1. VISUAL-VERBAL MEANING MAKING
Strengthening the connection
between words and pictures

2. Research in the ARTS The Double edged sword!
Value of the arts - not be based on its secondary, utilitarian value, to improve achievement in other academic areas, although there is some evidence that this occurs
Arts should be justified in terms of what they can teach that no other subject can
Studying the arts can lead to some form of academic improvement But why? Possibly because:
The arts are associated with academic achievement because of other academic innovations that are made in schools that bring in the arts - Strong Arts; Strong Schools
The arts provide engaging and motivational entry points into academic study for the many students who do not thrive in the structures and cultures of our schools today
PPinciotti
Visual Verbal Meaning Making

3. “The arts call forth a complex constellation of cognitive and creative capacities that reveal a rich interweaving of intuitive, practical, and logical forms of thought at work advancing the range and depth of children’s thinking.”
Champions of Change
PPinciotti
Visual Verbal Meaning Making

4. Effect of Art Learning on specific dimension of abilities
Students who attend “high arts” schools are able to:
Express ideas and feelings openly and thoughtfully
Form relationships among different items of experience and layer them in thinking though an idea or problem
Conceive or imagine different vantage points of an idea or problem and to work towards a resolution
Construct and organize thoughts and ideas into meaningful units or wholes
Focus perceptions on an item or items of experience and sustain this focus over a period of time.
better than students who attend “low arts” schools.
PPinciotti
Visual Verbal Meaning Making

5. DIVERSITY IN CHILDREN’S ART
Exploring the Universal and Unique in Student Learning and Meaning Making
DIVERSITY IN CHILDREN’S ART

6. Why do we value Diversity?
Different students need different styles of instruction to acquire the learning we offer.
Different students need different modes of assessment to demonstrate their learning.
Each child’s interests and talents, concerns, and fascinations are the best foundation for increasing that child’s ability and motivation to learn.
The operation of democracy requires an in-depth understanding of a variety of perspectives and contributions, as well as the ability to listen and learn from the lives and cultures of a variety of people.
PPinciotti
Visual Verbal Meaning Making

7. Meaning & Diversity in Children’s Art
Artistic Development Frame
Artistic Learning Frame
Individual Style Frame
Personal Meaning Making Frame
PPinciotti
Visual Verbal Meaning Making

8. The Hundred Languages of Children by Loris Malaguzzi
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.
to discover the world already there
and of the hundred they steal ninety-nine.
They tell the child: that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.
No way.
The hundred is there.
The child is made of one hundred.
The child has a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening of marveling of loving
a hundred joys for singing and understanding
a hundred worlds to discover
a hundred worlds to invent
a hundred worlds to dream.
(and a hundred hundred hundred more)
But they steal ninety-nine.
The school and the culture
Separate the head from the body.
PPinciotti
Visual Verbal Meaning Making

9. DRAWING INQUIRY PROJECT
Select one of the following for your Drawing Inquiry BookArt:
Developmental Change: Collect drawings of children’s art over time to highlight each stage of artistic development. You may collect them as longitudinal (one child) or cross-sectional (different children at various ages/stages). Sequence and discuss various the highlights of each stage.
Artistic Patterns: Select an art exploration to do with a group or class of children. Work small or take pictures of their work. Correlate their efforts and individual interpretation with Patterns of Coordination. Describe evidence of each Pattern (Thrust, Shape, Swing, Hang) in selected works.