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Joanne and Karen....
Thank you, Karen, for the nice compliment but it wasn't my connecton of art
with social science. Another connection mentioned here on the listserv has
also been with art and pure science. My ballywick is art n' math
integrating. I teach one 8th grade art n' math as an
elective....administration chose that stance because they felt anything not
"straight" math could not be called such. I do, however, give them credit
for allowing me to teach the class as I do...1/2 art, 1/2 math connections.
It's the only one I know of in my district or surrounding districts so I
give a pat on the back to my principal for supporting me.
As I mentioned, it is for 8th graders and the 36 students range from those
8'thers who go over to the high school for geometry classes to resource
math students, and all the levels inbetween. The biggest charge I get out
of teaching this class is to see low level students understanding the
abstract math concepts and putting what they've learned into concrete art
presentations. Another big bonus is to see these kids TEACHING the high
level kids how to make the art connections. "Smart" does not necessarily
mean "creative or visual". It's another form of learning. It's hands-on
tactile and visual. It makes sense to those sort of learners. Sometimes the
smart (and I hate using that word here but you get my drift) kids can't see
this as well as the visual learner and it becomes a humbling experience
sometimes to have a lower math level student showing it to you. We work
with lots of geometry, number sequencing, measuring, topography, logic
sequencing, patterning, algebra and even calculus. In my experience with
this particular course, fraction-understanding seems to be the biggest
problem with the right-brained technique but to connect it to art-related
tie-ins seems to help.
I'm all for connecting the curicculum and for pure art as well. I think
there's room for both. Cya...............................
Los Cerros Middle School
968 Blemer Rd.
Danville, California 94526