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Lesson Plans


[ Thread ][ Subject ][ Author ][ Date ]
Rosa Juliusdottir (rojul)
Mon, 14 Apr 1997 23:26:21 GMT

I for one have been a very active listener in this seminar on Our Place in
the World and I want to start by saying that it has been incredible
valuable to me. As an art teacher outside the United States and also one
that teaches in an Art School rather than an elementary school I can see
that what I have been doing with my students for many years now is really
inquiry based learning. But this on-line seminar and Mary Ericksonīs
curriculum has really added a new dimension and so has following the
on-line discussion. I have followed the discussion silently but with an
enthusiasm, sometimes wanting to add something and by the time I word it
right someone else has said it, so to speak.
Most of my teaching is based on DBAE and somehow it became a natural way to
use questions to get students meaningfully involved. It is not just I that
asks questions, the students do and they debate among themselves why things
are this way or that way in an artwork. One 10 year old boy felt that
Picasso used leaves on fine branches and pattern like leaves in the hair of
a mother with a child to show love of a parent to child because such love
is "old love"and tree symbolises something old and strong, he continued
saying:"that had Picasso wanted to show love between young people he would
have shown flowing water, river or a stream, that would have shown young
love". The children discussed the different ways they felt about this and
asked questions and gave answers, then made the most beautiful oil crayon
drawings of feelings between two people. In these drawings you could see
how they had learned through inquiry to relate their own experiences and
understanding to the experiences of other artists as expressed in certain
artworks. I feel it is true that students learn to think looking at and
talking about art.
As far as the sequence of core lessons, I think that it does not
necessarily matter if one uses the more common one of presenting art works
as motivation or examples for art making activities first or starting with
art making and later with art history. I use both and it just depends on
what motives or objectives are guiding you each time.
I feel that what I am learning from Dr. Ericsonīs curriculum and this
seminar is among other things TO KNOW WHAT I KNOW and hopefully teach my
students the same. Helping" students formulate questions and search for
answers in their own experience" can only broaden their art education and
make it more profound and that can hardly "bleed the soul out of art".
Thank you Dr. Erickson and all of you that are partaking in this
discussion, it is a priviledge to be able fo follow this. Warmest regards
from the far North where spring is in the air today. Rosa