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> My question then is, how does one open the door to the individual who
> would explore new worlds, personal vision, etc. using the vehicle of
> art while still massaging the interdisciplinary curriculum.
Interdisciplinary as in DBAE I assume? I'd say that as a teacher, one
would have to be able to model such exploration in ones own work and
production. Students seem to learn more from what you model than from
what you teach. Especially if they find your model "attractive". That
seems to be why the work of the student so often initially resembles the
master. Your question is one you should ask your self, as well.. HOW
would YOU go about that proposed exploration in your own life? For my
part I feel my strength is in aesthetic theory more than in any of the
other disciplines but it must rely on history and criticism and it
profoundly affects my production (you can see a couple of .GIF files of
my own work at http://u.arizona.edu/~taylorh. It's still a messy site
under construction and these were handy GIFs which I expect to changeout
asap. and after I get them all visible, hopefully tomorrow night.) and
that of my students (you can see one of my 7th grade son's pieces there
> Can looking at what has been and is also lead to what could be or "is"
> to be discovered? Philosophically, it seems an easy jump, but practically
> how might it be implemented?
For my part, that is the only path. To implement "just do it!" somewhere
else (I think here) today I ran into an excellent quotation from the
Talmud, to the effect that we are only required to BEGIN (to DO something)
Not attempt, TO DO; Not complete, TO DO to take on the project without
reservations (like "I'll TRY" with its expectation of failure to succeed)
> Any good lesson plan examples?
If you could give me a class of clones of myself I could provide
effective lesson plans which could be closely followed. Beyond that
limitation, what is THE question of art that is important to YOU?
For me that question is: "What Is Art For?" it's a useful starting place
every day that I enter a classroom to "teach" or to study (this Spring it
is to study, This summer I should be back in a classroom to teach)
We could go further, and ask the students themselves that same question
OR the question that came before that one - the question of "what question
of art" is most important to them as individuals -- because if you can
help them to find such a question I suspect that you can get them
seriously engaged in the arts and their disciplines.