Developing the "Other" Literacy: How Visual Arts Have the Potential to Deepen Student Understanding
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Developing the "Other" Literacy: How Visual Arts Have the Potential to Deepen Student Understanding
- 1. Ireland International Conference on Education October 29 â 31, 2012 Susan Pitts Santoli, Ph.D. ssantoli@southalabama.edu PaigeVitulli, Ph.D. pvitulli@usouthal.edu 1
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- 5. 5 BY THE NUMBERS: ī Degrees Awarded: 70,000 ī Students Enrolled: 15,009 ī Employees: 5,500 ī Annual Economic Impact: $2 billion ī Annual Payroll: $404 million ī USA has educated 17,800 teachers and school administrators, including 85% of Mobileâs public school teachers
- 6. īŽ Allied Health īŽ Arts & Sciences īŽ Business īŽ Computer & Information Sciences īŽ Continuing Education īŽ Education īŽ Engineering īŽ Medicine īŽ Nursing īŽ Pharmacy (with Auburn) 6
- 7. īŽ The College of Education is organized into three departments: Health, Physical Education and Leisure Studies (HPELS), Leadership andTeacher Education (LTE), and Professional Studies (PS). 7
- 8. 8 PaigeVitulli, Ph.D pvitulli@usouthal.edu īŽ Paige is an assistant professor in the Department of Leadership and Teacher Education at the University of South Alabama and director for the art education graduate program. īŽ She teaches art education courses for elementary and special education majors as well as all art education graduate courses in the college. īŽ She is theVisualArts Coordinator and Assistant Director for the Arts in Education Grant at USA.
- 9. 9 Susan P. Santoli, Ph.D. ssantoli@southalabama.edu īŽ Susan is an associate professor in the Department of Leadership andTeacher Education at the University of South Alabama. īŽ She teaches undergraduate and graduate secondary social studies methods, foundations of education courses, and graduate research courses. īŽ Her research interests are pre-service teacher preparation, collaborative teaching with special education teachers, and the infusion of technology into social studies education.
- 10. īŽ Time to share: ī Name ī Where you are from ī Education/Work Experience ī Personal Anecdote 10
- 11. īŽ Interactive session on using visual literacy strategies and visual images to improve comprehension of content. īŽ Benefits include developing deeper student writing and thinking, addressing diverse learning styles/levels. īŽ Specific Content: During the presentation, participants will be shown numerous examples of how and when to integrate visual images into elementary and secondary content classes. īŽ Both technology and non-technology based projects will be demonstrated. īŽ Detailed resources will be posted online. īŽ This workshop is applicable to both elementary and secondary classrooms and presenters have experience in both levels. 11
- 12. Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Images and visual media may include photographs, illustrations, drawings, maps, diagrams, advertisements, and other visual messages and representations, both still and moving.Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, and technical components involved in the construction and use of images and visual media. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture. ~ from the Association of College and Research Libraries (ACRL) http://acrlvislitstandards.wordpress.com/2010/08/06/working- definition-of-visual-literacy/ 12
- 13. īŽ Seeing and interpreting images is a vital part of what it means to learn and knowâĻin order to support teaching multiple literacies, students must be overtly taught to engage in and critically reflect. īŽ Crawford, S. Hicks D. and Doherty N., (2009).Worth the WAIT: Engaging Social Studies students with art in a digital age. Social Education, 73(3), 136-139. 13
- 14. īŽ Studies done by Lynn OâBrien of Specific Diagnostic Studies â students whose strongest learning channel is auditory comprise less than 15% of the population. On the other hand, students who comprise a visual learning style are about 40% of the populationâĻkinesthetic students form around 45% of the population.â īŽ Dickinson, D. (2002). Learning through the arts. Seattle,WA: New Horizons for Learning. Retrieved from Http://www.newhorizons.org 14
- 15. Visible Thinking Pictures of Practice īŽ http://www.pz.harvard.edu/vt/VisibleThinking_html_files/01_VisibleThink ingInAction/01c_VTPoP.html MappingTools īŽ http://www.visual- literacy.org/pages/maps/mapping_tools_radar/radar.html Visual Literacy slides īŽ http://www.slideshare.net/cadelarge/visual-literacy-week-6-of-6-slides Mind Mapping īŽ http://librariesandtransliteracy.wordpress.com/2010/07/23/visual- learning-and-mind-mapping-2/ īŽ 15
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- 18. īŽ Primary Sources īŽ Visual Arts īŽ Lesson Ideas īŽ Resources 18
