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AIC Position Paper: Beyond Career Day: Conservation and K-12 Education Introduction The American Institute for the Conservation of Historic and Artistic Works (AIC), and its Foundation (FAIC), encourage collaborations between conservation professionals and K-12 students and educators to develop and implement conservation-based educational programs. The interdisciplinary and inquiry-based nature of the field of art conservation makes it a natural fit with K-12 educational goals. Conservation can provide a unique and engaging approach to learning in a wide range of subject areas and skills. The goals of this position paper are to elucidate the applicability of conservation topics to K-12 learning environments and goals, and to outline a number of ways in which conservation professionals and educators can develop and implement conservation-based educational programming. Conservation and its applicability to current challenges in K-12 education The present challenges within the American educational system have been well-reported: students’ proficiency in math, science and reading is stagnating at levels that are not competitive with those of many other countriesi, while budget cuts are eliminating art programs from schoolsii. In recent years there has been a particular emphasis on improving and expanding education in STEM subjects (Science, Technology, Engineering and Math) to ensure this country’s competitiveness in the current economyiii. While attempting to address these challenges, public schools must also follow state-defined learning standards that outline the topics and skills to be taught at each grade level. There is a need for innovative and effective programming that particularly supports the arts, writing, and the sciences while also satisfying these standards. Conservation-based lesson plans and curricula are particularly well-suited to this challenge on a number of levels. Art conservation topics are:
ü Materials must provide multi-modal instruction to meet different types of student learners. The different modes of learning as defined by educators include kinesthetic-tactile, auditory, visual, and verbal. A workshop or lesson plan on outdoor sculpture can thus include an illustrated lecture component along with a hands-on experiment or demonstration of copper corrosion on coated vs. uncoated surfaces, as well as a site visit. ü Ideally the effectiveness of the lesson plan or workshop will be assessed. To appeal to schools that are strapped for resources and time, it is most useful to provide some kind of means for judging the impact of the programming, whether that be a simple questionnaire administered at the end of the day or a few days later, or more involved testing for a more elaborate curriculum program. ü The information provided should be complemented with teacher training modules. Creating opportunities to “teach the teachers” is the most effective way to ensure that the content lives on after the conservator’s involvement ceases. The tools to teach basic conservation topics should be placed in the hands of the teachers, and their familiarity and comfort level with the material should be established, as well as routes for them to reach out to other conservators and arts professionals as time goes on. C. General topic areas and ideas The following is a list of themes or topic areas; by no means exhaustive, it is included here to provide a launching pad for the development of conservation-focused K-12 programming.