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• W2564132676 abstract "What happens to a child’s sense of imagination and awareness when a tree grows in the school’s main corridor (see Fig. 1), when paper birds hang from ceilings, and a canoe floats at the base of the hallway in a bubbling river? As a child, can you envision yourself walking through a longhouse on the way to your classroom (see Fig. 2)? Every year, for the past 11 years, over 700 prekindergartners to eighth graders at Public School 57—the James Weldon Johnson Leadership Academy in East Harlem, New York—experienced a major visual and artistic transformation of their school. Visual art and imagery were used to create a whole new world, changing hallways, ceilings, and walls into rich, expressive, living texts. Displayed against a backdrop of symbolic representations of the world, children’s printed texts and visual images were organized as if in a museum, visually explosive, historically grounded, and culturally contextualized. It set the tone for serious learning, motivating children and teachers to capitalize on interest-driven, collaborative, schoolwide explorations of one theme, while pursuing aesthetic and informational responses to texts (Rosenblatt, 1994; Johnson, 2007). It really all began 14 years ago, when Raina (pseudonym), the school’s community-based artist–consultant, began working with the school as an after-school art teacher, providing instruction in art for parents in Spanish and English. The former principal noticed her talent and invited her to work alongside teachers and children, not just parents. That work evolved into a more refined and inclusive schoolwide curriculum effort, the Mano a Mano project, and was further developed under the school’s current leader, Mr. Soto, who allocated funds and resources for this unique project annually. Mano a Mano, translated from Spanish to English, means “Hand to Hand.” It reflects the values of a unified, collaborative school community that approaches education and learning from the perspective that “it takes a village to raise a child” (African proverb). This arts-based, interdisciplinary, and thematic approach to curriculum (Jacobs, 1989; Olshansky, 2008) emphasizes visual texts, nonfiction literacy, and content area learning in pursuit of a deeper, richer understanding of a topic. The topic changes year by year, but the approach remains the same. The curriculum integrates all subjects (e.g., science, social studies, English language learning, English language arts, technology, art, music, and the performing arts), and the current unit and theme, a study of New York: Past, Present, and Future, to provide curricular vision for teachers and children in all grades. Figure 1. A tree in the corridor symbolizes the natural world recreated for a study of the Lenape people in early New York." @default.
• W2564132676 created "2017-01-06" @default.
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• W2564132676 date "2012-01-01" @default.
• W2564132676 modified "2023-09-24" @default.
• W2564132676 title "Mano a Mano: Arts-Based Nonfiction Literacy and Content Area Learning." @default.
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