- 20. īŽ Materials ī Archival Box ī Acid and lignin-free letter size document storage box provides convenient, long-term storage for letter size documents, photos, sports cards, newspaper clippings and other collectibles. With reinforced corners, these boxes are solid and secure units that resist dust, dirt, and light infiltration. The board used to make this box is manufactured to United States NationalArchives and RecordsAdministration's specifications. īŽ http://www.webyfl.com/index.asp?PageAction=VIEW PROD&ProdID=243 20
- 21. īŽ Materials ī Cotton Gloves ī Discount Art Supplies http://www.misterart.com/g6483/KALT-White-Cotton- Gloves.htm ī Magnifying Lens ī OrientalTrading 21
- 22. īŽ Primary Documents & Art 22
- 23. īŽ Elements of Art ī Line ī Shape ī Form ī Space ī Color ī Value ī Texture Elements of Art http://www.youtube.com/watch?v=nBe m1EeO88w The ABCs of Art http://www.awesomeartists.com/ART/ mTableOfContentsTheABCsOfArt.htm The Artist's Toolkit http://www.artsconnected.org/toolkit/in dex.html 23
- 25. As a group, observe and describe several different sections of an artwork. īŽ One person identifies a specific section of the artwork and describes what he or she sees. īŽ Another person elaborates on the first personâs observations by adding more detail about the section. A third person elaborates further by adding yet more detail, and a fourth person adds yet more. īŽ Observers: Only describe what you see. Hold off giving your ideas about the art until the last step of the routine. 25
- 26. âĸDaumier- âĸOrchestral Stalls âĸHorace Pippin- âĸChristmas Morning Breakfast 26
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- 28. īŽ What details are present in the painting?What do you feel is missing? īŽ What would you like to ask the artist about the painting? īŽ What social class do the figures represent?What supports your answer? īŽ Explain whether or not you feel this was a formally composed painting. īŽ Extension: Daumier was in prison several times for his political and social caricatures. He produced nearly 4,000 for Parisian journals. Explain the political events that were occurring in France from the 1830s through the end of the century that might have been subjects of Daumierâs political satire. 28
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- 30. īŽ Give an approximate date for the time period you think is being depicted in this picture. On what details did you base your decision? īŽ What is the economic status of the family shown in the picture? On what details did you base your opinion? īŽ What are some things you might smell or hear in this picture? īŽ The title of this painting is Christmas Morning Breakfast. What is occurring here that might have been a tradition in this family?What are some traditions that you have in your family that center around holidays? īŽ What mood was the artist trying to convey when he painted this picture, which was based on his childhood memories? 30
- 31. īŽ Responding to Images http://voicethread.com/ #home īŽ Examples http://voicethread.com/ #q.b3352.i28616 31
- 32. īŽLanguageArts īŽUnderstanding and Responding toVisual Images īŽPost-itī Notes Activity 32
- 33. īŽ Describe what is observed in selected works of art. īŽ Describe subject matter in works of art. īŽ Describe elements of art and principles of design. īŽ Observe, describe and identify features, similarities, and differences in artwork. īŽ Express feelings generated by a work of art. īŽ Identify and describe the historical period/event being represented in the artwork. īŽ Compare art associated with various cultures. īŽ Discriminate between actual and dramatic or romanticized portrayals of persons or events. īŽ Analyze various works of art for clues depicting time periods and places. īŽ Use technology to investigate visual images. 33
- 34. īŽ Give a title to an artwork.Write why you would call it this. īŽ If the artist were in the room, what questions would you ask him/her? īŽ Write a letter to an artist, asking questions about the artwork. īŽ Describe an abstract work of art in writing. īŽ Look at a photograph or painting and write about the âsoundsâ you might hear in the background. īŽ Describe how a work of art reflects and differs from real life. īŽ Tell what you think it would be like to live in this painting/drawing. īŽ Write a conversation between characters seen in a work of art (or two works of art). īŽ Imagine an artistâs show has just opened; Write a press release or review for a newspaper describing his/her artwork. 34
- 35. īŽ Look at a painting or poster, and then invent a history.Write something about how the artist was feeling when it was painted, why the curator purchased this painting, or something about the subject. īŽ Write about three works of art you would purchase if price were no object.This is the beginning of a personal art collection. Write about the choices. īŽ Collect a variety of reproductions from various historical periods (post cards, art memo cards, calendar prints, etcâĻ). Students are provided with a random group of reproductions and assigned a specific historical period. Students trade with one another to obtain works representative of their assigned period. When the collections are complete, students arrange works and as the âcurators,â and describe the show for a potential audience. īŽ Groups find several works of art that are based on a myth, historical event, or person, and then write about the events or people that inspired the works of art. 35
