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Re: [teacherartexchange] Elliot Eisner on choice


Date: Tue Jul 19 2005 - 19:59:54 PDT

Hello Diane,
Unfortunately we are living in a standards driven era. Thank goodness
that our state standards are the national standards. Essential
knowledge is the knowledge I can impart that will help them move to the
next level in their lives. Ultimately we want learners that will set
their own standards and live full lives. I think art can make all of
that so much richer.

-----Original Message-----
From: Diane C. Gregory <>
To: TeacherArtExchange Discussion Group
Sent: Tue, 19 Jul 2005 20:38:06 -0600
Subject: Re: [teacherartexchange] Elliot Eisner on choice


Who sets the standards and who determines what the essential knowledge
Setting standards sounds like some external authority that determines
what is
important for you or others. Essential knowledge sounds like someone
thinks they know what that is. Standards and essential knowledge are
important. I would support setting ones own standards and essential
 Frankly I would be most interested in what students can do.



Dr. Diane C. Gregory
Director, Undergraduate & Graduate
Studies in Art Education
Texas Woman's University
Denton, TX  76204
> 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:
> To: TeacherArtExchange Discussion Group
> <>
> 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 
> three NAEA national conferences. I am happy to have these. I sat in 
> 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, 
> 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 
> make the choices that will enhance the work. So making judgments in 
> 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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