CommonGround
2008
Mindful Innovations
Transforming
the Social Studies through
Liberatory Arts Collaborations
Kenneth Sider
Elementary school teacher |
Participants will consider the social
studies classroom as a space to confront,
deconstruct, and transform dominant
culture via arts integration and artist
residencies.
Participants
will view the social studies classroom
as a space to confront, deconstruct,
and transform history. By uncovering
subjugated knowledge, teachers and artists
help students interrogate, affirm, and
represent what is “known.” Immersed
in the arts, students experience
cultural recovery and social justice,
while educators renew a passion for teaching.
Contributions of Dewey, Eisner, and Greene,
in addition to critical theories of pedagogy,
including Mohanty, hooks, and Freire,
will be included. Three exemplars will
be deconstructed using a critique
of pedagogy, curriculum, and methodology.
An activist/collaboration model (including
service learning) will be introduced
in order to encourage an environmental
shift via arts integration.
Conference Strand:
Curriculum and Assessment
Educators: will
leave this experience with not only renewed
energy, but a comprehensive plan for
an interdisciplinary arts unit, including
specific cultural content, collegial
partnerships, a desired art form, student
learning styles, and identification of
appropriate NYS Standards.
Artists:
will gain additional language and strategies
for marketing their skills to educators
and supporting and encouraging teachers
as they embark on arts in education experiences.
Cultural Organization
Administrators: will
identify unique strategies for supporting
teaching artists as they create programs
for schools and cultivate relationships
with teachers.
Education Administrators:
will gain an expanded view of curricula
and instructional possibilities lying
dormant within the Arts in Education
catalog.
Education
Students: Pre-service
teacher education students rarely experience
arts-rich learning and require an antidote
to four years of socialized silence
and sitting in rows. Experiential learning
in a constructivist setting offers
college students an awakening to the
possibilities of arts-in-education
programs.
________________________________________
Kenneth Sider has
been an elementary school teacher for
over 20 years. He is an adjunct instructor
at SUNY Oneonta, and a doctoral student
at SUNY Albany. His
area of interest is cultural studies
with an emphasis on both arts integration
as a form of anti-hegemonic practice
and white supremacy as it relates to
pedagogy and curriculum.
back
to Workshop Offerings |