- 36. īŽ Students will provide âmany, varied, and unusualâ single words to describe selected or assigned works of art. No repetition of words! īŽ The words may be dictated and recorded by the teacher on Post-itī Notes or written by the students on Post-itī Notes. īŽ Students will stick Post-itī Notes to the laminated artwork to for all to view, respond to, and reflect upon. īŽ More than one piece of artwork may be described at a time. īŽ Students may be divided into teams for cooperative work and may compete for the quantity and/or quality of responses. 36
- 37. Technology Integration Variation: īŽ Copy artwork onto an Inspirationīĸ diagram as the main idea. īŽ Use the Rapid Fire feature to facilitate brainstorming of descriptive words or create a worksheet for group or independent work. I and My Village Marc Chagall http://www.allpos ters.com/ gallery.asp?aid=340651&item=290966 37
- 39. īŽ Integrating Social Studies and theVisual Arts ī Observation vs. Interpretation ī Dividing up the artwork ī 5Wâs and an H: ī Who, What,When, Where, Why, How ī MatchingText and an Image ī http://americanart.si.edu/education/pdf/learning_to_look. pdf
- 40. 40 http://americanart.si.edu/education/pdf/s eeing_art_in_a_historical_context.pdf An Activity to Promote Visual Literacy
- 41. First, the name. We owe the name "Photography" to Sir John Herschel , who first used the term in 1839, the year the photographic process became public. The word is derived from the Greek words for light and writing. There are two distinct scientific processes that combine to make photography possible. It is somewhat surprising that photography was not invented earlier than the 1830s, because these processes had been known for quite some time. It was not until the two distinct scientific processes had been put together that photography came into being. The first of these processes was optical. The Camera Obscura (dark room) had been in existence for at least four hundred years. There is a drawing, dated 1519, of a Camera Obscura by Leonardo da Vinci; about this same period its use as an aid to drawing was being advocated. The second process was chemical. For hundreds of years before photography was invented, people had been aware, for example, that some colors are bleached in the sun, but they had made little distinction between heat, air and light. For more fascinating info: A History of Photography from its beginnings till the 1920s by Dr. Robert Leggat MA M.Ed Ph.D. FRPS FRSA http://www.rleggat.com/photohistory/ 41
- 42. Additional Resources History of PhotographyTimeline īŽ http://www.photo.net/history/timeline The American Museum of Photography īŽ http://www.photography-museum.com/ History of Photography and the Camera īŽ http://inventors.about.com/library/inventors/blphotography.htm History of Photography īŽ http://www.azuswebworks.com/photography/history.html Photograph Analysis Sheet īŽ http://www.archives.gov/education/lessons/worksheets/photo.html 42
- 43. īŽ âFandexâ of Painters ī Activities ī Responding & Understanding 43
- 44. 44 Beginning, Middle, End? ~If this artwork is the beginning of a story, what might happen next? ~If it this artwork is the middle of a story, what might have happened before? What might be about to happen? ~If this artwork is the end of a story, what might the story be? ~Use your imagination http://usaeyesonireland.blogspot.ie/2012/10/the-meeting-on-turret-stairs.html
- 47. This project is an opportunity for you to express your creativity while researching some aspect of the culture, politics or economy of World War and Its Aftermath. It covers the years 1914-1929. You may make some references to the war, but do not make that the primary focus of your book. Instead focus on the home front and the period of the 1920s. We viewed a primary document titled, ABCs for Baby Patriots, a story book for British children that glorified the British Empire. Your assignment is to produce a similar ABC book focusing on this era. Have fun with this. Let your imagination run wild! Specifics: Your book may be a hard copy or in digital format You must select an aspect of European life or a particular country as a focus for the book You must have one page per letter of the alphabet. There must be at least one visual on the page for each letter. Your book must have a cover with the title and your name as author. Your book must be attractive and free of spelling and grammar errors. Additional points may be earned for rhyming, original art work, special effects, or especially creative additions to be the basis book format. Your book is due to theT drive if digital, or in hard copy, at the beginning of class onThursday, April 1, 2010. 47
- 48. Student Created ABC Book 48
- 49. Terra CottaWarriors īŽ Paige and Peggyâs Excellent Chinese Adventure ī http://paigeandpeggy.blogspot.com/ ī http://paigeandpeggy.blogspot.ie/search?q=terra+cotta+warriors ī http://paigeandpeggy.blogspot.ie/2012/08/forms-and-textures.html 49
