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model. This time they learned a literacy skills they had learned over marginal increase in the use of Ele-
technique in pen and ink that is used the last four years to their mentorship ments of Art terms when analyzing and
by medical and scientific illustrators. experience, an eight week program that interpreting one’s observations of a
Even in their fitness class, students places them in a workplace centered student-selected piece of artwork.
built a clay model to depict types of on science or allied health. Students are also asked to answer the
muscle contractions, aligning with the During their clinical “internship,” following reflection question each year.
school’s mission to support learning students were required to document “How comfortable are you observing
anatomy and physiology as a part of their journey, log their duties and art? Describe the ways in which you
understanding the medical field. reflect on their growth. They reflected feel art has helped you or has not
All juniors traveled to the Rutgers through both written and multimedia helped you in your studies.” This
Zimmerli Museum American Art Collec- modalities while also discussing how anecdotal information is filed within
tion. They engaged in public speaking their visual arts skills benefited their each student’s folder.
activities after listening to a presenta- work. They articulated how they were Three years later, art observation
tion from MK Harby, TEDxAsburyPark’s able to transfer those skills from is embedded into the culture; Allied
professional public speaking consultant, painting to patient. Health hosts an art show, bulletin
and they continued to create scientific boards contain medical illustrations,
illustrations, analyze Spanish artwork, The Results guest speakers share the importance
analyze art as propaganda, assess po- of visual training. Professional learning
litical cartoons, design murals in geom- Not only are the students’ portfolios communities have come together to
etry, engage in art festivals, and attend reviewed, but their content knowledge create authentic assessments, com-
art shows. is evaluated. Students are given a stan- mon SGOs focused on art integration,
dard multiple choice test to assess their
Finally, during the students’ senior year, understanding of basic art elements. establish rubrics, collate data and cre-
they were expected to apply the visual Most recently, the data suggested a ate student portfolios to track growth.

References

Research Study Citation: Jacqueline C. Dolev MD, Linda Krohner Friedlaender MS, Irwin M Braverman MD, Use of Fine
Art to Enhance Diagnostic Skills. JAMA 286: 1020-1, 2001.

Yale Center for British Art https://britishart.yale.edu/education/yale/enhancing-observation).
Arts at Allied http://aahs.ctemc.orag/arts-at-allied

About the Author

Kelly Harmon is a 2015 graduate of NJ Excel. She has more than 15 years of experience in public
education as an ELA instructor, curriculum coordinator and supervisor. She is currently the Assistant
Principal of Curriculum and Instruction for the Monmouth County Vocational School District. Her job
encompasses coordinating the development of new and revised curricula, organizing, monitoring and
leading staff development activities, as well as conducting formal observations and assessing the
observation data to address PD needs. While her love will always be educating young people, she truly
enjoys serving teachers and empowering future educational leaders. For this reason, she also serves as an Executive
Board Member for the Monmouth County Curriculum Consortium, an Inquiry Group Mentor for FEA, Peer Review Site
Team Leader for the Middle States Commission and an adjunct instructor for Georgian Court University.

Educational Viewpoints -89- Spring 2018