Effect of Integrating Pop Culture in Teaching Practices

Posted by on Oct 6, 2011 in Grad Student Success, What's New? | 0 comments

The Effect of Integrating Pop Culture in Teaching Practices in Inclusion Graphic Art Classes by Gloria Ann Rautman-Chernyakhovsky Since the 1960’s, when artists like Andy Warhol celebrated images from pop culture as an art form, the effect of popular culture on the behavior of people in developed societies has only escalated. The behavior of children, because of their impressionability, is most affected by media exposure to popular culture. An education system as large as that of the American public schools ought to develop media literacy programs to help children recognize and understand how media symbols and messages influence their behavior in regard to identity development and consumption as consumers. Furthermore, tailoring this curriculum to help special education students with informed decision-making and occupational life skills development will improve their real life judgment. I conducted this study to determine how integrating pop culture with teaching practices increases the success of special needs students in inclusion classes. I used lessons to teach the origin of visual images through technology. The results show that students worked well with the art and technology projects, giving them the freedom and ability to make choices and work at their own pace, thus strengthening competencies in confidence-building and independent learning....

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What Collaborative Strategies Can Be Used by the Art Teacher

Posted by on Oct 6, 2011 in Grad Student Success, What's New? | 0 comments

What Collaborative Strategies Can Be Used by the Art Teacher to Engage Urban Students with Special Needs? by Patricia Ryan Hutman Working with urban youth who have special needs is a challenge. The purpose of this study is to determine what collaborative strategies can be used by art teachers to engage students with special needs. This study helps us understand how urban students learn and how to enhance the curriculum to assist the students in achieving academic success. Through art, students classified with attention-deficit/hyperactivity disorder (ADHD) have the opportunity for hands-on activities that are more physical, giving them the necessary means to relieve the anxiety of having to curb their actions. Art was used as a catalyst for understanding in other subjects. English and Math were the two subjects chosen for the study. The English lesson in identifying repetition and alliteration in lyric poetry was accomplishe through the active organization of the lines of a poem. The lesson clearly engaged the students and aided in their understanding of the objectives of the lesson. In Math, the concept of scale was taught by using tree houses, which fascinated the students who are interested in aboriginal tribes’ use of tree houses and the fantasy of living in a tree. Students were fully engaged in building and constructing the tree house model. The collaboration between the art teacher and the classroom teacher engaged urban students with special needs, resulting in students spending more time on task, greater peer cooperation, and a genuine enthusiasm for learning. This study enhance the standard curriculum by supporting students with special needs through art....

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