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:
> firstname.lastname@example.org 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?