Arts Education, Arts Curriculum
Arts and Humanities | Education
The author relates the story of an exercise in curriculum-making that took place at The School at Columbia University as 4th graders responded to the erection of The Gates in New York’s Central Park in the winter of 2005, a unique installation of conceptual art by artists Christo and Jeanne-Claude. The development of these responses over several weeks surreptitiously afforded each participant in this curriculum experience the opportunity to conceptualize certain methods and meanings most salient to them. This article opens a creative space for reconsidering some notions on what constitutes exemplary content, curricula, and criteria for assessment in art education by drawing upon the metaphor of gateways and the re-search of children.
Rolling, J. H. (2006). Who is at the city gates? A surreptitious approach to curriculum-making in art education. Art Education, 59 (6), 40-46.