Enjoyed reading your posting and glad you agree with me...although a few
did not and quoted all the textbooks that said they shouldn't. I don't
believe everything I read (I learned that after leaving the college womb)
and now go by what I generally see in the classroom and my life
experiences. Geez...some of those textbooks were written before we had TV,
much less computers...both of which have had a profound effect on the
student. Wish more people would listen to their educated instincts gained
through experience and do the same....anyhow, on to your question.
>100 years? Are you like the oldest living art teacher, or what?
Heck, no...but sometimes I feel like it!!!
>I haven't taught long enough to feel self-confidence about consistently
>developing motivation, confidence, and autodidactic students. Share more
>about that part.
Like drawing, that's just comes with "your" own confidence, awareness and
experience. The more you do it, the more you find tricks that work, the
more you find out what works for you and your students...and it takes time
(and occasional failure) to experiment. Motivation comes from samples and
different avenues, perspectives and projects zeroing in on the same idea to
keep students "on track" and eager. Confidence of the students comes from
showing them diff. "tricks" to make things easier (like using the edges of
the paper to measure or draw straight lines or find relationships).
Confidence to try things on their own works well when they have learned the
basics to carry them further...which is what all this talk is about,
anyway! BTW...thanks. I've never heard the word "autodidatic" before. It's
a new one on me and now I can try it out on someone else! Seeeee...we're
always LEARNING to "take things further".
My biggest "beef" comes from those who say we don't need to learn basic
drawing or know about the P&E's to understand art and be passionate about
it. I'll grant that it's not a requirement for the latter but if you were
passionate about something, wouldn't you want to learn all about it? And
wouldn't your observations become more keen if you had an arsenal of
information about what to look for in an artpiece...why it "works"...and
had firsthand knowledge about the techniques and skills? You bet your
>The lynch pin of Lanier's perspective would seem to
>lie in achieving a passionate commitment to art in the student... not, as
>is so typically attempted, as the path of the professional artist, but
>rather in Feldman's approach as a way of becoming more fully "human".
The beauty of the "human quality" (and what makes us diff. from the rest of
the animal kingdom) is that it doesn't have to be just one way or the
other....it's both!...but not at the expense of one over the other. In my
humble opinion, both are necessary, both advantagous to the learner AND the
teacher who's teaching it.
I know this subject matter has been pounded into the earth by our listserv
but, as a teacher, I feel so totally committed to this ideal. If I can
convert at least one dear soul, I'll feel I've accomplished one goal in my
Los Cerros Middle School
Danville, California 94526