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I love the V birds. Why not try to show them samples of Art work like
that. ie Hiroshige's prints. If you look at Japanese woodblock
prints,you will often find representation of something with a symbol.
Why not include their representation of the bird in a lesson on
Tessalation(MC ESHER) A bird into a fish, or making a scroll and
Sometimes the evolution of a student is in the process not the product.
Bunki Kramer wrote:
> >Child development involves personal evolution and growth. Forcing children to
> >change their natural symbols before their time is like forcing a baby to walk
> >or be potty trained before they are ready. Talk about it and show
> >examples....yes. But forcing results in frustration and I want my kids to
> >enjoy art at such tender ages. If they/some "get it", great. If they don't,
> >I say they aren't ready yet. I keep on talking about it, and sooner or later,
> >they do. Melissa Smith
> Hi, Melissa and others on this train of thought....
> I'm all for reading child development articles/books in anticipation of
> teaching BUT (and I might be the only one here who thinks this way...which
> is OK by me) one must really take EVERYTHING you read with a grain of salt
> and a giant pinch of skepticism. If nothing else, experience has taught me
> to believe what I have personally seen in the classroom and some of what is
> out there to read is just plain bull. Remember that some of these child
> dev. writers have been out of the classroom for 15 or more yrs. or have
> made observations from isolated groups of kids....nothing to do with what
> we as teachers are dealing with in what some of us refer to as "real life".
> I don't think the art educators discussing lollipop trees are about
> "forcing" anything. I'm a firm believer that kids can learn anything at any
> age with the right teacher. Kids are always ready. Maybe the "teacher"
> isn't. Can 1st, 2nd grade kids learn algebra concepts like adding
> variables? Yep. Can 1st, 2nd grade kids learn calligraphy? You bet! I know
> because I've seen it and done both.
> Imagine what runs through my mind when a colleague says one of his math
> students isn't ready for algebra. I think my esteemed colleague is the one
> who isn't "ready"!
> I teach middle school and still see the corner suns, m&m birds, lollipop
> trees in my 6th graders (and 7th graders if I haven't tackled them to the
> ground yet).
> I silently bless the few elementary teachers who have taken the time and
> energy to teach their younger charges the difference before they reach the
> dreaded, fabulous, lovely, funny, mean and bitchy...(pick one) Mrs. K.
> I have an art teacher friend who one afternoon (a long time ago) gave me an
> excellent thought which changed my thinking and rearranged my teaching
> forever. I keep it in my mind every day and every project I
> orginate....."kids will give you exactly what you ask of them". If you ask
> for little, that's what you'll get. If you reach above their
> level...they'll give you that too. Again, I teach mid. school...I ask my
> kids for h.s. level in most cases. They give me that with joy and
> enthusiasm and confidence. Kids are always ready! Cya.....
> Bunki Kramer
> Los Cerros Middle School
> 968 Blemer Rd.
> Danville, California 94526