Donalyn Heise | The University of Texas at Austin (original) (raw)
Papers by Donalyn Heise
Art for Children Experiencing Psychological Trauma, 2018
Current interest in preparing students for success in the twenty-first century has resulted in re... more Current interest in preparing students for success in the twenty-first century has resulted in redefining what it means to be literate. Educators recognize the importance of utilizing multiple modes of literacy to help students navigate the varied texts children now encounter. But what about young children who lack access or who live in crisis, such as those experiencing homelessness? How can early childhood educators prepare all children for success in the digital age when some children lack basic needs of safety, food, and shelter? In this chapter, I advance the notion of art within a multimodal literacy framework and a meaning-making endeavor that contributes to the needed discussion on how to provide access to knowledge and necessary skills to students who have minimal access to resources. I draw upon my years as an art teacher/researcher with young children who are homeless in a variety of settings, including P12 schools, community programs, and intergenerational arts/literacy ...
InSEA ART Education VISUAL Journal IMAG #11, 2021
Art Education, 2014
(2014). Steeling and Resilience in Art Education. Art Education: Vol. 67, No. 3, pp. 26-30.
Studies in Art Education, 2011
This article describes a qualitative research study designed to analyze the implementation of an ... more This article describes a qualitative research study designed to analyze the implementation of an art program for children in a homeless shelter. Using a socio-cultural lens and the framework of resilience theory, teacher researchers implemented community-art programs for children residing in a family emergency shelter. Data collection included field notes, artwork, analytical notes, and interviews with mothers and shelter staff. Research findings addressed three themes: redefining success, tensions in curriculum and implementation, and managing behavior. The findings indicate the importance of the cultural context for children living in crisis. Results also indicate that despite short-term implementation, art programs for children who are homeless can benefit the community and enhance teacher preparation by increasing knowledge about context. This article provides recommendations to guide educators teaching children in crisis, and suggests appropriate terminology for teaching art in informal learning contexts.
Art Education, 2004
... democracy. An inquiry model for visual arts curriculum development is introduced and aestheti... more ... democracy. An inquiry model for visual arts curriculum development is introduced and aesthetic questioning is encouraged to engage students in critical discourse as consumers in a democratic society. Implications include ...
Art Education, 2010
someone thanked you for extending an act of kindness, instead of saying “You’re welcome,” the cus... more someone thanked you for extending an act of kindness, instead of saying “You’re welcome,” the customary reply was “Pass it on.” Passing on shared values, beliefs, and traditions is how the soul of our community is revealed, remembered, and respected. Through folk art, stories told visually and verbally using quilting, needlepoint, painting, basket weaving, carving, sculpting, singing, storytelling, cooking, and games, reveal what we treasure.
OBAE. This is not a push for Visual Culture, although it is about the visual that takes place in ... more OBAE. This is not a push for Visual Culture, although it is about the visual that takes place in the classroom (usually outside of the vision of the pushers). This is a shift in perception, an ear tha t performs beyond its limits, or an eye that hears. This is a synaesthetics. Art educators have much to learnh"om those who refuse to speak, students who stand when asked to sit, students who defy the dictatorial impulse available to all educators, students who remain mute when expected to scream. This embodied silence has the potential to re-order, to open new possibilities for critique and creation, to inform our practice more than hearing the echoes of our own voices in the classroom.
Working with Students Who Have Anxiety
Journal of Social Distress and the Homeless
In The 2013 Kennedy Center VSA Intersections: Arts and Special Education Exemplary Programs and A... more In The 2013 Kennedy Center VSA Intersections: Arts and Special Education Exemplary Programs and Approaches. Pg 103-126
Art for Children Experiencing Psychological Trauma, 2018
Current interest in preparing students for success in the twenty-first century has resulted in re... more Current interest in preparing students for success in the twenty-first century has resulted in redefining what it means to be literate. Educators recognize the importance of utilizing multiple modes of literacy to help students navigate the varied texts children now encounter. But what about young children who lack access or who live in crisis, such as those experiencing homelessness? How can early childhood educators prepare all children for success in the digital age when some children lack basic needs of safety, food, and shelter? In this chapter, I advance the notion of art within a multimodal literacy framework and a meaning-making endeavor that contributes to the needed discussion on how to provide access to knowledge and necessary skills to students who have minimal access to resources. I draw upon my years as an art teacher/researcher with young children who are homeless in a variety of settings, including P12 schools, community programs, and intergenerational arts/literacy ...
InSEA ART Education VISUAL Journal IMAG #11, 2021
Art Education, 2014
(2014). Steeling and Resilience in Art Education. Art Education: Vol. 67, No. 3, pp. 26-30.
Studies in Art Education, 2011
This article describes a qualitative research study designed to analyze the implementation of an ... more This article describes a qualitative research study designed to analyze the implementation of an art program for children in a homeless shelter. Using a socio-cultural lens and the framework of resilience theory, teacher researchers implemented community-art programs for children residing in a family emergency shelter. Data collection included field notes, artwork, analytical notes, and interviews with mothers and shelter staff. Research findings addressed three themes: redefining success, tensions in curriculum and implementation, and managing behavior. The findings indicate the importance of the cultural context for children living in crisis. Results also indicate that despite short-term implementation, art programs for children who are homeless can benefit the community and enhance teacher preparation by increasing knowledge about context. This article provides recommendations to guide educators teaching children in crisis, and suggests appropriate terminology for teaching art in informal learning contexts.
Art Education, 2004
... democracy. An inquiry model for visual arts curriculum development is introduced and aestheti... more ... democracy. An inquiry model for visual arts curriculum development is introduced and aesthetic questioning is encouraged to engage students in critical discourse as consumers in a democratic society. Implications include ...
Art Education, 2010
someone thanked you for extending an act of kindness, instead of saying “You’re welcome,” the cus... more someone thanked you for extending an act of kindness, instead of saying “You’re welcome,” the customary reply was “Pass it on.” Passing on shared values, beliefs, and traditions is how the soul of our community is revealed, remembered, and respected. Through folk art, stories told visually and verbally using quilting, needlepoint, painting, basket weaving, carving, sculpting, singing, storytelling, cooking, and games, reveal what we treasure.
OBAE. This is not a push for Visual Culture, although it is about the visual that takes place in ... more OBAE. This is not a push for Visual Culture, although it is about the visual that takes place in the classroom (usually outside of the vision of the pushers). This is a shift in perception, an ear tha t performs beyond its limits, or an eye that hears. This is a synaesthetics. Art educators have much to learnh"om those who refuse to speak, students who stand when asked to sit, students who defy the dictatorial impulse available to all educators, students who remain mute when expected to scream. This embodied silence has the potential to re-order, to open new possibilities for critique and creation, to inform our practice more than hearing the echoes of our own voices in the classroom.
Working with Students Who Have Anxiety
Journal of Social Distress and the Homeless
In The 2013 Kennedy Center VSA Intersections: Arts and Special Education Exemplary Programs and A... more In The 2013 Kennedy Center VSA Intersections: Arts and Special Education Exemplary Programs and Approaches. Pg 103-126