- 50. īŽ The Chinese Art of Calligraphy ī http://streaming.discoveryeducation.com/teacherCenter/lessonPlans/pdfs/3- 5_ArtAndMusic_TheChineseArtOfCalligraphy.pdf 50
- 51. Use Andy Warhol image 210 Coca-Cola bottles īŽ Questionsâ īŽ Why do you think he wanted to show so many of the same image? īŽ What kinds of patterns do you see in this image and arrangement? īŽ What way did Andy Warhol decide to show this number of bottles? īŽ What are some different ways that you could come up with the number 210? 51
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- 53. Use 10 x 2 process īŽ Look at image quietly for 30 seconds īŽ List 10 words or phrases that come to mind īŽ Repeat Headlines for any work of art or visual image īŽ If you were to write a headline that captures the most important aspect that should be remembered, what would the headline be? 53
- 54. 54 "The Old Grass Road, Kinsale" 1925 Oil, 18 x 24 ins Geography/Physical Science and Art from Project Zero
- 55. 55 Looking Down Yosemite Valley, California - Albert Bierstadt Geography/Physical Science and Art from Project Zero
- 56. 56 Georgia O'Keeffe, My Front Yard, Summer, 1941, Oil on canvas, 20 x 30 inches, Gift of the Georgia O'Keeffe Foundation, ŠGeorgia O'Keeffe Museum Geography/Physical Science and Art from Project Zero
- 57. 57 Geography/Physical Science and Art from Project Zero What landforms can you identify? What would it be like to walk through this picture? What would you see and hear? What would the weather be like in this picture?
- 59. īŽ Find an image from each of the panels and write what you see. īŽ Discuss as a class or in student groups. īŽ Tell students that the painting imaginatively depicts a real event and ask if they know what it may be. If they say âBlack Death,â ask them some things they know or believe they know about the plague. īŽ After studying the Black Death, use the painting again and ask students how the painting relates to what theyâve learned īŽ and what questions they still have about the Black Death or the painting. 59
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- 62. īŽ Symbols Introduction īŽ Summer Cartoon īŽ Cartoon Analysis Worksheets can guide student analysis ī National Archives and Records Administration http://www.archives.gov/education/lessons/worksheets/ca rtoon_analysis_worksheet.pdf ī Editorial CartoonAnalysis http://politicalcartoonanalysis.wikispaces.com/Analysis+To ol 62
- 63. īŽ Itâs No Laughing Matter (LOC) http://www.loc.gov/teachers/classroommaterials /presentationsandactivities/activities/political- cartoon/ īŽ Interpreting Political Cartoons in a History Class http://teachinghistory.org/teaching- materials/teaching-guides/21733 īŽ Zoom In Inquiry http://www.youtube.com/watch?v=BDjzeS6jZqY
- 64. īŽ The Political Dr. Seuss http://tfaoi.com/aa/1aa/1aa291.htm īŽ HarperâsWeekly http://www.harpweek.com īŽ American Political Cartoons: an Introduction http://www2.truman.edu/parker/research/cartoo ns.html
- 65. īŽ American Political History Online http://tigger.uic.edu/~rjensen/pol-gl.htm īŽ Political Cartoons in U.S. History http://www.loc.gov/teachers/classroommateri als/primarysourcessets/political-cartoons/ īŽ British Cartoon Archive http://www.cartoons.ac.uk/ īŽ Daryl Cagleâs Professional Cartoonists Index http://cagle.com
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- 69. Tagxedo http://www.tagxedo.com/ Tagxedo turns words -- famous speeches, news articles, slogans and even themes, -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text. Wordle: http://www.wordle.net/ Word Clouds for Kids http://www.abcya.com/word_clouds.htm ABCya! word clouds for kids! A word cloud is graphical representation of words allowing for creativity, expression and imagination beyond that of lists or graphic organizers. This application was designed specifically for primary grade children. The navigation and controls are simple and easy to learn. Saving and printing a word cloud is only one click away! Neoformix http://www.neoformix.com/index.html Discovering and illustrating patterns in data 69
- 70. īŽ The Official Blog ofTagxedo - 101Ways to Use Tagxedo īŽ http://blog.tagxedo.com/101-ways-to-use-tagxedo- completed īŽ TheWhiteboard Blog īŽ Word Cloud Makers forTeachers īŽ http://www.whiteboardblog.co.uk/2011/09/8-word- cloud-makers-for-teachers/ 70
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- 73. Required Elements: īŽ At least 7 âkernels of knowledgeâ īŽ The artistâs name prominently displayed ~ this may be your title or you may have another title as well as the name īŽ Dates of birth & death īŽ The content may include, but is not limited to: biographical information, works of art, style, interesting facts, and/or artistic contributions ī You may (but are not required to) include student work emulating the artistâs style īŽ Student made graphic(s): Do not computerâgenerate all graphicsâĻbe creative! īŽ Three-dimensional component(s) īŽ Interactive component(s) īŽ Sources are cited! 73
