I also agree with what Deb has to say. I must mention that DBAE has pulled
MY curriculum together tightly ...all it's components including P&E's,
history, assessment, critiques, production...keeping all these little balls
in the air wound together to form one giant skein of art experience.
I wasn't raise on DBAE nor educated with this concept in the 60's. The
"title" didn't exist back then. I found it on my own years ago when I
realized I had to make some "sense" of my goals and curriculum for myself
as well as to the parent and student public. I needed a methology to my
madness and this is when I started to assess myself and my program goals.
I think DBAE has strong merits and I like the idea that even with DBAE
"today", one doesn't have to follow a clearcut method. I can pick my goals
for each project and emphasis the areas of DBAE I think are important for
each individual one since there is always a lack of time to teach
EVERYTHING, heaven knows.
I think it's a grand scheme for beginning teachers to have this background
before entering the classroom and I also think it's probably the most
important thing to learn for an art teacher as well as discipline
techniques. I wish I had had this experience in my early years. It would
have helped me tremendously to organize my thought processes instead of
having to stumble into a group of kids without a good, clear plan of
attack. Hummmm...interesting word to use..."attack"...but I digress.
Bunki Kramer - Los Cerros Middle School
968 Blemer Rd., Danville, California 94526
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