Barbara from Boston
On Jul 4, 2010, at 4:08 PM, email@example.com wrote:
> For me I think the problem is any narrow view, that art or art education is about anyone thing or direction. The author seems to think this is the one and only agenda for art educators and NAEA.
> As we try to help students navigate and understand the world around them, we can show them that art gives them a voice in a number of arenas....personal or public....as well as aid in making meaning of it all.
> I start the year with labels posted around the room:
> (these can vary and I intentionally leave out "express myself" as that seems to be the general, vague "go to" answer and I want to open up other thinking)
> convey a message
> elicit an emotion
> record an event
> tell a story
> illustrate every day life
> communicate a belief
> Students move to the area of the room with that label in response to questions such as:
> Of the art you are familiar with, they are mostly about.......?
> I am most likely to make art to.... or that is about......?
> I would never make art to.... or that is about......?
> After each question, students discuss in the small groups and then report out to the class for discussion. Then another question is posed. These discussions are lively and eye-opening.
> In a predominately student centered curriculum our guiding question is "Why do artists make art?" (and then how do they). I want to be the guide that encourages them to make art about what they want, learn to discern the best media for that and help with building the skills necessary.
> I can't do that if I limit it to only visual literacy, or social justice or choice based or DBAE or elements and principles or integrated or only .............
> ...now if I just had the time with them to include it all.......
> Just my thoughts, with apologies for the length~
> Linda Kieling
> (middle school in Oregon)
> Penny Stock Jumping 2000%
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