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Lesson Plans


Re: educating educators about art

From: Bill Sechler (BillSe.us)
Date: Wed Jan 26 2000 - 07:29:50 PST

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    Print out your letter and give them a copy, or rewrite it in a curricular planning timetable/schedule format and ask for consultation
    in collaboration to meet both of your class goals.

    >>> "Anna N." <anna> 01/24 4:34 PM >>>
    Im wondering if many of you out there have experienced this problem (I'm
    guessing quite a few). For some reason many teachers think that it's okay
    for them to come to me to ask me to do a certain project with their
    students, so that they may use in the classroom (ie clay animals for their
    dioramas). I wouldn't mind this so much except that, I asked for these
    curricular "ideas" in September and got no response from any teachers.
    Since then, they come to me the week of this " great idea for a project"
    and expect me to drop everything and support their classroom curriculum.
    There are a couple of teachers who have asked me with ample notice and we
    have worked it out well. But most, it would seem, do not think that I have
    a curriculum, standards, etc... This is not "integrated" planning, this is
    me working FOR them, not WITH them. How can I delicately but
    comprehensively explain to them this difference? I feel like going to them
    and asking them to do something in their class to support my curriculum.
    Just to see their reaction, because I really don't think that they
    understand thats what they are doing to me. How is it that I can learn
    math, history, language, and science and integrate that into my projects
    (on my own, because it's fun and great!) but they cannot learn to use
    cray-pas and watercolors? I could too, claim I "had no time" to teach the
    history of Akhenaten and Nefertiti while making our Egyptian stelae, but I
    feel it's important (for many reasons). How can I make them see the
    opportunity that working together can provide both of us, and the kids,
    with a holistic, exciting, meaningful learning experience.
         I have been working on a faculty art experience (to be held during a
    staff meeting in late Feb.) to, in a fun way, explain that we don't just
    play, giggle, and mindlessly fingerpaint in the artroom. But my letters of
    chipper welcome to work WITH them on integrative project planning, have not
    seemingly, gotten past the trash barrel. Any words of wisdom and advice?
    I know change is slow, but what can i do to speed this process up, educate
    them, be kind and not sound offensive?
    sorry this was so long!
    thanks for any input
    anna N 

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