Tezerash Eibensteiner

Art 133

Unit Paper 1

2/2/2017

The main theme of Walkers writing is about making meaning in Artmaking through the

incorporation of big ideas. Big ideas are characterized by complexity, ambiguity, contradiction,

and multiplicity (Walker, 2001) that do not develop and analyze ideas, rather encompass the

formation of ideas. For example, suffering is a concept of a big idea in which the process of

explorations is broad enough to where many different kinds of interpretations can be made in

search for meaning. According to Walker (2001) Big ideas can engage students in deeper levels

of thinking. The whole idea of incorporating an integrated curriculum into artmaking is to

develop more critical thinking skills of students in their understanding of art. Parson (2004)

states that if students are to study art, they must think about meanings.

I agree that the association of students construction of identity in art is essential in

helping students be able to find meaning of different artwork as it pertains to areas of their life in

which they can relate to. When I become a teacher, I plan to encourage students creative self-

expression in art education, in learning to appreciate the process of my students artwork in how

they incorporate their big ideas into their artwork.

References

Walker, S. (2001). Teaching meaning in artmaking. Worcester, MA: Davis.

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