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Lesson Plans

Re: Making a difference

[ Thread ][ Subject ][ Author ][ Date ]
Lily/Clair Kerns (CWKerns)
Sun, 2 Aug 1998 21:54:29 -0500

.>>> There are also more subtle ways to influence and educate. Casual
conversations with teachers provide many opportunities to give ideas:
freely giving suggestions on how to relate art to their curriculum and
their curriculum to art, complimenting one of their students on their
design sense or creativity (especially if it's a kid that many have trouble
finding something to compliment), complimenting the teachers on classroom
activities that enhance creativity, suggesting activities that are EASIER
on the teachers while encouraging more individual expression.

Depending on the teacher, of course, I often sent the sample I made in class
back to the teacher along with information about the project. some teachers
welcomed the opportunity to broaden their resources. (and if they used it
the next year--great! I still had plenty of unused ideas...)
With the younger students we often made an extra or chose a special one, and
then stopped by the principal's office on the way back to the classroom to
give it to her and explain briefly what we had done. I also made a point of
inviting both the teacher and principal in to see extra special displays of
work when we posted them for evaluation and other-class sharing.

I also made a point of telling the teacher when a class had been especially
creative and/or mature in their work and, depending on the class room, we
often made it a (very) mini art show right there.. If it was a class that I
didn't escort back, I sent a note. Students were proud to be selected to
bear that kind of news.

I also made it a point to notice and comment on classroom displays ( both
teacher and student made...)

Another way to help is to inform classroom teachers when we notice a child
who is especially visual in learning style or unusually creative in their
ideas or concepts. In the more left-brained classrooms, these skills may
not be as obvious.