Lecturing

The Animation Project

The Creative Process(Ontario Arts Curriculum, 2009, p. 20)

Ideas Underlying the Arts Curriculum:

1. Developing Creativity2. Communicating3. Understanding Culture4. Making Connections

Evolution of the Project through Visual Arts Methodology

The “Stick Project” Exhibition

Main TopicFrom: Lee Bird Section 4 on 09/29/07 at 12:12 PMSubject: The life history of my stick

I just wanted to tell everyone a little bit about my stick. My stick was given to me from David Makkituq, an Inuit artist. You see, I used to live in Nanavut for about 2 1/2 years. The stick began as a hockey stick that David cut up and made into a kakivak. This fish spear sat in my house for a while. When this project started I could not find a stick that I thought would be neat or interesting to use. Then I came across the kakivak. So, now this kakivak has changed considerably already. It has been painted blue and has buttons glued to it. I am just wondering how else I could change it's present state.

Evolution of the Project through Visual Arts Methodology

Evolution of the Project through Visual Arts Methodology

ConnectingPoints in Visual Arts

The Visual Arts Connection

Creative Process: Reading

Daily Classes:

1.Animation Model2.Reading Strategy Model3.Negotiated TACK Assessment4.Practice and Exploration of Reading Strategy5.Peer, Group, or Mentor Feedback

Evolution of the Project throughLanguage Arts

The Project in Language Arts

Creative Process: Writing

Daily Classes:

1.Animation Model2.Step in Writing Process - Model3.Negotiated TACK/6 Traits Assessment4.Practice and Exploration of Writing Step5.Peer, Group, or Mentor Feedback

Generating Prewriting Ideas

Evolution of the Project throughLanguage Arts

ConnectingPoints in Music

The Music Connection

2009 Pilot with Music

Teacher Candidates’ Reflections during Process“Can’t see how what we’re doing in Language is connected to Art or Music”“I just want some practical things I can actually use in my practicum, not all this other stuff” (Q)“This can be like a template for a lot of different topics”“I now realize how powerful song, music can be to tell the story – it’s everything!”“I want to learn how to make scenes and transitions go smoother [between slides]”“I want to get timing right” “to crop my pictures with more facial expressions”

“I had an interview with TDSB and this had nothing to do with my questions” (Q)“I learned more about technology here than anything else I have done all year!”“I can’t believe how professional they look!”

Players’ Reflections

Tousignant, W., Salinitri, G., Stanley, D. & K. Smith. (2008). Negotiating shared understandings of our work through a collaborative curriculum: exploring the experience of creativity in cross-discipline visual arts projects. Invited paper for the Society for Teaching and Learning in Higher Education (STLHE), Canada.

Tousignant, W., Salinitri, G., Stanley, D. & K. Smith. (2008). Negotiating shared understandings of our work through a collaborative curriculum: Exploring the experience of creativity in cross-discipline visual arts projects. Celt: Collected Essays on Learning and Teaching, Chapter 7, Vol.1: 40-46.

References