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Lesson Plans


[ Thread ][ Subject ][ Author ][ Date ]
Sandra L. Eckert (seart)
Tue, 23 Jul 1996 21:13:29 -0400

I mix it up. Each medium I teach seems to warrant a different approach. I
must admit that my classes are more media driven, but that doesn't preclude
history and aesthetics, it is only the starting point. My introductions
always include art history and aesthetic response, (including criticism),and
both are used at that time as well as in the conclusion of the experience.
I also include at least one purely historical lesson per semester, sometimes
in the form of a straight history (no studio) lesson, sometimes in the form
of a challenge - a "scavenger hunt" with an art-history outline. Students
complete the requirements of the assignment, which include research
parameters, and sometimes specific time-period assignments, then present
their assignments orally. Their responses include media in the
presentation, but it is not the main show for this approach. I have to
admit to a habit of changing my approach every year. I try to be sensitive
to which approach the class will respond well to; each class is different.
As long as each element is a part of the lesson, and the skills and concepts
are taught, the balance of the lesson content may vary according to their
needs. It means more work for me, but I'm never bored! And I'm always
looking for ideas that work, which means constant change.
I know this doesn't help much in a concrete way, but there are SO MANY ways
to approach the subject matter...
At 03:10 PM 7/23/96 -0700, you wrote:
>Hi all.
>I just finished the DBAE training. I have been teaching the state framework
>in h.s. for five years. They are pretty similar. My question to all of you
>is, how you implement DBAE? I have always taught the elements and
>principles as seperate lessons, then artists and media. Do those of you
>that teach DBAE just shoot right into artist and cultures from the get go?
>I'm sitting here looking at this mound of papers from the DBAE classes and
>wondering how to rearrange my curriculum. Maybe I should teach to a
>question method, What is art? Who makes art? etc. What do you think?