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Lesson Plans


Re: A QUESTION OF HISTORY... art therapy

[ Thread ][ Subject ][ Author ][ Date ]
Melissa Enderle (melissae)
Fri, 16 Jul 1999 22:07:45 -0500


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What's wrong with art therapy? I find that my undergraduate training in both
art ed and art therapy has helped me in my teaching. I cannot dismiss the
individuality of my students - rather I work with this. This is especially
true when working with students who have disabilities or other challenges.

__________________________________
| Melissa Enderle |
/)| melissae |(\
/ )| || \
__( ( art teacher/ adaptive art /_) ) )__
((( \ \ /_) / / / ) ))
(\\\ \ \_/ / \ \_/ / ///)
\ / \ /
\ _/ \_ /
/ / \ \
/ / \ \
Melissa Enderle
melissae

----------
From: "Bob Beeching" <robprod>
To: <artsednet.edu>
Subject: A QUESTION OF HISTORY...
Date: Fri, Jul 16, 1999, 2:45 PM

RE: "Am I sacrificing the opportunity to foster creative
problem solvers to teach them Art History? I know
this sounds very Lowenfeldian, but I think we should
all be asking ourselves this."

Lowenfeld was a dear, but 180 degrees off about elementary
levels of visual arts instruction.

As many others in his day, Lowenfeld was caught up
in an antiquated view of educational psychology that promoted
the use of art as therapy - not art as subject matter, i.e. as learning
principles and elements of design.

Answering a question with a question:

How far would I get with the teaching of: reading, writing, and arithmetic
if I placed only examples on the board, and spoke of only their histories?
____________________________________________________________rb

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Re: A QUESTION OF  HISTORY... art therapy What's wrong with art therapy? I find that my undergraduate training in bot= h art ed and art therapy has helped me in my teaching. I cannot dismiss the = individuality of my students - rather I work with this. This is especially t= rue when working with students who have disabilities or other challenges.
            &nb= sp;           &nb= sp; __________________________________
            &nb= sp;      |       = ;   Melissa Enderle        = ; |
            &nb= sp;    /)|        mel= issae       |(\
            &nb= sp;   / )|         &n= bsp;            =             || \=
            &nb= sp;__(  (  art teacher/ adaptive art   /_)   )= )__
            (((= \  \   /_)         &= nbsp;            = ;/  /  /  ) ))
            (\\= \ \  \_/  /          =             \ &n= bsp;\_/  / ///)
            &nb= sp;\          /   &nb= sp;            &= nbsp;       \     &nb= sp;    /
            &nb= sp; \       _/     &n= bsp;            =         \_     &= nbsp; /
            &nb= sp; /      /      &nb= sp;            &= nbsp;          \  &nb= sp;   \
            &nb= sp;/      /       &nb= sp;            &= nbsp;           \ &nb= sp;    \
Melissa Enderle
melissae

----------
From: "Bob Beeching" <robprod>
To: <artsednet.edu>
Subject: A QUESTION OF  HISTORY...
Date: Fri, Jul 16, 1999, 2:45 PM


RE: "Am I sacrificing the opportunity to foster crea= tive
problem solvers to teach them Art History? I know
 this sounds very Lowenfeldian,  but I think we should
all be asking ourselves this."
 
Lowenfeld was a dear, but 180 degrees off about elementary
levels of visual arts instruction.
 
 As many  others in his  day, Lowenfeld was caught up
 in an antiquated view of educational psychology that promoted
 the use of art as therapy - not art as subject matter, i.e. as learni= ng
 principles and elements of design.
 
Answering a question with a question:
 
How far would I get with the teaching of: reading, writing, = and arithmetic
if I placed only examples on the board, and spoke of only their histories?<= /FONT>
____________________________________________________________= rb
 

 

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