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Re: [teacherartexchange] important concepts to teach kids


From: Diane C. Gregory (dianegregory_at_TeacherArtExchange)
Date: Tue Jul 19 2005 - 16:27:55 PDT


I remember discovering that the planned curriculum is not the taught curriculum
and the taught curriculum is not the learned curriculum and the learned
curriculum was largely a hidden curriculum to me and my students. All is not
what it seems. This doesn't mean students don't learn anything; it just means
most of us, including students, find it hard to identify what we have learned
and from where. I think most of my students learn in spite of my efforts. :-)



Dr. Diane C. Gregory
Director, Undergraduate & Graduate
Studies in Art Education
Texas Woman's University
Denton, TX  76204
Quoting "M. Austin" <>:
> I know that in my elementary program I am required to incorprate reading and
> math into my lessons. I find this extremely easy to do by teaching the
> p&e's. When teaching line you teach parallel lines, which is a math concept.
> Shape encompasses geometric and irregular. I am not changing the lessons
> themselves, but incorproating the required concepts and vocabulary. By the
> time my students reach middle school they have a firm understanding of these
> concepts and I then focus my middle school students on experimenting with
> mediums and beginning to allow them more choices in their own art making. My
> high school students are then encouraged to focus on their own interests
> within the assignments. I think that if you don't give the students a
> foundation on which to build they will forever struggle. I know I would get
> frustrated when I'd get an A on an art project and I would want to know
> why - what made it better than any other painting, and I'd never get a
> specific answer. I look back on that painting in question, and I discovered
> that one thing that made it a strong painting was a strong use of
> complementary colors. Or when I'd struggle to draw something I perceived as
> a circle, but would actually be an oval due to perspective. I was never
> taught formal perspective, how to break down objects into simple shapes, how
> to achieve specific colors. I learned more my elementary student teaching
> semester about art than through any other experience. Once I understood
> these basic concepts I was comfortable growing in my own artistic endevors.
> So while I understand the urges by many to allow the freedom to create on
> their own, there are many students who may get left behind (like me) who get
> left behind because they need that formal explaination. That's my .02
> anyways (cause that's what it's worth) :-)
> ~Michal
> K-12 Kansas Art Teacher
> > I am moving away from concepts such as line, shape, color, balance,
> > emphasis,
> > repetition.
> >
> > I am beginning to move to larger concepts such as:  Who am I?  What is my
> > story?
> > What makes me special?  What questions do I have about life?  What art
> > work do I
> > like and why?  Why make art, at all? Why do good things happen to bad
> > people?
> > Why are some people poor?  Why are some people rich?
> ---
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