Middle School Art Education
Two years ago, students from my middle school’s gifted program had the opportunity to visit Wexner Center for the Arts exhibition on contemporary architecture concentrating on human habitats. Students, after viewing the various exhibits and learning about the architects in docent-led discussions, participated in an activity in which they assumed roles as architects and general contractors in order to create their own habitats. Reluctant at first, they completed their tasks and then answered a list of questions prepared by museum personnel. After reading through the student responses, I discovered that although the students had learned a little about architecture that day, they were deficient in their knowledge of architecture as being more than buildings we live in and use. Students could name several classical architectural styles but were limited in their responses to other areas of the study. In his book Architecture is Elementary, Nathan B. Winters states “Years of research indicate that the lay public has not grown much beyond the fourth grade level in visual literacy,” (Winters, 1997). It is my intent to search for the best instructional practices to teach architecture to middle school students using an
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Some common words found in the essay are:
Architecture Children, Scheurer Shorey, County Darby, Center Arts, George Geahigan, Inquiry Delacruz, Bulgaria Romania, Nathan Winters, Plain City, Mechanicsburg Pennsylvania, middle school, action plan, middle school students, school students, bulgaria romania, architectural styles, art students, middle school aged, preservation planning, architecture study, students knowledge, knowledge architecture, cleaver scheurer shorey, scheurer shorey 1993, donohue 1997 booklet,
Approximate Word count = 1528
Approximate Pages = 6 (250 words per page double spaced)
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