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Re: talking and learning / Quiet ?

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From: Woody Duncan (wduncan_at_TeacherArtExchange)
Date: Sat Nov 10 2001 - 06:58:30 PST

We are encouraged to promote talking if it is directed and purposeful.
But I can't stop or would I even try to stop social banter when students
are engaged in painting, sculpture, etc. . In my own
adult studio classes both social banter and meaningful dialogue happens,
it's the norm. Why should students be expected to differ ? Now I think
research would support "absolute quiet" in an observational (right brain)
drawing situation. I insist on quiet in those situations. I just can't site
the research source.
                                                        Woody in KC

Susan Holland wrote:
>
> artsednet@lists.getty.edu writes:
> ><SNIP>he's not in tune with the latest in brain research
> >indicating that when the brain is engaged in TALKING it has the most 'parts'
> >active...the 'best' learning involves talking.
>
> hey, I'm not familiar with this research either. Can someone point me in the
> right direction? Wouldn't the talk need to be directed and purposeful? My
> kids talk a lot but it's all about their social lives. They need to learn a
> lot in that department this point in their lives, but I need them learning
> about art while they're with me. Also, I keep telling my kids that their
> talking brain is not their drawing brain and pointing out that kids who get to
> work without talking are having better outcomes in their art. Does research
> suggest this is really true? 

-- 
       I'm from Kansas,  where the Legislature and BOE keep trying 
        to define the term "suitable" because our constitution requires
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                      Only Kansas is flat, not the entire planet.
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      this e-mail message is from Artist/Teacher Woody Duncan
               Rosedale Middle School in Kansas City, Kansas
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---