Who is Art Really For? | Debora Broderick

In encouraging my students to embrace an arts integrated pedagogy in their future classrooms, I’ve been forced to recognize and acknowledge their anxiety about making art and facilitating arts-based lessons. This has left me pondering a question that kept surfacing throughout the year: Do you have to be an “artist” to make art?

Multimodal compositions: Using sketchbooks for critical inquiry in teacher education | Debora Broderick

Most of the high school seniors enrolled in my early pre-service teacher preparation program had never kept a sketchbook, so when we handed them out early last school year, they were curious, but many were also confused and intimidated.   While some immediately started doodling and sketching, others shouted out questions and self-deprecations:  “What do sketchbooks […]

Snow Angels, Silence, and Finding Places of Freedom in the Classroom | Debora Broderick

Before class one day, I watch my student Jessica fill in what appears to be an abstract shape on mylar with black sharpie, and I can’t help but wonder what she’s drawing.  I can’t quite see it yet, but she shades with concentration, ignoring her classmates who chat across the tables.  Class begins with general […]

Between the Rattle and the Ease: Art’s Role in Teacher Education | Debora Broderick

A few years ago one of my students, Ally, said something to me that sticks with me to this day. As she was trying to explain why making art is so important to her, she paused thoughtfully and said, “Art forces people to think and feel.  It rattles and eases the mind.”  Ally described her […]