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Lesson Plans

Re: N TEACHING ART contd...

[ Thread ][ Subject ][ Author ][ Date ]
Deborah Gilbert (dngart)
Fri, 9 Jan 1998 22:31:33 -0700 (MST)

Ah, now we're getting down to the meat of the matter!! And I am
understanding your point better...

Robert wrote:

>As an art
>specialist, as you most likely are, you could prepare guide lines and
>resources for the classroom teacher to follow in the interim between
>your demonstrations.

This is an example of integration with the classroom teacher and it is
beginning to happen. Some of the obstacles in the way are coming from the
classroom. At the beginning of each quarter, I have put a note in
teacher's mailboxes, asking them what they are going to be focusing on in
all areas, as I am interested in working with them to present a more
wholistic educational experience. I have a hard time getting any
commitment from teachers - saying that they haven't had time to think about
what they are planning to cover. Seems odd to me.... There has been, for
the past two, one teacher who has worked hand in hand with me to plan units
of study in Social Studies and I can see the leaps the students have taken
by learning about different areas of the same culture from a variety of

>After kindergartners have been introduced to the geometry of circles,
>squares, and triangles, when asked, they immediately identify and
>associate these shapes with the works of Klee when they see the video,
>and tend to appreciate this experience of association with the arts,
>than when seeing the clip - cold

Exactly!!!! We are both on the same page here -- and this is what DBAE
tries to accomplish in the art room..