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My experience with her was more than satisfactory for the brief time she was
with me. Those 8 weeks at the middle school level went by too fast for both of
us. When I did my student teaching I began visiting the school one -two days a
week for a month in October. Each week increased the amount of time spent
there really getting to know the students, the faculty, administrators: the
whole building. In January I began full-time , 5-days a week 'till graduation
I would have loved to have done the same thing at another level for the year.
Currently placing students in different settings for junior participation and
then final placements in elementary and secondary for a few brief months does
not seem to benefit the student teacher. Extending the time they spend in the
building might be a benefit. This of course is MHO.
Deborah Gilbert wrote:
> Robert wrote:
> >Art training is no different from that of music, dance, drama, math, and
> >sports, training!
> >You are trained to perform basic requirements of a discipline. In visual
> >arts, one learns to draw, paint, and to construct, in a sequence order
> >guided by a set of "principles and elements" of design; in much the
> >same way that a child learns to play the piano, sing, dance, act,
> Is your feeling that this isn't happening, even at the Middle and High
> School level in this country? Being an elementary teacher, I can say that
> in my curriculum, I am more DBAE, hitting production along with the other
> three strands, and there are come units (like the one I am doing right now)
> where I introduce students to the great masters of the art world and we
> don't necessarily have a production unit that ties in. If there is one, it
> is purely imitational, to get the students to really analyze the different
> ways that the elements of art can be put together to create works of art.