I envision a top ten/100 list that would be different for every school or
classroom or teacher. I also envision this list as a way to start talking
about what could be in this list. I envision it as a way to get students and
teachers to think about what might be in the list. I see this as a strategy to
engage learners and teachers into critical thinking. The process of creating
the list would be more important than the actual list itself.
Dr. Diane C. Gregory
Director, Undergraduate & Graduate
Studies in Art Education
Texas Woman's University
Denton, TX 76204
Quoting Rachel Smith <email@example.com>:
> I have just finished only my first year of teaching, and I am unsure,
> too. I have some thoughts on this topic, though. If all students are
> to learn about the same ten (or even one hundred) artists, then how are
> we, as teachers, exemplifying the value of diversity or creative
> thinking? Our society tends to create an "industry of fame," and I
> think that our yearning to create a "top ten list" reflects that.
> However, when thinking about the growth and learning of an individual,
> I'm not sure that a list of "must-see" artists contributes to that goal.
> On the flip side, in other academic disciplines, there are basic
> foundational "musts." Perhaps a "top ten list" serves as the
> foundation for creative learning and growth in art history and/or art?
> Maybe these are the rules that one must learn, before breaking them?
> Rachel Smith
> Columbus, Ohio
> On Thursday, July 14, 2005, at 01:11 AM, Diane C. Gregory wrote:
> > If I could determine my own
> > goals and ignore the state mandated curriculum, I would say that it
> > doesn't
> > matter as long as the concepts we are learning about in a student
> > centered
> > learning environment are being addressed. I guess I would ask the
> > students
> > what they would like to learn. But maybe this is too lose. The more
> > I teach
> > the less I know and the more I teach the more unsure I am that we know
> > what we
> > are doing.
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