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DOCUMENT RESUME IR 055 051 ED 370 598 Ramsey, Inez L. AUTHOR Visual Literacy through the Visual Arts. TITLE 93 PUB DATE 8p.; In: Visual Literacy in the Digital Age: Selected NOTE Readings from the Annual Conference of the International Visual Literacy Association (25th, Rochester, New York, October 13-17, 1993); see IR 055 055. Speeches/Conference Descriptive (141) Reports PUB TYPE Papers (150) MF01/PC01 Plus Postage. EDRS PRICE *Art Education; Cooperation; *Curriculum Development; DESCRIPTORS Elementary Education; Elementary School Students; *Integrated Activities; Knowledge Level; Parent Participation; *Picture Books; *Visual Arts; *Visual Literacy ABSTRACT Educators should be encouraged to develop elementary school students' knowledge, understanding, and appreciation of the visual arts in an integrated approach to curriculum development in the schools. Instruction in the visual arts is frequently presented in isolation from other subjects, but resources are available to support reinforcement in other curriculum areas. Among these resources are picture books, a tried and true method of introducing children to the visual arts. Several cooperative art programs that integrate art education and other disciplines are described. Various specialists need to plan an integrated arts curriculum that brings together the combined skills of teachers, artists, parents, and others committed to achieving objectives in the visual arts for children. (Contains 16 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Once od Educaborml Reparcn end Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 Into document Ps Pen (produced as recped from tho person or orgentzetton onconabrog t. 0 Mtnor changes have been made to mprop reoroduCtrOn Quality 03 Pants of v.* or pumps stated in this docu mint do nol neceeunly represent offtcmt t% OECII poet.nn or poncy 0 IC"; 0 LU Visual Literacy Through the Visual Arts by Inez Ramsey Dept. of Secondary Education Library Science James Madison University Harrisonburg, VA 22807 "PERMISSION TO REPRODUCE THIS MATERIAl. HAS BEEN GRANTED BY Alice Walker BEST COPY AVAILAPIE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)' 2 Visual Literacy Through the Visual Arts Inez L. Ramsey Introduction the various including disciplines, elementary classroom and art teachers, school library media specialists and Sinatra (1986) has explored the primary role of visual literacy in the computer literacy coordinators, should development of other verbal, nonverbal also be encouraged to address methods and computer &cracks through the for developing elementary students' understandings knowledge, and interaction of three basic components - exploration, and nonverbal appreciations of the visual arts in an viewing, representation. His research provides a to approach integrated curriculum development in the schools. theoretical foundation for the infusion Many elementary schools lack even basic of the arts, including the visual arts, into the school curriculum. Sinatra (1986, p. visual arts instruction. These schools 43) states: may have no art professional available or share the expertise of one art Educational practices must educator among schools. Instruction in be widened to include the visual arts is frequently presented in a more enlightened process the from isolation language arts perspective embracing the curriculum since art periods are used to arts and a readmittance of provide teachers classroom with the basic nonverbal planning time. As a result, visual arts curriculum that was an early, instruction is not reinforced in other key essential part of youngster's areas of the curriculum. lives. By so doing we will restore the components of Resources the available in visual literacy to an support to a schools arts visual curriculum include a wide range of influential role in shaping creative thought. picture books. Lacy (1986) focused attention upon award winning picture books as a means of introducing With the current emphasis on integrated children to the visual arts. language arts curricula, educators from Through community's needs for teaching children picture books teachers, library media social values and addressing broad specialists, art teachers and parents can social problems such as environmental integrate literature in the curriculum education and multicultural, multiethnic while developing children's abilities to The subject- or global education. understand artistic design, art history centered orientation to art education Lacy's analysis of the and criticism. art on making, emphasis places Caldecott Award books in use of artistic aesthetics, art criticism and art history. design elements provides a foundation He observed that these curriculum for an integrated visual arts curriculum educational Her work should be in orientations co-exist in the schools. programs and are reflected in many art required reading for all elementary art textbooks. educators. Children's experiences with in picture books provide many art Stanford (1990) in her discussion opportunities for discussion of a range art of education discipline-based of visual arts concepts. to teachers elementary encourages provide a curriculum which develops The Arts Education Curriculum students' abilities to see visually and Her discussion includes the Educators considering culturally. utilizing a wide range of art work from development of an integrated visual arts a variety of modern and contemporary curriculum should consider aspects of sources and in a variety of formats from the art curriculum to be included such She notes, quilts to Japanese prints. as art making, art history, aesthetics, art history and multicultural or global "Five-year olds can discern different kinds of