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Re: [teacherartexchange] Elliot Eisner on choice

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vranck0602_at_TeacherArtExchange
Date: Tue Jul 19 2005 - 19:28:10 PDT


Hello Kathy and all,
I've been sitting in a differentiation conference the last couple of
days and it seems that giving choices alone is not quite enough. It
seems that we must structure and weight these choices so that specific
standards are met and essential knowledge is gained. Anyone have
thoughts on this?
Vicki

-----Original Message-----
From: twoducks@aol.com
To: TeacherArtExchange Discussion Group
<teacherartexchange@lists.pub.getty.edu>
Sent: Tue, 19 Jul 2005 18:45:08 -0400
Subject: [teacherartexchange] Elliot Eisner on choice

    Today my paper mailbox contained the keynote speeches from the last
three NAEA national conferences. I am happy to have these. I sat in the
enormous audience for Elliot Eisner's speech in Boston and there was
more than one statement that made me smile...but I took no notes. So
here is one good nugget. 
 
  "Gifted art teachers provide models and aims of practice that other
fields would be wise to emulate. What are the cognitive processes that
the arts develop? ...One is that it helps youngsters learn how to make
judgments in the absence of rules. When youngsters are choosing, making
choices, making decisions and making a painting or a sculpture or
whatever it is they're working on, but there is no recipe that they
have to follow in order to make those choices. They need to engage in
their experience, their bodily experiences, with the images in order to
make the choices that will enhance the work. So making judgments in the
absence of rules is something that the arts makes possible...and what
you see at the end is the result of the choices that they've made." 
 (National Art Education Association, page 66) 
 Any comments? 
 kathy douglas 
 
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