We hold so dearly to notions of what we think kids should know.
It's not so dear to THEM
I'm an old fogie and I would wish every kid held my notions-- but
it's just not the case.
When I write curriculum I labor and labor over the big questions--
and it's those big questions that are the teachers chore to find and
What do I care about that I can find a way to make them care about???
The big questions are very important.
They care diddly squat about what we have cherished
they care about the immediate and the immediate means to make
the expression in what ever means or ways
What we need to care about is how we can keep up with the immediate
means of expression. Boredom pervades when the teacher can not
find the ways and means to engage. In the ever fast world of
communication ------------ old notions are OLD.
We can profess all we want about the traditional,
if we don't get on top of the ways they make expressions
all the tradition is for naught.
I'm fed to death with lessons that don't address just where the kids
are within the world that needs addressing. Just where the world is
and where they are.
We need to give up some stuff in order to keep them in art.
On Jun 18, 2007, at 6:17 PM, Diane Gregory wrote:
> Using the Big Question approach can lead to creative
> and critical thinking. But I see that this doesn't
> always work.
> However, I think there are some underlying problems
> that all teachers encounter. I run into this all the
> time. Sometimes my students don't want to learn.
> Sometimes they are too stressed or too overwhelmed or
> too bored to put forth the effort.
> I wonder how this has started? At what point do
> students get turned off to learning and why? What is
> happening and why?
> I have noticed that even when good teachers pose
> creative questions, or provide creative activities, I
> have noticed that some students do what I call, "Slide
> around the outside wall." They don't seem to engage.
> They seem lifeless, uninspired and unengaged. They
> don't seem interested. This attitude can become
> pervasive and can negatively affect the entire
> educational climate.
> Why does this happen? How does this happen? What can
> teachers do about it? How can we change the system so
> that this happens less?
> I see this all the time at the college level and I
> suspect it happens at the K-12 level. What do you
> guys think? What is causing this anasthesia?
> --- email@example.com wrote:
>> I am interested in the the thread about students
>> copying work rather that working from the actual
>> thing or
>> coming up with their own ideas. Along the same
>> lines, I have been interested in getting students to
>> of ideas of interest to them personally, or more
>> importantly, just to think, be creative. I have been
>> with the idea of using the interview questions used
>> by James Lipton on Inside the Actor's Studio. I
>> believe they were developed by a man named Bernard
>> Pevot (spelling?) Anyway, I thought it would be
>> a good starting point at the beginning of the 9
>> weeks to help students look at themselves a little
>> closer. Does anyone have other ideas for fostering
>> creativity in middle school students?
>> A work in progress,
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