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Lesson Plans

re:whats worth teaching

[ Thread ][ Subject ][ Author ][ Date ]
Judith Grochowski (jfgro)
Fri, 17 Jul 1998 23:34:43 -0500 (CDT)

I'm writing in response to Art Guide's views on what's worth teaching.
I definitely agree with the statement that "our job is to facilitate
our students ability to create meaning". Of course, I think everyone would
agree that this does not get done in a vacuum.
My Art Education training-this will date me-was of the developmental
stage philosophy, too. I don't take issue with the concept of assisting
students with developing technical skills. Perhaps it's how I'm trying to
read this, but I'm finding "we need to teach lessons that are
developmentally appropriate to the hurdles they are currently trying to
overcome, that give students (again developmentally appropriate) contextual
and formal information they need" a bit unclear (sorry!)
> In terms of "multiculturalism" I never quite get anyone's objection
to it. Is it just the word? Is "multiculturalism" some sort of PC thing to
some folks? Is not every single cultures artistic expression valid, worth
study and appreciation? Hasn't it ALWAYS been present in the study of Art?
(even before we labelled it as such?) Do we go into the vacuum if we exclude it?
> I also take exception to the statements made about Scholastic-in
fact I think often the works selected show deep personal meaning. Yes it's
not perfect; personally, I dislike the "competition" aspect of any exhibit,
but in our local Scholastic, our wonderful Art Museum Educator (Barbara
Brown Lee) speaks highly of the work which is "juried out" and encourages
all of us to exhibit that work "back home" as well. This we gladly do-the
students who are going to go on and are serious about their efforts deserve
that acknowledgement. But I don't "teach to the show". Students who go on in
art will experience many times the thrill of having their work recognized or
the deep disappointment of not getting into a show they'd hoped to. Thus, I
believe it's appropriate to submit to Scholastic as well as other competitions.
At the same time, I guess I also try to be sensitive to is the
student who isn't as strong, who comes through the door needing the
encouragement/reminder that art isn't something they can't do. That's why I
agree with your statement about creating meaning.
I mentioned that my training was in the developmental model; but I
must say that DBAE has really rounded out what I have to offer all those who
come through the door. I believe it goes without saying (but I'm saying it
anyway) any really strong teacher is incorporating their knowledge of
developmental stages, too. I hope everyone understands that through this
wonderful list I feel a kinship with you all and have the sense that what I
write is not uniquely my own experience.
Judy Grochowski
Greenfield High School
Greenfield Wisc