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RE: Top-Ten Subliminal Learning List

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From: Hillmer, Jan (hillmjan_at_TeacherArtExchange)
Date: Fri Jan 30 2004 - 10:09:35 PST

Patricia, I was rereading this and would love to know the titles of some of the videos of artists working. I love some of your learning environment ideas.
Jan

-----Original Message-----
From: Patricia Knott [mailto:pknott@enter.net]
Sent: Saturday, January 24, 2004 7:41 PM
To: ArtsEdNet Talk
Subject: Top-Ten Subliminal Learning List

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.

Thanks Marvin, you always make us think
Patty ---
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