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Lesson Plans


Questions and answers for listening

[ Thread ][ Subject ][ Author ][ Date ]
Diane C. Gregory, Ph.D. (tatc)
Sun, 21 Jan 1996 18:27:09 -0600


Dear Artsednet Readers: (long post)

I have been thinking about many things recently and I would appreciate a
friendly discussion about my questions below? These questions have arisen
as a result of dialogue on this list and as a result of questions/dialogue
I have been having with my undergraduate art education majors. I would be
very appreciative and curious to know what you all think about these
things. Thanking you in advance for your help and participation. P.S.
There is no hidden agenda here, so do not worry about my possible response
or reaction. I only want to listen and learn from those of you who are out
in the classrooms and other university art educators. Thanks.

=46irst Question:

What makes a good art teacher?

What is the single most important factor in making a good art teacher? Is
there one single most important factor?

Second Question:

What can university educators do to bring out or develop this single most
important factor that makes a good art teacher?

Third Question:

Where do you rank the knowledge of art content (the subject matter in its
fullest definition) in importance to the success of an art teacher?

=46ourth Question:

Where do you rank the ability to make good art and the abilitity to make
artistic critical/aesthetic judgements?

=46ifth Question:

If the ability to make critical/aesthetic judgements is ranked high as
being needed, is art making the sole way in which a prospective art teacher
needs to develop this abilitity? Are there other avenues?

Sixth Question:

Someone has said on this Listserv, I can't remember who, that not all good
artists make good teachers, but good art teachers are usually good artists.
Do you agree or disagree? Why?

Seventh Question:

If you agree with the above statement, then what do you think of attempts
to educate elementary classroom teachers in helping them teach art? Is
this where we should be spending our energies? Does this not encourage
schools to embrace an even more generalist perspective to the extent that
elementary teachers are comforted with the fact that they know very little
about art content, but that is okay and they can teach art anyway? Does
this not encourage and provide fuel for the idea that there is little meat
in art anyway and anyone can teach art?

Eighth Question:

If you do not agree with the above statement, then what would you change in
art teacher preparation programs that are very studio oriented? What would
you change in elementary classroom teacher preparation programs that only
have one required art methods class?

Please answer any or all of the above questions. Thanks a lot.