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Re: Teach timeline,theme or cultures?
[ Thread ][ Subject ][ Author ][ Date ]Rosa Juliusdottir
Thu, 22 Aug 1996 11:17:10 GMT
Diane, I agree with you about using themes that are relevant to kids rather
than timelines. I have used timelines but also found that I did not seem to
get the students interested (elementary). I have used the DBAE curriculum
sampler quite a bit, I really like it and it fits right in with my using of
themes. I both use themes which deal with social and psychological needs of
the students. Family, loving and caring, different festivities or holidays
and for the youngest ones I usually start with themselves that is; I this
and I that, with lots of selv portraits and books that they make about
themselves throughout the year. Then I have used themes like Animals
f.example when we did Birds we went to visit an artist in our town that
does works, both painting and printmaking, were birds are the main theme
and he showed the students his works and talked about it and they could ask
lots of questions. We also went to the Museum of Natural History and they
did sketches of birds. Some students also brought their pet birds to school
and we drew and painted those. In the end the students did work in the
spirit of the artist we had visited, both prints and paintings. The works
they did were great and they loved this whole project. Another theme I
have used very successfully is the elements; water,fire,air and earth both
around us and in us! It is too long to describe but I could maybe do it
later if you are interested. It involved doing outdoor artwork and all
kinds of things. Well this is it for now. Regards from Iceland, Rosa
<I personally like to recommend themes that are relevant to students,
<timelines or cultures. Timelines and cultures seem to be outside of what
<children in the elementary school. Themes allow the curriculum to be
<individual, group and cultural perceived needs or interests. The DBAE
<sampler, which you have no doubt received by now, uses themes and does a great
<job of dealing with the big questions and experiences of life. To me that
is <what art
<is all about and that is what our discipline really has to offer others.
<approach also allows for an interdisplinary approach that makes it
feasible to <relate
<other curricular areas to the art curriculum. It really allows teachers
<disciplines to work together making learning relevant and related to
other <areas. It
<gives a sense of cohesion to the total curriculum,which is more difficult
<with the timeline or cultural approach.
<The big question is always: What themes should one use? I would
<hear what themes artsednet readers are using and I think my art education
<would also like to know this as well.
<Thanks for listening and I hope my thoughts do not come too late.
<Best of luck with your planning.
Diane C. Gregory, Ph.D.
Associate Professor of Art Education
Southwest Texas State University