Art & Stories & Subjects Lauren Huber, Caitlinn Hastings, Annie Weber, Madelyn Karthesier, Kayli Arnold, Mikayla Barrett & Grace Ruklick

“Story is high concept because it sharpens our understanding of one thing by showing it in the context of something else” (Pink, p.103)

Art & Stories & Social Studies “Stories capture the context, capture the emotions….Stories are important cognitive events, for they encapsulate, into one compact package, information, knowledge, context, and emotion” (Pink, 2006). “Any culture can be studied through visual art since art is produced by every culture” page 20 of book” (Chapter 6, n.d.) Students will write letters either to or from different historical figures, depending on the unit of study. For example, a student could write from a colonist’s perspective who is sending a letter back to his or her family in England about what life is like in the New World. The class could write letters from the point of view of soldiers during the Civil War and describe war conditions. Once the letters are drafted, they will be put on paper that they make to look aged.

Art & Stories & Reading “Story is high concept because it sharpens our understanding of one thing by showing it in the context of something else.” “Story represents a pathway of understanding that doesn’t run through the left side of the brain.” “Stories provide—context enriched by emotion, a deeper understanding of how we fit in and why that matters.” -Students can have an understanding of a story in a book, and can deepen that understanding by looking at the book’s pictures -Students can look at the pictures before reading a book to get an idea of what the story is. --Students can also look at the pictures after reading and discuss how they supported the book, as the artwork helps tell the story and can add more to what they read. - Students could create a piece of artwork that represents the story of a scene in a book they read. This would help them get a deeper understanding of what they read, as they would have to figure out what happened, what interactions took place, and what the important details were to create an overview of the story. -Students can understand the book or art more by thinking about the story being told

Art & Stories & Math “Story is high concept because it sharpens our understanding of one thing by showing it in the context of something else” (Pink, p.103) “Story represents a pathway to understanding that doesn’t run through the left side of the brain” (Pink, p.115) “Stories are easier to remember – because in many ways, stories are how we remember” (Pink, p.101)

Art & Stories & Writing “Writing anything is hard work. Writing a short story is really hard work.” (Pink, 199) “We are our stories” (Pink, pg 115) “can provide context enriched by emotion, a deeper understanding of how we fit and why that matters” (Pink, p. 115). 1. “Writing anything is hard work. Writing a short story is really hard work.” (Pink, 199) Writing can be an extremely difficult task for students, especially when you are just starting to introduce them to writing. A great way to get students to start thinking about writing and how to write a story is to start with a picture walk or with picture book. With doing this you are first allowing them to look at the visual aspect and how that can tell a story. Challenge the students to “not only describe the obvious, but also to tell the “back story,” the part that isn’t there or isn’t initially apparent” (Pink, 125). Once students have done with you can even have them take the pictures and write a story that they think would go along with it.   For example: you can tie it in with the subject social studies and use the book unspoken 2. “We are our stories” (Pink, pg 115) With integrating more stories and teaching students how to write stories, it may give them the opportunity to make the lessons more meaningful. Have students write a personal narrative. Currently in my 1st grade field class, over the course of the semester the students write personal narratives. Along with their story they also have to include a title page and pictures. With writing personal narrative or allowing students to write or even draw stories about something close to them “can provide context enriched by emotion, a deeper understanding of how we fit and why that matters” (Pink, p. 115).

Art & Stories & Science "Humans are not ideally set up to understand logic; they are ideally set up to understand stories" (Pink, 2006, pg. 102). "Story represents a pathway to understanding that doesn't run through the left side of the brain" (Pink, 2006, pg. 115).

The end Any questions?