lines, shapes, textures, sizes, Children's picture books, education. works of art, and other selected art two-or-three dimensionality et cetera products should be available in the and can tell you how they respond to them (1990, p. 18)." school library media center to support the integration of the visual arts in Zimmerman (1990) reviewed the language arts, social studies, science and art a of other curricular areas. The following from global teaching studies are useful in addressing the perspective as a means of developing scope and content of an integrated of appreciation and understanding cultures. She differences within curriculum. reviewed community-based art programs Clark (1991) reviewed three which integrated Afro-American history and art. Arts programs included art education curriculum major speakers from different ethnic groups. orientations, including child-centered, society-centered, and subject-centered. Her study explored issues in developing a global perspective in art education. His review is helpful in addressing the theoretical foundations in art education. orientation child-centered The Hagaman addressed (1990) aesthetics, or the philosophy of art, in emphasizes the the development of the the art curriculum. She advocates the child's abilities and capacity for self- a means of art of expression in art. as Society-centered discussion emphasis on a encouraging children to explain why orientation places 014 other and arts, science, For example, language they think as they do. curricular areas. Discussion includes a what criteria should be used to judge planning model which utilizes three realism in a work of art if the child art in art work? visual arts skills components: Such prefers realistic cultural heritage, aesthetic assessment active on focus should discussion Their and creative art expression. listening and willingness to consider the sample lesson plans include the use of opinions of others. picture books as springboards for art, reading, writing and research activities. Cooperative Art Programs of Department State Arizona Education's classroom teaching guides, Concerned educators and parents published as Arizona Visual Arts Skills need the for addressed have provides a curricular guide and activities providing efforts cooperative in for kindergarten through secondary art with students elementary age school. The guide is a useful curriculum experiences integrated into language model in developing learning objectives. information and library skills arts The State of California's (Lundin, 1989) Sinatra (1986) successfully curricula. guide to developing a framework for the employed visual communications in the visual and performing arts is also a language arts curriculum. His literature arts an tool in defining useful outlines successful also review curriculum. applications of photography, including and Project Education Polaroid's others and Papke (1993) Kodak's Cameras in the Curriculum developed a Children's Art Network to Project. support, promote and develop art public in opportunities Although working with gifted enrichment schools which did not have visual arts students from grades seven through the art through An programs. nine, Darlington (1992) reported on a curricubim project provides teachers writing class which integrated a visual with integrated art activities, based upon and verbal curriculum. She concluded, picture books and other children's "Indeed, visual literacy could provide a media, to achieve curricular objectives. basis for writing experiences"(1992, p. Students participating in this 192). and Dauber (1989) Epstein summer program for gifted and talented reported the results of a three year discussed and analyzed art, developed proyct to school middle provide artists' profiles and experienced quality teac'aers with methods for developing a literature as part of the writing process. and social art program integrating others and studies. The project included parents in (1989) Kula roles as volunteers to present lessons on developed examples of various teaching well-known works of arts. The project to Arizona aid methods designed linked art appreciation, history and educators in integrating visual arts to the middle school lessons in an integrated curriculum. criticism cmriculum. The authors concluded that art sample authors provided The ell intelgrated approach to art education objectives and methods for achieving was useful in developing students' art objectives through related themes in and art for opportunities reinforcing education when awareness, extending experiences in the regular programs are not well developed. classroom and library media center. others and Overby (1990) focused on the role of the arts in the Lacy (1986) provides discussion early childhood curriculum. Educators of themes, design elements, biographical information, and analysis of art works interested in designing an integrated which teacheis can apply in integrating visual arts curriculum will find relevant visual materials in the language arts, discussion on child development, arts social studies and science curricula. She assessment and curriculum development at an presented asserts: childhood early the arts. conference on creative to model The world can be a visual Attention also given is delight-and so can the works of programs and multicultural/global art that mirror it. The visual program development. arts can be a lifelong wondeonent and source of pleasuro, and one's The federally-funded Kansas Arts Resource ability to enjoy them is enhancttd Training (1988) System provided technical assistance and in- by an understanding of the artistic elements, including service training to educators, therapists and parents in integrating the arts into line, color, light and dark, the curriculum for special