Transcript The Creative Counselor Slide Show

the creative
counselor:
fusing the arts, career development,
and core content
Virginia Career VIEW
Fall 2014 Workshop
Discussion
• Is there any integration/collaboration in your school involving the arts, core
subjects and/or career development…. In any capacity?
• Why do you believe or not believe it is important to integrate core subjects, the
arts, and career development?
– Pros
– Cons
• What is your level of confidence in attempting to integrate the arts, core subjects,
and career development?
– 1 not at all confident
– 2 somewhat confident
– 3 very confident
Brief: current state of our education system
• “We are prisoners of the pictures and experiences of education that we had,” says Tony
Wagner, expert-in-residence at Harvard’s educational innovation center and author of
The Global Achievement Gap. “We want schools for our kids that mirror our own
experience, or what we thought we wanted. That severely limits our ability to think
creatively of a different kind of education. But there’s no way that tweaking that
assembly line will meet the 21st-century world. We need a major overhaul.”
• “One reason we haven’t made much progress academically over the past 50 years is
because it hasn’t been economically crucial for American kids to master sophisticated
problem-solving and critical-thinking skills in order to survive. But that’s not true
anymore. There’s a lag for cultures to catch up with the economic realities, and right now
we’re living in that lag, “says [Amanda] Ripley [author of The Smartest Kids in the
World: And How They Got That Way]. So our kids aren’t growing up with the kind
of skills or grit to make it in the global economy.”
Choi, A. (9 September 2014). What the best education systems are doing right.
Questions Worth Asking: What Makes a Good Education? Retrieved from Ideas.ted.com.
Accessed on 8 September, 2014.
How can this benefit students? What the research
says…
• “The expressive arts — visual arts, movement, drama, music and writing — offer
countless ways to promote the academic, career and personal/social development
of students, which are goals of a comprehensive school counseling program.”
• “…according to research conducted by Michael Mason and Susan Chuang in 2001,
students participating in an after-school arts program showed increases in selfesteem, social skills and leadership.”
• “In another study conducted by Katherine Smithrim and Rena Upitis in 2005, student
participation in a Canadian schoolwide arts education program correlated with
engagement in school welcome strategies that facilitate student engagement in
school and learning.”
Van Velsor, P. (February 1, 2013). Thinking creatively: Expressive arts for counseling youth in
the schools. Counseling Today.
Counselor perceptions: What the research says….
• “When the idea of including more expressive arts activities is suggested to school
counselors, however, they often cite lack of time, training and talent as obstacles.”
• “Additionally, school counselors need not be accomplished expressive artists themselves to
introduce creativity into their counseling programs. In her book Art Therapy for Groups,
Marian Liebmann suggests that practitioners experiment with different media and
get to know what it is like to work with those media.”
Van Velsor, P. (February 1, 2013). Thinking creatively: Expressive arts for counseling youth in
the schools. Counseling Today
What the research suggests…
“If possible, try out an expressive art activity on your colleagues
at a district counselor meeting or a professional development
workshop. This can provide you some idea of possible
difficulties, help you smooth out potential logistical
problems and demonstrate the benefits of the activity.”
Van Velsor, P. (February 1, 2013). Thinking creatively: Expressive arts for counseling youth in
the schools. Counseling Today
the ARTS
core content
career development
Accessed from www.p21.org 9 September 2014
Want to learn more? Read this:
http://www.nea.org/tools/52217.htm
Accessed from www.p21.org 9 September 2014
Want to learn more? Read this:
http://www.nea.org/tools/52217.htm
Artist: Pablo Picasso
Work: Guernica (1937)
Reference: It was created in response to the bombing of Guernica, a
Basque Country village in northern Spain, by German and Italian
warplanes at the behest of the Spanish Nationalist forces on 26 April
1937 during the Spanish Civil War (www.wikipedia.com).
Careers: painter, sculptor, printmaker, ceramicist, stage designer
Subjects: math, history
Artist: Salvador Dalí
Work: The Persistence of Memory (1931)
Reference: “It epitomizes Dalí's theory of "softness" and "hardness",
which was central to his thinking at the time. As Dawn Ades wrote,
"The soft watches are an unconscious symbol of the relativity of
space and time, a Surrealist meditation on the collapse of our notions
of a fixed cosmic order".[3] This interpretation suggests that Dalí was
incorporating an understanding of the world introduced by Albert
Einstein's Special Theory of Relativity (www.wikipedia.com).”
Careers: sculptor, photographer, filmmaker, painter, mixed-media
artist
Subjects: general science, physics
Artist: Daniel Chester French
Work: seated figure of U.S. President Abraham Lincoln (1920)
Reference: “It is situated in the Lincoln Memorial (constructed 1914–
22), on the National Mall, Washington, D.C., USA, and was unveiled in
1922. Stylistically, the work follows in the Beaux Arts and American
Renaissance traditions (www.wikipedia.com).”
Careers: sculptor
Fun Facts: extensive training in anatomy and drawing, studied at
MIT, designed the Pulitzer Prize gold medal, neighbor and friend of
Ralph Waldo Emerson and Louisa May Alcott
Subjects: history, government, economics
Definition of
Visual Arts
Visual Arts include the
traditional fine arts such as
drawing, painting,
printmaking, photography,
and sculpture; media arts
include film, graphic
communications, animation,
and emerging technologies;
architectural, environmental
and industrial arts such as
urban, interior, product, and
landscape design; folk arts;
and works of art such as
ceramics, fibers, jewelry,
works in wood, paper, and
other materials.
(Accessed from National Visual Arts Standards
Poster; State Education Agency Directors of Arts
Education (SEADAE) on behalf of NCCAS.
2013.)
Arts Processes
• Creating: conceiving and developing
new ideas
CREATING
PRESENTING
• Presenting: Interpreting and sharing
[artistic] work
• Responding: Understanding and
evaluating how [the arts] convey
meaning
RESPONDING
CONNECTING
• Connecting: Relating [artistic] ideas
and work with personal meaning and
external content
Accessed from National Visual Arts Standards Poster; State Education Agency Directors of Arts Education
(SEADAE) on behalf of NCCAS. 2013
Arts
Processes
4 C’s
Life and
Career
Skills
Core Content
Group Activities
Reflection
Impressions
Challenges
Resources
Outcome
the ARTS
core content
career development
Emily Fielder
[email protected]