Incorporating Visual Arts in FYC Courses
Developing classroom practices, which reflect my part-time position, means incorporating dimensions of my freelance work into my FYC pedagogy. As a freelance artist, I encounter obstacles similar to my students; I negotiate textual meaning, adhere to my medium’s conventions, and practice audience awareness. The methods I employ to overcome these obstacles are much the same as the methods I teach my composition students, so they may succeed in my class. Therefore, marrying these disciplines reflects my dual-role as an artist and instructor while reinforcing the idea that writing is interdisciplinary. Creating curriculum that is multimodal helps foster the arts, support different learning styles, and encourage students to draw from their own interests and fields of study. I will present a teaching demonstration on approaches to incorporate art and art history in FYC courses and workshop an activity that faculty may use in their classrooms. The three approaches include teaching genre using art history, employing portraits to avoid stereotyping audiences, and developing research questions using abstract art. My objective is to encourage part-time faculty to establish a multifaceted teaching philosophy that is informed by their unique talents and employs creative approaches to learning.
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