POINT OF VIEW
What’s the Big Idea?

Christine Nelson

Big ideas have gotten my atten- tion since before I attended Ohio State University and received my master’s in art education. The main focus of their program was “The Big Idea.” It worked for me then and still does, as I’ve been teaching with a theme for about ten years. I find it exciting and motivating for my students, administration, and myself. Every year is visually stimulating and a new learning experience.

My Story

When I first started teaching, I worked at a new concept elementary school that had a year-round calendar and was innovative and technologically advanced. One of the innovations was to conduct a school-wide “intensive” where a culture was selected and studied. It culminated in an evening of projects, dances, and activities of the chosen culture. The effort was a tremendous success and invigorating for the whole school.

I have used this thematic cultural teaching approach in my classroom ever since, choosing a culture to study for the entire school year. The first year I chose a rainforest theme, built a tree in the corner of the room, read The Great Kapok Tree by Lynne Cherry and had students complete artwork associated with it. Every year since then my themes have grown and become an important part of my teaching.

architecture as a theme. After I traveled to Italy in 2005, we focused on the Italian Renaissance.

I have students help me make artwork and decorations for the coming year’s theme. For instance, I had the students decorate blank bulletin board borders with buildings the year before I did architecture. This year was an ocean theme, so I had students draw sea animals, seaweed, coral, etc. on bulletin board paper. I finish other decorations in the summer to be ready for the start of the new year.

Preparation I start gathering resources the year (or several years) before I plan to teach a theme. I attend conferences and collect lessons from various places so I have many lesson plans that can be used or adapted to work with a variety of cultures. I also collect books, music, pictures, and other visuals. My travels sometimes help determine a theme. In 2001, I attended the New York NAEA conference and then used

Classroom
Management

My classroom management also changes somewhat with each theme. The table groups and helpers’ names change, but rules and organization issues stay the same. Substitute lessons are easy to complete and write up as the students already have the basic concept and ideas started. The subs just expand on what the students have already learned about that particular culture.

I have kept this thematic
cultural teaching approach
in my classroom ever since,
choosing a culture to study
for the entire school year.

Professional Results
My own excitement and motivation is
clearly portrayed to all. I learn about
the culture right along with the stu-
dents. My administrators bring new
parents and central office employees
by to show what is happening in the
artroom. Our superintendent of ele-
mentary education has commented on
what a wonderful
idea it is, and the
local college has
recommended me
to teach student
teachers.