Is general education important, to be an artist?-Inquiry Project

Created Feb. 7, 2024 by Darian Marquez


Team member

Name:__Darian Marquez____


Topic:______Is general education important, to be an artist?___



Part 1:  Driving question:   

What are your three initial driving questions?

1. What makes art, art?

2. When does copying art become plagiarism?

3. Is general education important to become an artist?


What is your one, final driving question?

Is general education important to become an artist?


Background information of this driving question:What grade level are you working? Which standard are you targeting? Provide any background information the reader should know about this project, such as time span, schedule and so on. Provide a brief introduction to your question as well  and an overview to what you envision your lesson looking like.

The driving question will be used in a high school setting. It isn't necessarily targeting a specific standard; more like several standards in one. Project is mostly opinion based, but research is always needed to make a solid judgement.

Why do you think this is a good driving question?

It's a good driving question because there is not right or wrong answer. In a way it is subjective to each individual, but we want to advocate the importance of learning overall.

Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

    • Does the DQ warrant in-depth study?

    • Is the DQ an authentic and relevant issue/problem for my students?

    • Is there more than one plausible solution to the DQ?

    • Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

Yes, it can be seen in many ways. And there are cons and pros to all choices.

Yes, it is a common problem that many students wonder and use an answer when excusing their decision not to do well in general classes and just pursue an art xcarrer.

Yes, there are many ways to answer or solve the problem.

Yes, they can analyze not only other artist but also themselves and their priorities when it comes to education and art.

Part2: Grabber

What is your grabber?

article-http://www.jstor.org/stable/772479?seq=1#page_scan_tab_contents

video-https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity



Why do you think this grabber is beneficial and how it  align with your driving question?

Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?

Does the grabber capitalize on novelty and / or high emotion situations?

Does the grabber establish authenticity & relevance?

Make sure to explain in detail how this grabber would be used.

Yes, in the article it is more pro, for the use of general education in becoming an artist. The video, contradicts the article and shows a side of general education that some students could relate too.

Yes, the video can bring up some frustrations students could feel when it comes to education.

Yes, it is a topic students (specifically artistic students) often come to question when in school.

Yes, the grabber would be the first thing I show the students. I would show the video first and then the article and ask the students their thoughts of both without telling them what the discussion will be about.

Culminating activities: List all your activities here:

Have students divide into their desired side, whether it would be for or against, and have them discuss and defend their claim by using their knowledge of artist they have done research for, and/or different techniques/mediums that use general education or don’t.

Present their argument to class (include a power point). The goal is to try and persuade the other side, but also get them to comprehend how general education is integrated in art.






1) Activity 1


What is your first activity?

Discussion/Presentation

Refer to “Culminating activities”

Why do you think this is a good activity for PBL?

Try to answer these 4 questions.  (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

How is the activity authentic?

It isn’t necessarily authentic, in the sense that more and more teachers use this sort of activity in their classroom, but it is not usually seen in art classrooms which sets it aside from others.

Does the activity provide students with the opportunity to present and defend problem solution?

Yes,  it does. As it was explained, the research and end discussion will be all about trying to get each other to understand their POV. It will allow students to get to see each other in a new light and as well as understand the overall thoughts of artist.

Does the activity require student collaboration?

Yes, it is all about collaboration. Since it is going to be divided into two different sides, they must work together to persuade me into picking a side.

How will I judge what students have learned from the activity?

Refer to rubric

You will need to create a rubric for this step and potential example materials as well.

<ahref='http://www.rcampus.com/rubricshowc.cfm?code=AX7B93C&sp=yes'>Rubric: General Education and What Makes an Artist</a>





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