- 74. CATEGORY 5 4-3 2 1-0 *Required Elements The bulletin board includes all required elements as well as additional aspects. All required elements are included on the bulletin board. All but 1 of the required elements are included on the bulletin board. Several required elements were missing. Content - Accuracy At least 7 accurate facts are displayed on the bulletin board. 5-6 accurate facts are displayed on the bulletin board. 3-4 accurate facts are displayed on the bulletin board. Less than 3 accurate facts are displayed on the bulletin board. Graphics - Originality Several of the graphics used on the bulletin board reflect an exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the bulletin board reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Labels All items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away. Several items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. Color Use The colors on the bulletin board work well together and form a strong coherent statement. The color choice is appropriate for the theme and objects represented or are purposely exaggerated in some way to make a point. The use of color is coordinated across the bulletin board and is appropriate for the items and theme. The overall use of color is ok, but is not as strong or coordinated as it could be. Some attempt at coordinating colors is evident. Color choice for various items in the bulletin board seems inappropriate. Balance and Use of Space Use of positive and negative space creates a feeling appropriate to the theme. Objects are placed for best effect. Overall, it just feels right. Use of positive space is good and the bulletin board is relatively balanced, but negative space could be utilized better to create a more cohesive feel. The bulletin board seems to have a little too much background or seems a little too busy. Balance has not been achieved. The bulletin board seems unfinished (too much empty space) or there is not enough balance between foreground and background causing it to seem much too busy and unfocused. Title Title can be read from 6 ft. away and is quite creative. Title can be read from 6 ft. away and describes content well. Title can be read from 4 ft. away and describes the content well. The title is too small and/or does not describe the content of the bulletin board well. Attractiveness The bulletin board is exceptionally attractive in terms of design, layout, and neatness. The bulletin board is attractive in terms of design, layout and neatness. The bulletin board is acceptably attractive though it may be a bit messy. The bulletin board is distractingly messy or very poorly designed. It is not attractive. Time and Effort Class time was used wisely. Much time and effort went into the planning and creation of the bulletin board. It is clear the students worked at home as well as at school. Class time was used wisely, but it did not appear there was much work done outside of class. Class time was not always used wisely, but additional work was done at home or other times during the day. Class time was not used wisely and no additional effort was put in at other times or places. 74
- 75. CATEGORY Excellent Good Average Poor Contributions I routinely provided useful ideas when participating in the group. I was a definite leader who contributed a lot of effort. I usually provided useful ideas when participating in the. A strong group member who tries hard. I sometimes provided useful ideas when participating in the group. A satisfactory group member who did what was required. I rarely provided useful ideas when participating in the group. I refused to participate. Quality of Work I provided work of the highest quality. I provided high quality work. I provided work that occasionally needs to be checked/redone by other group members to ensure quality. I provided work that usually needed to be checked/redone by others to ensure quality. Problem-solving I actively looked for and suggested solutions to problems. I refined solutions suggested by others. I did not suggest or refine solutions, but was willing to try out solutions suggested by others. I did not try to solve problems or help others solve problems. I let others do the work. Attitude I was never critical of the project or the work of others. I always had a positive attitude about the task(s). I was rarely critical of the project or the work of others. I often had a positive attitude about the task(s). I was occasionally critical of the project or the work of other members of the group. I usually had a positive attitude about the task(s). I was often critical of the project or the work of other members of the group. I did not have a positive attitude about the task(s). Time- management I routinely used time well throughout the project to ensured things got done on time. The group did not have to adjust deadlines or work responsibilities because of my procrastination. I usually used time well throughout the project, but may have procrastinated on one thing. The group did not have to adjust deadlines or work responsibilities because my procrastination. I tended to procrastinate, but always got things done by the deadlines. The group did not have to adjust deadlines