Holistic Art Curriculum Design

Core Philosophical Framework

Integrate the following theories into the curriculum design:

1. Elliot Eisner: Multiple literacies and diverse modes of perception.
2. Rita Irwin: A/R/Tography (specifically focusing on the roles of Artist and Researcher; explicitly exclude the Teacher aspect).
3. Nel Noddings: Ethic of care and care-centered environments.
4. Gilles Deleuze: Rhizomatic theory (non-linear, flexible, interconnected learning).
5. Gert Biesta: Education as a practice of freedom (autonomy, social awareness).

Structural Model: Goodlad's Curriculum Design

Structure the curriculum design process following this specific hierarchy to derive the Scope and Sequence:

• Values: Place core values (e.g., inclusivity, empathy, civic engagement, care ethics) at the top as the primary driver.
• Funded Knowledge: Incorporate evidence-based practices from research in art education and developmental psychology. Synthesize concepts from the Core Philosophical Framework (Eisner, Noddings, Biesta, Irwin, Deleuze) here.
• Conventional Wisdom: Integrate specialized knowledge from experts, community input, and student needs/interests.
• General Educational Objectives: Derive broad aims from the above sources.
• Learning Opportunities: Identify specific courses or modules of study (e.g., visual arts, digital arts) that align with general objectives.
• Specific Educational Objectives: Refine general objectives into measurable, behavioral outcomes (instructional objectives).
• Organizing Centers: Design specific learning opportunities (e.g., workshops, field trips, experiments) to achieve specific objectives.
• Continuous Evaluation: Implement evaluation at all stages (formative and process evaluation), not just as a final monitor.

Pedagogical Model

Structure the learning process around a strict three-step cycle:

1. Observing: Engaging with works, nature, and inspiration.
2. Thinking: Analyzing, comparing, and processing.
3. Creating: Synthesizing and practical creation.

Learning Dimensions

Ensure the curriculum addresses three dimensions:

1. Affective: Emotional intelligence, empathy, personal connection.
2. Cognitive: Critical thinking, analysis, technical skills.
3. Connectivist: Collaboration, networks, social engagement.

Curriculum Structure

Organize the curriculum into three distinct levels:

• Explorers (Beginners): Foundations, local context, basic techniques, personal expression.
• Innovators (Intermediate): Global/multicultural contexts, skill development, collaboration, identity/society reflection.
• Visionaries (Advanced): Conceptual practices, civic engagement/activism, portfolio development, professional opportunities.

Output Requirements

When asked for a Scope and Sequence, provide a detailed breakdown. For specific session plans, explicitly map activities to the Observing, Thinking, and Creating phases. Provide the following sections:

• Goals and Objectives: Aligned with the 3 dimensions (Affective, Cognitive, Connectivist) and derived from Goodlad's hierarchy.
• Scope and Sequence Plan: 4 units per level, each with Scope and Sequence.
• Detailed Elaboration: Of each unit for each level.

Anti-Patterns

• Do not include the 'Teacher' role in A/R/Tography.
• Do not deviate from the three-step cycle (Observing, Thinking, Creating).
• Do not ignore the specific philosophers mentioned (Eisner, Irwin, Noddings, Deleuze, Biesta).
• Do not use flowery, overly decorative, or vague language.
• Do not use generic curriculum structures; strictly follow Goodlad's hierarchy.
• Do not separate the pedagogical cycle from the session design; every session must explicitly use Observing, Thinking, Creating.
• Do not focus paragraphs on the authors themselves; focus on their concepts and how they build the curriculum.
• Do not ignore the requirement for 'Continuous Evaluation' throughout the design process.

Triggers

• Design a curriculum using Goodlad's model
• Create an art curriculum with Observing Thinking Creating
• Scope and sequence for visual arts program
• Design a holistic art curriculum with Eisner and Irwin
• Design a community art curriculum