"Mrs. Grays class shows movement through the use of diagonals",
pointing out the main objective to the lesson. Also at the beginning of
each year I xerox off a copy of the grade level art curriculum for each
classroom teacher. Just a friendly subtle reminder that I do have a job to
Retta in Kansas
At 11:34 AM 8/2/98 -0500, you wrote:
>Yes this is so very important. We have a job also in educating the "others"
>>You might try creating a brief explanation of the project to display along
>>with the work. A catchy headline, examples of artist's work emphasizing
>>the same principle, a simple summary of the objectives, etc. can all be
>>helpful. It's a way of reinforcing the lesson with the students and
>>educating everybody else.
>...and a good way to do that is like you say; explaining or telling about
>the project, what the students were studying etc., about how you
>introduced them to artists and art history or aesthetic comments the
>students might have made. Since I started doing this especially at our big
>spring show(but also during the year) I find that it makes a different. It
>is also good to connect it to the students cognitive developement, like
>the show on artsednet: Cognition and creation.
>Best regards from the far north, Rosa