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Lesson Plans

Re: A Paradox in the Making

[ Thread ][ Subject ][ Author ][ Date ]
wendy sauls (wsauls)
Sat, 14 Aug 1999 16:29:04 -0400

some really heavy duty thoughts here and so eloquently stated...i could
twist this into an argument for arts based curriculum, in my own weird
little mind! harry broudy (and ralph smith, too, though i'm not as dazzled
by him) had some parallel things to say about enlightened cherishing,
morality, thinking deeply... eisner frequently addresses similar topics too.
i don't think these guys, or us guys, for that matter (in this group) are
just art educators but philosophers as well. multicultural arts programs
are the best, i think, for teaching "about" all kinds of good things,
encouraging diversity of ideas, a holistic/humanistic approach to learning.
lots of people become teachers because they want to change the world, but in
art teachers, from my experience, this desire seems to be particularly
strong. how cool and how glad i am to be a part of it!

:D wendy

----- Original Message -----
From: <Artemis420>
To: <robprod>; <>
Sent: Saturday, August 14, 1999 3:08 PM
Subject: Re: A Paradox in the Making

> In a message dated 8/14/99 2:38:20 AM EST, robprod writes:
> << When there are those who think that Tang tastes better than orange
> and that Bacon Bits are real bacon, and that noise is better than harmony,
> this an indication of the unique talents for which we are striving?
> When etiquette is confused with a racket ball game, and manners with a
> newspaper column, a treadmill to oblivion can appear mighty inviting at
> times.
> What is common does not necessarily indicate what is good. And, being
> right common is what many are striving to become in their demeanor,
> etiquette, and personal relationships. What can be more common than to
> observe intimate encounters, or watching people blow their brains out?
> unique talent does it take to make money off of other's sufferings?
> Education for the next century must become more humanizing. And it will
> happen by putting more computers into the classroom, and wiring up our
> schools.
> Those so-called fountainheads of learning better knuckledown and put the
> common good to work with their bevy of unique talents.
> This is a pet peeve of mine, and I have some opinions:
> It seems to me that Pop "culture' has a lot to answer for here. Pop
> culture, I think, short circuits the growth of deep thoughtful culture by
> appealing to the most superficial 'shiny bead' childishness in the
> when the population is at its most vulnerable. Childhood is not protected
> [unless by careful parenting] from the appallingly rapacious behavior of
> marketing sharks.
> Pop people push glitz packaged as class, rap as music, and graffiti as
> It does not ask for depth and breadth of understanding because it wants to
> sell as many cheap goods as possible by flattering the unlettered and
> challenging no one. It is the triumph of money over good informed taste.
> The money driven debasement of popular culture is epitomized by most of
> Hollywood's output. The quality of art a society produces is traditionally
> viewed as a reflection of the material conditions of its time and
> has shown its mettle by its ability to produce 'The Jerry Springer Show,'
> fine art arbiters like Jesse Helms.
> Artie
> -------------------- >>