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Finally, the art teachers discussed how the art connected the students with
their community. Their community might be portrayed as local culture or heritage.
Amie explained that “by integrating Appalachian folk-like culture and visual
representations inherent of Ohio into my curriculum, the students have a chance to
feel connected to their community and their heritage.” Students used images and
subject matter that pertained to the location of their community and tied to their
family experiences. Because each student’s family triggered unique inspiration,
that uniqueness was incorporated into their art, as illustrated in the pieces Maia
saw them create: “Their inspiration for these items will come from their family and
community ties. That is what makes each student and their brooches unique.” The
artists worked with each student to capture a part of their lived experience into their
work. This, in turn, captured a representation of their community and sense of place
into their art. This art represented the heritage and culture of their community in the
work of the students.

Students’ Perspectives
The students also shared their perspectives and expressed their enjoyment of the
camp. Furthermore, the students described what they shared as a result of the camp.
One student (S3) wanted to show family members how to do the craft they had just
learned: “Most likely our ancestors did these [crafts] and taught their relative[s] to
[do them]. So now I could show my brother or parents.” Other students focused on
what values they possessed in common with their family. As another student (S43)
said, “[A] family can share beliefs through art.” The student might be referring to
a common heritage, culture, or set of values in constructing the folk craft. Students
could share knowledge, skills, and values through their common experience of the
art camp. Students experienced the camp as an opportunity to have skills shared
with them and then share that information with others.
Students also responded to dispositions they learned in the art camp. While the
students did learn new content such as media or color theory, they also were taught
values about the importance of folk craft. One student (S4) said, “The art camp was
important because I got to challenge myself. I also got to try new things and find
new media that I really enjoy.” The student embraced the challenging nature of
the investigation along with content knowledge learned through the camp. Another
student also responded to the value-laden and motivational content of the camp.
This student (S24) realized that “the art camp helped students learn how to make
things from modern-day life. This camp also taught us that we can make anything
our heart wants, too.” Students left the camp feeling competent that they could
create art and empowered to take on further art projects. Students demonstrated
what they discovered about the methods explained in the camp and expressed values
that supported their new knowledge.
Students learned about their community as
Students left the camp feeling they worked in a classroom ecosystem during
competent that they could create the art camp, working next to their peers while
creating each of their four projects. One student
art and empowered to take on (S12) highlighted that “art camp helps you learn

further art projects. different art and you show your family how
you and your family can do it together.” This
student translated community into engaging
with family and working collaboratively on

48 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators