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Lesson Plans


Re: no elem. art experiences....

[ Thread ][ Subject ][ Author ][ Date ]
Ellyn Wenk (ellyn)
Mon, 01 Mar 1999 08:23:06 -0500

I think this is time for the elementary teachers
to integrate big time with the classroom
teachers. We should try to coordinate our lessons
teaching our concepts but using their themes or
subjects to reinforce their lessons in our
classrooms. We should get busy asking how we can
help them so that the students can pass these
mandated tests that are here now and are not going
away. The tests and standards stress hands on
learning which we do in a big way and the teachers
cannot get to because they are so busy at the fact
level of blooms taxonomy that they cannot get to
the higher level teaching of hands on products and
presentations and basically a fun way to learn.
The standards require this type of learning but
teachers don't know how to fit this into their way
of teaching. We can, and we would be considered
indispensable by the staff if we not only provided
breaks for them but reinforced their lessons. I
am not talking about abandoning our curriculums,
but enhancing their lessons while teaching about
art. For example when they teach about the earth
in first grade we can also teach about it with
clay and repeat the concepts the teachers taught
along with our own and a bit of art history etc.
We can help the schools in a big way to pass these
tests that have teachers screaming about getting
back to the core subjects only. I see elementary
art as more important then ever but we have to get
busy showing the schools how we can help in this
matter.
Ellyn

lindacharlie wrote:

> Whoa! That kind of shoots down the role of us
> elementary art teachers.
> Guess we might as well figure out another career
> path. Unless maybe
> there is something else to learning about and
> through art that is very
> important at the elementary level.
> I can understand the focus of secondary people
> on product. But I'd like
> to point out that I WORK MY FANNY OFF at the
> elementary level to lay
> some groundwork for the love and appreciation of
> art and its
> relationship to all our lives, and to nurture my
> students' developing
> abilities through process. I believe my students
> bring many of those
> understandings and skills to their subsequent
> art learning exoeriences.
> I would hope they are not summarily dismissed as
> inconsequential when
> they get there.
> Linda in Michigan
>
> Bunki Kramer wrote:
> >
> > >Bunki - I taught in California, Sacramento
> actually, for a year. I
> > >taught 2/3 grade and was outraged at the lack
> of art in the district.
> > >It was nonexistant. I'm curious how you
> students art abilities are at
> > >the middle level if they have had no art
> experiences or little at the
> > >elementary level. Do you notice a
> difference?
> > ******************
> > Hi, Gigi....Difference? I really don't see
> much difference on my end
> > because I'm so used to having kids come with a
> hodge-podge of art
> > knowledge. When a student comes in from out of
> state and has had lots of
> > art, I still can't tell much difference in
> their abilities...except maybe
> > in art history and the colorwheel. That's why
> I use my 6th grade as a
> > beginning point of learning. We specifically
> work on line, color theory,
> > composition, pattern, painting methods and
> weaving....and rules of the
> > artroom (I have them on a 7-week rotation).
> > ... I really didn't realize how much
> sophistication I was getting from
> > them (I use to teach high school) until I
> entered some of my students'
> > works in the state conference exhibit.....
> > ...if you ask me what the kids have missed out
> on or
> > have lacked in the elementary grades, I think
> they can learned quickly with
> > a high expectation level teacher and do
> exceptionally outstanding work.