Arts based environmental integrated curriculum construction and implementation supported by learning communites.

摘要

A study of a three-year environmental curriculum project is documented with attention to the process of co-constructing and implementing the curriculum while exposing the hidden potential for thoughtfully aligned learning communities to strengthen curriculum construction. The curriculum project is integrated across all disciplinary subjects and within the school community. The design of this curriculum relies heavily on inquiry based constructivist learning, and effectively utilizes service learning pedagogy to transform the learners. The community-based curriculum is student centered and provides opportunities for learning to take place using authentic processes with collaborators who contribute to curriculum construction. Collaborators become active members of learning communities who support student learning and professional development while examining the need to balance nature and community development. Many of the authentic products produced are as a result of problem solving focused on arts based solutions such as the installation of murals into a pedestrian tunnel, creating stained glass windows for the school library and making stepping stones to construct a path to enable the handicapped accessibility to the pond in addition to improving the natural environment surrounding a pond at this school.;Importance is placed on the ability to organize and function effectively in learning communities where members' individual strengths contribute to shared goals providing a means to enable continuous construction of knowledge and lifelong learning. The lessons learned can benefit the field of education in understanding their options for viewing, structuring and organizing learning communities. The ultimate result is teachers and students who further develop their skills in becoming lifelong learners better prepared to successfully solve future challenges of the 21st century.;