Art Educator
Leadership and Research
TECLA
Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA)
As part of my work as a graduate assistant at the University of New Mexico, I support a collaborative of faculty members conducting ongoing research and teacher development through a site-based cohort model. Having a background in fine arts, my primary work is in developing arts integration practices through the use of research journals.
Authors : Kingsley, Karla; Putnam, Hollie; Pauly, Nancy
This proposal to the American Educational Research Association describes methodology and initial findings of action-research conducted as part of the TECLA project. Over the course of a semester, I worked closely with preservice elementary ed teachers to develop the use of research journals as an arts integration tool. I coded and analyzed data gathered during this semester. My analysis contributes to ongoing reflection and revision in the teacher development model.
Full Citation : Kingsley, K. V., Putnam, H., & Pauly, N. (proposal accepted). Research journals in the elementary classroom: Developing arts-based pedagogical content knowledge with preservice teachers. Submitted to American Educational Research Association Annual Conference 2020. San Francisco, CA. (Conference Canceled).
Authors : Kingsley, Karla; Putnam, Hollie
This is an excerpt from a larger chapter written collaboratively with TECLA faculty. The section articulates the pedagogy that drives the TECLA model, using research journals as an example.
LópezLeiva, C., Sánchez, R. M., Pauly, N., Sweet, A., Kingsley, K. V., Flores-Dueñas, L., Waldschmidt, E.,Putnam, H., & Celedón-Pattichis, S. (proposal accepted). A key (TECLA) elementary teacher education model focused on cultural and linguistic diversity through an arts-integration approach. In C. Clausen & S. Logan (Eds.). Integrating social justice education in teacher preparation programs. Hershey, PA: IGI Global.
Author : Putnam, Hollie
This is my contribution to a larger chapter written in collaboration with TECLA faculty. The focus of the chapter is on the relationship between social justice work and the TECLA program. I was asked to write first about the relationship between research journals and social justice, and next about my own relationship to social justice work through TECLA.
Citation for full chapter : Citation for full chapter : Sánchez, R. M.,Kingsley, K. V., Pauly, N., LópezLeiva, C., Flores-Dueñas, L., Sweet, A., Celedón-Pattichis, S., Putnam, H. Towards Social Justice Through Arts and Language Based Learning. In C. Clausen & S. Logan (Eds.). Integrating social justice education in teacher preparation programs. Hershey, PA: IGI Global.
Exploring Senses was the first lesson that preservice art educators taught in their practicum experience. Students focused on sensory perception of food to prompt artistic exploration with oil pastels and watercolor.
Graduate Assistant
Preservice art educators taught a lesson on weaving in their practicum experience. Students were introduced to weaving techniques and vocabulary while learning about the significance of weaving to people around the world. Students created their own woven artworks with an emphasis on expressive color selection and patterning.
Graduate Assistant Supporting Preservice Art Educators
My primary role as a graduate assistant is to support Dr. Nancy Pauly in her ongoing research and instruction at the University of New Mexico's art education department. For two semesters, I prepared instructional materials and provided instructional support/mentorship to preservice art educators completing a site-based practicum in Elementary Art Education.
Systems and Curriculum
Curriculum, Complexity, and the Reggio Emilia Approach
After proposing a negotiated study of systems theory in a graduate level course on curriculum in art education, I began ongoing research with Dr. Geralyn Yu and fellow graduate student and art educator Maria Aragon. Our work investigates the complexity of curriculum and pedagogy through the lens of systems thinking and the Reggio Emilia Approach.
Authors : Yu, Geralyn; Aragon, Maria; Putnam, Hollie
Drawing on Josef and Anni Albers' pedagogy, we facilitated a workshop Relational Thinking and Color Theory at the NMAEA conference in 2019. Through working with color, participants reflected on the importance of relationships in the classroom.
Authors : Yu, Geralyn; Aragon, Maria; Putnam, Hollie
Expanding on our work in the NMAEA workshop, we ask what is possible when we apply the connective/relational thinking present in systems and complexity to curriculum.
Workshop at Santa Fe Community College
Led by Dr. Geralyn Yu
Supported by Hollie Putnam
Dr. Geralyn Yu asked me to support her during an atelier-style workshop for early childhood educators during their professional development at Santa Fe Community College. The workshop was an introduction to the Reggio Emilia approach and focused on mark-making on non-traditional surfaces.
Authors : Yu, Geralyn; Aragon, M., Putnam, H.
This article asks the question : what does just and equitable curriculum look like in New Mexico? Grounded in the Reggio Emilia approach, we reflect on our experiences applying systems thinking to curriculum design as a possibility for our state's future art curriculum.
Full citation : Yu, G., Aragon, M., Putnam,
H. (Undergoing revision). Seeking an Alternative Narrative: A Just and Equitable Art Curriculum for the Future. Submitted to Art Education Journal.