I think what Marvin asks about making our classrooms an "invitational"
learning environment is important.
I have my own art library within my room and a reading/looking area. Over
the years I have spent thousands of dollars on art books and magazines. I
have a little area in my room set up for my library with a table and
"comfy"chairs I have retrieved from dumpsters. I only tell the kids on the
first day of school that they are welcome to sit and browse in the library
anytime. They love this area and they love the "comfy chairs" and they use
it often. The kids will look at images and ask me about something. Then, I
have a special opportunity to tell stories. In fact just yesterday, I
spent a long time with one student who discovered one of my favorite photo
books. She was taken with the same photo as I am. We talked a long time
about why this photo is so compelling. It made for me a time that brought a
new appreciation for this particular student and I think for her too.
I often see kids looking at the same books over and over. I relish the time
I can spend sitting and talking to them about why certain pictures attract.
I post a quote daily on the board. Sometimes they go unnoticed and sometimes
the kids write back.
At least weekly, I put a thinking problem on the board. I don't say
anything, but if a kid responds he/she gets a prize.
I play music. Believe it or not, this old broad has turned teenagers on to
Tom Waits and Leonard Cohen.
I will put on videos that seem to have no relation to anything --- but my
photo kids love Funny Face now and gives me an opportunity to talk about
Avedon.
I also run videos of artists working while the kids work. As Marvin said
These are played during the work time when we might otherwise be playing
background music. This can work best during those rare times when students
are working on a somewhat tedious or repetitive task. Often when something
catches their attention it is much more important than the task at hand
and the something often informs the task.
I ask the kids to rearrange the room at least twice a year. It's their
environment, too.
I also like to post things on the walls that are not familiar art history. I
have space that is open for any postings - things that "catch the eye."
All my ADD boys love playing with this space -they seem to be able to make
something out of anything. They love to take the thrown away photos and make
collages.
I give plenty of time to discuss current events. I often sacrifice art
making time to relevant discussion. Teenagers are very concerned with
issues and I believe that exploration leads to the content I want them to
explore in their art making. We often take time to discuss the deceptions
of mass media. These kids are very savvy as to how they are manipulated and
they look to how they can better manipulate the manipulations.
We are all dumpster divers. I have a huge junk pile and we all contribute.
My kids will always know the value of the discarded.
I'm not sure what the purpose of art is anymore. But I am sure that I want
my students to know there is some purpose to expression and that the
expression is valid and that the expression can come from many sources and
maybe what is excepted standard is just what they have to express against.
Seems to me that in this atmosphere of NCLB there is little opportunity for
a child to express against.
