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Re:[teacherartexchange] teacherartexchange digest: July 20, 2008

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paula.lawson_at_TeacherArtExchange
Date: Mon Jul 21 2008 - 07:14:45 PDT


Thanks so much to all who replied with great advice and ideas for first day of class activities! You've given me much to think about and implement in my class.
Paula
http://www.paulalawson.com/

---- TeacherArtExchange Discussion Group digest <teacherartexchange@lists.pub.getty.edu> wrote:
> TEACHERARTEXCHANGE Digest for Sunday, July 20, 2008.
>
> 1. Re: first day of class activity -
> 2. Re: Team Learning
>
> ----------------------------------------------------------------------
>
> Subject: Re: first day of class activity -
> From: Marvin Bartel <marvinpb@goshen.edu>
> Date: Sun, 20 Jul 2008 06:22:48 -0400
> X-Message-Number: 1
>
> This page has ideas for the first day of art class. The goal is to establish a positive creative art studio culture.
>
> www.goshen.edu/art/ed/1st-day.html
>
> Marvin Bartel, Ed.D., Professor of Art Emeritus
> Adjunct in Art Education
> Goshen College, 1700 South Main, Goshen IN 46526
> studio phone: 574-533-0171
>
> "We need to remember that we are created creative and can invent new scenarios as frequently as they are needed." -- Maya Angelou
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: Team Learning
> From: Patricia Knott <pknott_6@comcast.net>
> Date: Sun, 20 Jul 2008 15:53:57 -0400
> X-Message-Number: 2
>
> I continue to think about this... I continue to think about how we
> learn
>
> I think our memory is connected to emotions, experiences, dreams and
> story telling. And, that it only through memory that we create.
>
> When I think about the process of storytelling we
> define the essential experience
> arrange the events into a sequence
> put the key concepts into some way we can recall them -- make
> association triggers
> when we tell the story we use a natural language and maybe make-up
> some stuff
> and then we amplify the story
>
> So how does this apply to art making?
> all the techniques and enhancements DO NOT tell the story -- those
> things don't know what the story is about. It's the story we want
> to tell that drives.
> As humans we love stories. When I display an abstract picture the
> first thing asked is "what is it about?" So I think I have to rely
> on just how we make associations and memories and how best through
> the group each can make a contribution.
>
> So what is the job of the team?
> you figure which kids relate best to which aspects of the learning?
> who gets the gist?
> who is the organizer?
> who dreams?
> and who puts it all together?
>
> teams and groups and peers won't work unless the right combinations
> are put together
> But there also has to be a sense that it is safe to experiment and
> maybe fail.
>
> Patty
>
> On Jul 11, 2008, at 1:00 PM, Marvin Bartel wrote:
>
> > I am writing an essay about peer learning in studio art classes. Do
> > you do intentional things to encourage and guide peer coaching in
> > the studio art classroom? Do you have questions about how to
> > encourage peer teaching/learning in the art studio classroom? Do
> > you have a rubric that helps students understand successful team
> > participation. If so, please respond to the list or directly to me.
> >
> > Marvin
> >
>
>
>
> ---
>
> END OF DIGEST
>
> ---

---
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