or work responsibilities because my procrastination. I rarely got things done by the deadlines AND the group had to adjust deadlines or work responsibilities because of my inadequate time management. Focus on the task I consistently stayed focused on the task and what needed to be done. Very self- directed. I focused on the task and what needed to be done most of the time. Other group members could count on me. I focused on the task and what needed to be done some of the time. Other group members had to sometimes nag, prod, and remind me to keep on-task. I rarely focused on the task and what needed to be done. I let others do the work. Preparedness I brought needed materials to class and was always ready to work. I almost always brought needed materials to class and was ready to work. I almost always brought needed materials but sometimes needed to settle down and get to work I often forgot needed materials or was rarely ready to get to work. Monitors Group Effectiveness I routinely monitored the effectiveness of the group, and made suggestions to make it more effective. I routinely monitored the effectiveness of the group and worked to make the group more effective. I occasionally monitored the effectiveness of the group and worked to make the group more effective. I rarely monitored the effectiveness of the group and did not work to make it more effective. Working with Others I almost always listened to, shared with, and supported the efforts of others. I tried to keep people working well together. I usually listened to, shared with, and supported the efforts of others. I did not cause "waves" in the group. I often listened to, shared with, and supported the efforts of others, but sometimes I was not a good team member. I rarely listened to, shared with, and supported the efforts of others. I was not a good team player. 75
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- 77. Masks http://ignca.nic.in/mask.htm Another Face: Masks around theWorld http://gallery.sjsu.edu/masks/menu.html Mexican Masks http://www.mexicanmasks.us/ The Art of the African Mask http://cti.itc.virginia.edu/~bcr/African_Mask.html MasksTheme Page http://www.cln.org/themes/masks.html Mask Examples at ArtTalk http://arttalk.wetpaint.com/page/Mask-Making 77
- 78. īŽ âIt is unclear exactly when humans first starting using masks, but there is evidence of them even in prehistoric cave art. There are numerous styles of masks around the world, and they are used for a variety of purposes. Most began with a religious, ritualistic, and/or social purpose. Some masks are considered to be alive and possess great power, whereas others may mark a rite of passage, such as that from childhood to adulthood. Some funerary masks are used to help the spirit find the correct body, and others are meant to keep the spirit from possessing the body. In contemporary western society, masks are commonly used in role playing for theatrical or holiday festivities. The purposes of masks are numerous, but the human need for them is perhaps universal.â īŽ From: University of Missouri-Columbia Museum of Anthropology 78
- 79. īŽ Art at the HeART of Social StudiesWIKI īŽ http://artandsocialstudi es.wetpaint.com/ īŽ Vitulli & Santoli: Eyes on Ireland īŽ http://usaeyesonirelan d.blogspot.com/ 79
- 81. īŽ An Artistâs America īŽ An Artistâs Alabama 81
- 82. 82 Resources
- 84. ī National Archives and Records Administration ī http://archives.gov/education ī Library of Congress ī http://www.loc.gov/teachers/ ī Smithsonian ī http://www.smithsonianeducation.org/e ducators/index.html 84
- 85. īŽ Education Resources īŽ http://americanart.si. edu/education/classr oom/results/ 85
- 86. īŽPicturing America : Resource from National http://picturingamerica.neh.g ov/index.php?sec=home 86
- 87. īŽ Calendars īŽ Posters īŽ Overheads īŽ Podcasts īŽ Websites īŽ TeacherTube 87
- 88. īŽ Image Resources ī Google Image: http://images.google.com/ ī Google Swirl: http://image-swirl.googlelabs.com/ ī How to Find Images on the Internet: http://randomknowledge.wordpress.com/2008/05/09/ how-to-find-images-on-the-internet/ ī Images, Clip Art, Pictures, Image Search, News Photo Galleries: www.libraryspot.com/images.htm ī Life Magazine: http://www.life.com/ ī Online Image Resources: http://copyright.columbia.edu/copyright/special- topics/art-and-other-images/online-image-resources/ 88
- 90. ī Santoli, S. P.,Vitulli, P. (2012). Picture this:The integration of social studies and visual arts. InT. Lintner (Ed.), Integrative strategies for the k-12 social studies classroom. Charlotte, NC: Information Age Publishing. ī Santoli, S. P.,Vitulli, P. (2012). Examining the 1963 March on Washington for Jobs and Freedom through primary sources. Black History Bulletin/Association for the Study of African American Life and History, 75(2), 7-15. www.asalh.org/bhb.html ī Vitulli, P., Santoli, S. P. (in press).Visual arts and social studies: Powerful partners in promoting critical thinking skills. To appear in Social Studies Research and Practice. 90
- 91. I have a GREAT Idea! 91
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