- Inter/Actions Inter/Sections: art education in a digital visual culture By: Robert W. Sweeny
- 5 Minds for the Future By: Pink
- past/present copies of curriculum
- Engaging the Adolescent Mind Through Visual Problem Solving By: Ken Vieth
- A New Culture of Learning By: Brown and Thomas
- Teaching Visual Culture Curriculum, aesthetics, and the social life of art By: Freedman
- 100 Ideas that Changed Art By: Bird
- Ahead of the curve the power of Assessment to Transform Teaching and learning By: Reeves
- Imagination First unlocking the power of possiblity By: Liu and Noppe-Brandon
- Out of Our Minds Learning to be creative By: Robinson
- Olivia Gude articles and Spiral Workshop website
What would count as evidence?
Surveys, reflections, videos, interviews, polls, artwork...I need more time to think on this.
What constitutes appropriate data?
Any information that provides evidence towards the question(s) are appropriate forms of data. If I am going to convince my district it is valid data it cannot have discrepancies and would have to be able to be turned into a number chart.
Which people might you interview?
Other art teachers, anyone who has written curriculum before, any who shares the interest, administration, students, etc.
To what professional experts might you turn?
Olivia Gude and Sir Ken Robinson
Oh, if only we could go to dinner...or 10.
- 5 Minds for the Future By: Pink
- past/present copies of curriculum
- Engaging the Adolescent Mind Through Visual Problem Solving By: Ken Vieth
- A New Culture of Learning By: Brown and Thomas
- Teaching Visual Culture Curriculum, aesthetics, and the social life of art By: Freedman
- 100 Ideas that Changed Art By: Bird
- Ahead of the curve the power of Assessment to Transform Teaching and learning By: Reeves
- Imagination First unlocking the power of possiblity By: Liu and Noppe-Brandon
- Out of Our Minds Learning to be creative By: Robinson
- Olivia Gude articles and Spiral Workshop website
What would count as evidence?
Surveys, reflections, videos, interviews, polls, artwork...I need more time to think on this.
What constitutes appropriate data?
Any information that provides evidence towards the question(s) are appropriate forms of data. If I am going to convince my district it is valid data it cannot have discrepancies and would have to be able to be turned into a number chart.
Which people might you interview?
Other art teachers, anyone who has written curriculum before, any who shares the interest, administration, students, etc.
To what professional experts might you turn?
Olivia Gude and Sir Ken Robinson
Oh, if only we could go to dinner...or 10.
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