education shape, space, and texture and their effects on the audience students. The plan provided for trained resource coordinators who provided (1986, p. 1). technical assistance and training in the The fmal grant arts to participants. Each artistic element has a vocabulary of its own. Take, for example, the report provides information relevant to developing similar vocabulary associated with color. We other efforts in speak of colors as primary, secondary school districts. and tertiary colors. Color concepts include hues, shades and tints. Colors Picture Books in. the Curriculum can be warm or cool. Color can be Teachers now utilize a wide used to create shapes and textures. a Colors serve of as means variety of children's picture books in the communication, as in red light/green language arts curriculum. Outstanding We use color concepts to picture books serve as vehicles for a light. variety of communications activities, describe feelings or emotions, such as we turn blue with cold. Adults and choral reading, including writing, speaking, listening and viewing. Picture children can learn the language of color and other artistic elements through books can also provide a springboard for talking about artistic design and planned in!eractions with quality picture experimenting with different media in books. the classroom and library media center. Cooperative planning between the art Concepts: Example Brian Wildsmith's teacher, classroom teachers and library The Rich Man and the media provide professionals can Shoe-maker. story for each child in booklet format. Color: thildren in small groups were provided 1. uses color and space to define with paper shapes (circles, squares and shape; triangles) and paints to produce their 2, uses primary, secondary and art products. With the library media tertiary colors; heavy use of specialist, the children also sought out reds, purples and pinks; information about the illustrator to 3. uses uneven applications of share with the class. The library media color to achieve texture; specialist added their books to a Shape: circulating collection of peer produced 1. uses geometric shapes to materials. create forms and patterns; Style: As educators concerned with the 1. cubist; color and shape unify development of visual literacy skills, we the work should address methods and materials arts An art teacher, a classroom visual quality for providing experiences for our chitiren as an teacher and a library media specialist in integral part of the teaching/learning in collaborated a school local experience. Various specialists need to an integrated language developing The unit plan an integrated arts curriculum which provided arts/art unit. brings to bear the combined skills of activities for reinforcing and extending teachers, artists, parents and others based upon art and language skills and goals to achieving committed Brian Wlldsmith's richly abstract picture objectives in the visual arts for all our books. His The Rich Man and the Shoe- children. maker with its heavy use of color and shapes provided an excellent vehicle for Bibliography reinforcing and discussing art concepts such as abstract/realistic, primary colors, Department State of Arizona geometric shapes, texture, pattern and Education. (1988). Arizona visual are concepts placement which ERIC. Phoenix, arts essential skills. the district's in school introduced AZ: Arizona State Department of art grade and first kindergarten Education. curriculum. compared and Children aark, G. (1991). Examining discipline- based art education as a curriculum contrasted the characters in the story, construct. BRIC. Syracuse, NY: ERIC. utilizing both text and illustrations. They hypothesized about theme and Darlington, S. (1992). Visual literacy as story elements, such as why a fierce dog the basis for writing experiences: A appears in scenes with the rich man summer gifted and talented program. while shy kittens and a host of birds and Visual communications: bridging across animals flock to the poor man's home. cultures. Blacksburg, VA: International After sharing several of Wildsmith's Visual Ljteracy Association. fables, children generated storylines with the help of the teacher and dictated Epstein, J. and Dauber, S. (1989). An aide recorded the their stories. Art and the Stanford, L (1990). Effects of the Teachers Involve Parents elementary-school experience. in Schoolwork (TIPS) social studies and ERIC. East Lansing, MI: Center for the art program on student attitudes and Learning and Teaching of Elementary ERIC. Syracuse, NY: knowledge. Subjects. ERIC. The rich man Wildsmith, B. (1979). Hagman, S. (1990). Aesthetics in art education: A look New York: =LI jjx_11 tr±ward .1_mmd_cer. Franklin Watts. implementation. ERIC. Bloomington, IN: Adjunct ERIC Clearinghouse on Zimmerman, E. (1990). Teaching art Art Education. from a global ERIC. perspective. ERIC Adjunct IN: Bloomington, Kansas Arts Resource Training System Clearinghouse for art education. (1988). ERIC. Syracuse, (KARTS). NY: ERIC. Integrating art Kula, J. et al. (1989). the of areas other subject with curriculum: A resource guide. ERIC. Syracuse, NY: ERIC. Art and design in Lacy, L (1986). children's picture books. Chicago, M: American Library Association. and Visual J. (1989). Lundin, performing arts framework for California Public Schools: Kindergarten ERIC. grade through twelve. State California Sacramento: Department of Education. Overby, L, ed. (1990). Early childhood creative arts. ERIC. Los Angeles: International Conference on Early Childhood Creative Arts. Art through the Papke, B. (1993). curriculum. network muse. Mt. Sidney, VA: Children's Art Networlc. Visual literacy Sinatra, R. (1986). connections to thinking, reading and Springfield, IL: Charles C. writing. Thomas.