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>Well we've talked about wish lists and equipment now, but how about the
>aesthetic side of the classroom. I've been running into stuff on "enriched
>environments" and cognitive and neural development. It would seem that the
>richer, the more sensually complex and interactive the environment the
>richer the experience and possibly the greater impact on development.
>And then, I've been thinking that we ARE talking about the basic elements
>and principles of design here. To what extent do we treat our classrooms as
>an interior design project? This question comes naturally to me. Years back
>I got my bachelors in Interior Design (which I highly recommend BTW as a
>model foundation and prep for Art Ed and a great exposure to art history,
>multiple mediums and techniques.)
>Anyway, in all my observations I've encountered many efficient and
>functional classrooms, some excellent space planning, and some wondeful
>displays but not yet a classroom that itself exemplified art.
>I've been trying to work out a model of the classroom as art, (as a whole
>unit exemplifying the principles and elements in action) as an
>Granted a lot of installation art is not also a functional workspace but
>that isn't ruled out either.
>Along the way I've been peeking in on the folks in Museum Education hoping
>to find some models of exhibit design that could be applied to the
>classroom. It's been a long morning. I've found a bit but not much.
>The classroom is commonly a didactic environment. An art classroom is also
>working production studio as well as a gallery space. and, on occasion, a
>daycare/playroom. And, more recently maybe a technology center. There is a
>lot there for an artist to juggle.
>But then you have to add to that access and public safety concerns (fire
>inspectors). Daunting, huh?
>The thing that has occured to me is that we learn an awful lot just from
>ambient culture and environment which surround us. Even without training we
>learn to distinguish qualities which appears to be "right" because they are
>the familiar ones and such learnings established in the environment are
>to correct in the exclusivey didactic classroom. Better I think to
>classroom environments which embody the values and information we are
>striving to instill.
>So--- If you were invited by a local museum to produce a a work of
>installation art for a show (other artists would be submitting too) that
>responded to the classroom environment and that theoretically could
>as a (novel) classroom and if you got the grant to cover the project...
>would your installation (classroom) look like?
>I would assume that as a teacher/artist your installation would probably
>reflect more practical concerns than someone else's submission for the
>American Pavillion at the Venice Bienniale (sp?)
>Or if that doesn't sound inspiring, suppose the same museum had another
>comission for you: Create a classroom/exhibit for a year long "World Art"
>series of installations the museum was planning. Visiting school children
>woiuld use your classroom space for various art activities that the
>education staff will offer throughout the year. Much more practical.
>Could you "live" in such a classroom? As an art teacher hat would make it
>anyways --- a question for today