Michelle Dillman

ART 133
Professor Ward
September 8, 2016
Unit Paper 1
Unit 1 Identity
In Art making as Meaning-Making written by Mary J. Franco, Amber Ward,
and Kathleen Unrath, they make the point that Challenging elementary teachers to make
art making meaning making would involve redesigning the course curriculum to make
teachers understand the value of art making (Franco, Ward, & Unrath, p43) The point of
redesigning would be to challenge traditional practices or old habits in order to make the
students as well as the teachers think outside the box and be able to put a meaning toward
art, and be able to question why they are doing the artwork and to generate thoughtful
discussions in order to write what they think; draw pictures to support their ideas.
(Franco, Ward, & Unrath, p47)
I would definitely use this approach because it allows each student to identify
with themselves their learning approach as well as be able to connect with their thinking
process and use art as a technique to express themselves. Being able to connect with my
students on different levels through different types of processes such as art making allows
both the student and I be able to understand each other through colors and lines, etc.
Using different disciples to reach my students is really important, it allows them to show
their strengths in different areas, because not all students can, for example succeed at a
standardized test. Being able to learn through my students, picking a big idea and
allowing them to connect their personal lives into any subject being taught will also allow

me to learn through different approaches. It will not only expand my knowledge of each
student but also allow them to be successful.

References
Franco, M.J., Ward, A., & Unrath, K (2015). Artmaking as meaning-making: A new
model for pre-service elementary generalists. Art Education, 68(5) , 28-33