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Lesson Plans


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Robert Beeching (robprod)
Thu, 22 Jan 1998 19:54:25 -0800

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Message-ID: <34C812F7.732A1F7F> Date: Thu, 22 Jan 1998 19:48:08 -0800 From: Robert Beeching <robprod> Reply-To: robprod Organization: Robert Beeching Productions X-Mozilla-Draft-Info: internal/draft; vcard=0; receipt=0; uuencode=0; html=0; linewidth=0 X-Mailer: Mozilla 4.02 [en] (Win95; I) MIME-Version: 1.0 To: "artsednet" <artsednet> Subject: FROM PS TO OD! Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit

LISA WROTE: 01/20/98 Children as:

"...PROBLEM-SOLVING AND CRITICAL THINKERS..." -------------------------------

What problems are we solving in art training, and how critical does one's thinking get in the process?

KELLY WROTE: 01/20/98


Freedom to explore what?

DIANE WROTE: 01/20/98


"Drawing what you see, rather than what you remember" has been a cannon of art training for centuries. It's revival in the public school classroom of the late 90s is refreshing.

"Project" art has a long history beginning in the the early part of this century, where "Lesson Books" were published by the American Crayon Company and others to support product sales. Catalogue craft houses have perpetuated the process. What is missing in most of these formats is a sequentially developed curriculum of study. As long as art is taught as isolated single projects, and not as a continuous process of development, we will continue to have a fractured and fragmented art training program in the lower grades.

No grade school teacher would consider teaching reading, writing, or arithmetic as single unrelated "projects." And yet, visual arts training seems to be the exception; still used as "decorative embellishment", rather than a "core" subject.

Before attempting to integrate the visual arts into another program content, perhaps it would be a good idea to teach children the basics of drawing, painting, and construction skills; then apply these skills to other areas of exploration.

SEE: <>

Just a thought... ------------------------rb