Kelly A.

White
Student ID #218692930
ART 133
4 February 2016
Unit Paper 1
Big ideas and constructivist teaching models provide opportunities for transforming
general education into a more spontaneous learning environment across the curriculum. Within a
teacher-facilitated framework, students are empowered to construct knowledge for themselves
using their own experiences and beliefs (Walker, 2001). This approach personalizes education
through interaction, inquiry, and mindfulness. Big ideas can be used as inspiration for a wide
range of subjects and materials. Identity, a complex yet relatable big idea, is an expression of a
persons individuality, distinct character traits that represent a unique self. Perception can define
and even alter identity: self-awareness may differ from an outsiders point of view.
To implement big ideas into classroom settings, instructors must allow students to make
their own hypotheses, assumptions, and investigations. Presenting issues relevant to children
may lead to interest in a particular idea, but there is no guarantee that the whole class will remain
engaged through the entirety of the project. Since relevance and interest levels likely will
fluctuate, teachers must readily monitor and adapt their lessons to promote curiosity, flexibility,
and understanding. Children should be encouraged to develop and trust their own instincts to
appreciate multiple ways of thinking (Parsons, 2004). Additionally, exploring essential questions
across many subjects proves that the big ideas broad concept impacts all areas of education.

References:
Parsons, M. (2004). Art and integrated curriculum. In E. W. Eisner & M. D. Day (Eds.),
Handbook of research and policy in art education (pp. 775794). Mahwah, NJ: Lawrence
Erlbaum Associates.
Walker, S. (2001). Teaching meaning in artmaking. Worchester, MA: Davis.