Chapter 3 of Rethinking Curriculum in Art

Chapter three is about unit foundations. Curriculum foundation is made up by philosophical and conceptual commitments. Chapter three also discuses the importance of context when teaching, and gives many examples from the TETAC project. I learned that talking to the students about family, friends, and community will create a better connection for art topics. Providing connection for the students is a helpful learning tool. The book discusses a fourth grade class making a quilt for an opera  about identity at their school and compares it to a high school studying works of art by the same artist, also about identity. Both elementary and high school students were able to make the same connection, but by different assignments. In 1960 there was a curriculum reform movement by Jerome Bruner to strengthen schooling through a focus of discipline. Bethany Rogers argued that students and schools lacked focus of discipline. Chapter three ends with a reflection of the identity example and making a connection for students.