Responding to the Challenge to Care: Suggestions for Art Education Curricula

Broome, Jeffrey L.; Bobick, Bryna; Ruggiero, Alyssia; Jesup, Cindy

doi:10.1080/00043125.2019.1559604

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…In a report from the National Institute of Justice, teaching empathy, along with parental monitoring and supportive teacher relationships can protect against serious school violence (Turanovic & Siennick 2022). By including social-emotional education through the arts, students can develop a more compassionate understanding of the world in which they live (Hasio 2016;Williford et al 2016;Broome et al 2019;Hashim et al 2019).…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Whilst empathy education can be embedded throughout all curricula, arts education has shown promise in furthering students' understanding and acceptance of others (Aubrey 2015;Liao et al 2016;Bird-Naytowhow et al 2017;Broome et al 2019;Brown & Nicklin 2019;Chung & Li 2020). According to Morris et al (2017), student engagement in the visual arts benefits both their academic achievement and success in future careers.…”

Section: Introductionmentioning

confidence: 99%

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Developing Empathy Through Design Thinking in Elementary Art Education

Montero¹

2022

Int J Art Design Ed

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Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative case study examined the effects of teaching empathy through design thinking in upper elementary art education. Eight teachers participated, representing public, private, charter, and independent school settings. Data included student observations, interviews, and journal reflections. An analysis of findings resulted in three conclusions: (a) design thinking can foster the development of empathy in preadolescents, (b) art education curricula at the upper elementary level can include design thinking, and (c) design thinking is a valid strategy for teaching empathy.Including empathy within art education promotes a classroom culture that is respectful and understanding of others, with students becoming advocates of justice, equity, and inclusion.As society continues to struggle with bullying, physical violence, and social unrest, teaching empathy has the potential to change how students relate to each other in the classroom, and, ultimately, in the world at large.

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Section: Purpose Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing Empathy Through Design Thinking in Elementary Art Education

Montero¹

2022

Int J Art Design Ed

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“…The education in the school fine arts curriculum is discipline-based art education (DBAE) ( Broome et al, 2019 ). The DBAE educational model refers to children learning the foundational knowledge of fine arts, drawing practical skills, and appreciation ability of artworks through the fine arts curriculum ( Chalmers, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

A study of practical drawing skills and knowledge transferable skills of children based on STEAM education

Liu

2022

Front. Psychol.

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The STEAM education involves children’s ability to integrate and apply their knowledge of science, technology, engineering, arts, and mathematics. The application and transfer of interdisciplinary knowledge in practical activities is the structure of STEAM education. This study assesses children’s practical drawing skills and transferable skills based on the global features of their realistic figure drawing. The drawings incorporate the visual information and the multidisciplinary knowledge that children acquire. The assessment variables of the global features are observation perspectives, baseline, and comparison. The results showed that most children present their works through the front view. The children of different age groups show differences in express baseline and comparison features. Boys and girls show some variances in baseline features. Moreover, children are relatively unskilled at applying interdisciplinary knowledge in their drawings.

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“…I maintain that unless art teachers define their professional roles, discover and employ the varied possibilities of the subject, and create opportunities for socially-engaged practices, they are missing the opportunity to improve the status of the subject as a medium to enable students to engage with relevant social issues, and to bring about change through their artistic creations. The notion of using art in schools to address important social issues has been widely researched (see Broome et al., 2019), but literature is silent on how to go about developing pre-service art teachers as leaders of such initiatives. I wish to address this knowledge gap by explaining my living educational theory about how to encourage pre-service art teachers to become socially-engaged, reflexive practitioners by providing a framework that enables them to (i) position themselves within a particular theoretical framework to guide decisions about the kinds of lessons to be taught, (ii) articulate their personal values to inform their teaching and development as professionals and (iii) reflect on their own teaching and learning practices (Hickman & Brens, 2015).…”

Section: Introductionmentioning

confidence: 99%

My living theory of a professional framework for art education

Meyer

Wood

2020

Action Research

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This article explains my living educational theory in the form of a professional framework that I call PART, which conceptually unites the roles of the artist, researcher and teacher (ART) to foster critical, participatory (P), and socially engaged action. I discuss how I improved my practice over four action research cycles to be more in line with my professed values of creativity, connectedness and care, followed by six learning platforms conducted with pre-service art teachers and community children in a South African context. Evidence of the students’ transformational learning was gathered over six learning platforms. Reflecting on my observations, pedagogical strategies and on students’ visual images and critical reflections on their learning, I found that the professional framework changed pre-service art teachers’ views – they became more learner-centred, using art as a mediating tool to engage learners in thinking about critical social issues and developed collaborative and leadership skills. The fundamental principles of the framework, aimed at developing critically engaged and reflective practitioners, working in diverse learning environments could be applied to almost any discipline within teacher education.

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Responding to the Challenge to Care: Suggestions for Art Education Curricula

Cited by 5 publications

References 8 publications

Developing Empathy Through Design Thinking in Elementary Art Education

Developing Empathy Through Design Thinking in Elementary Art Education

A study of practical drawing skills and knowledge transferable skills of children based on STEAM education

My living theory of a professional framework for art education

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