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Unit 1: Big Ideas and Integrative curriculum

In a rapidly complicating world, with a diversity of problems and even more diverse

number of solutions, an integrated curriculum and constructivist practices seem to be key to

students owning their learning, utilizing and interpreting their knowledge in a unique and

adaptable way. Parson states that while there has been a push for integrated curriculums, there is

also resistance (2004). This seems to stem from an underestimation of childrens ability to

problem solve without first knowing the tools necessary to reach a conclusion. In their articles

Parson and Franco, Ward, and Unrath advocate for a constructivist method in which a problem

or big idea is presented first, followed by learning methods and tools for proposing, testing, and

reworking potential solutions or interpretations (2004, 2015). In this way, the child not only

intimately understands the learning tools and how to utilize them but also relates themselves to

the large problems presented in the curriculum. Parsons article presents several examples of the

way an integrative curriculum might use a large, universal idea as a base of interest as children

grapple with it utilizing skills and subjects characteristic from diverse learning domains (2004).

In the future, I plan on potentially working with older elementary children and I think at

this age a constructivist, integrated curriculum may be an ideal means of tackling a school year.

For example, identity is a concept that starts to gain importance as children prepare and start

foreseeing the challenges of adolescence. Using identity could be used as a focus of the class and

it can them be the common thread linking the different domains studied in class. In literature

studies students could focus on character analysis; how do their actions define a character, how

does their identity change over the course of a literary work? Art can be used as students

illustrate their interpretations of characters; how did they make the choices they did to lead to

that interpretation? what subjects did they use to express their interpretation (clothing choice,
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character expression, ect.) What does their interpretation of this character say about the student?

Do they identify or feel opposed to the character, why? This can then also tie in other domains,

such as the historical climate that might inform the characters choices in the work and can

likewise inform the symbols and subject matter of their related artworks. Depending on a childs

interest we may move on to other matters of focus, such as the childs own identity and how their

own actions and attitudes affect the way others interpret them as individuals, but the focus could

remain on identity, how it informs our decisions and how to look for it and understanding it as an

issue in the real world. This method helps students own the different methods for working

though issues and problems that battle for their attention as, once they are mastered, the same

thinking processes that are involved in an integrated curriculum can be applied across different

issues as they change through a students life.

References

Franco, M. J., Ward, A., & Unrath, K. (2015). Artmaking as meaning-making: A new model for

preservice elementary

Parsons, M. (2004). Art and integrated curriculum. In E. W. Eisner & M. D. Day (Eds.),

Handbook of research and policy in art education (pp. 775-794). Mahway, NJ: Lawrence

Erlbaum Associates.