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Lesson Plans


[Fwd: TEACHING ART? REPLY!]

[ Thread ][ Subject ][ Author ][ Date ]
Robert Beeching (robprod)
Tue, 06 Jan 1998 20:58:49 -0800


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MZ

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Message-ID: <34B30874.1601A82> Date: Tue, 06 Jan 1998 20:45:42 -0800 From: Robert Beeching <robprod> Reply-To: robprod Organization: Robert Beeching Productions X-Mailer: Mozilla 4.02 [en] (Win95; I) MIME-Version: 1.0 To: RWilk85411 <RWilk85411> Subject: Re: TEACHING ART? REPLY! References: <36e5f10b.34b2e4a7> Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

RWilk85411 wrote:

> First of all, I would like to say that art education programs seem to provide > prospective art teachers with very shallow preparation indeed.

I AGREE!

> I know our > local "university" doesn't even offer a methods course above the elementary > level yet their graduates are certified K-12. They have a hard time doing > their internships in middle or high school classes. > > I am a strong supporter of DBAE. Do I understand you correctly in that it is > your belief that one must teach the history of an expression before teaching > the process?

JUST THE OPPOSITE! HOW CAN ONE ANALYZE THE WORKS OF OTHERS IN A VACUUM?

> I am not aware of that approach. Perhaps I misunderstood you. > > Now for my big question. What do you mean by your statement that many teachers > confuse art training with crafts training? I keep scratching my head over that > one

PARTIAL ANSWER:

> -------------------------------------

Most elementary children are introduced to crafts "projects", i.e. decorating a Clorox bottle; making a table top village, a mask or mural, with no prior instruction in "drawing", "painting", or "construction" skills. It is assumed that they know how to draw, and use a round brush; mix color, and understand the principles and elements of design, i.e. Light and Shade, Contrast, Composition, etc. when the don't!

Elementary school teachers generally use "crafts units" because they are a quick way to get results ( a product), and they are cheap to produce. These isolated projects throughout the year generally constitutes an elementary level exposure to the arts. Art, like reading, writing, and arithmetic, requires repetitive exercise, and a sequential order and learning pattern. Crafts are one-shot items which lead to a dead end. The Art process, is on-going. A type of " What shall we do next week" syndrome. No continuity at all!As an art major, once learns the disciplines of composition and design as they pertain to all the visual arts. All prospective artists begin as craftspersons; learning various processes and techniques. Out of this outgrowth of experience,one may learn to "say something", and in turn may become an artist, i.e. everyone may learn to throw a ball reasonably well, and never become a proficient athlete.

SEE: ARTSPOT <http://members.tripod.com/~robprod/index.html>

Thanks for you comments and observations. Every little bit helps in producing programs.

Watch for our new release: "CHILDREN and ART" shot on location with vivid examples of 700 diversified K thru 8 students demonstrating what they can accomplish if trained sequentially in the visual arts by an art specialist. ---------------rb

> > > Reatha

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MZ

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