Mona Brookes really encourages silence when drawing. (Drawing with Children)
----- Original Message -----
From: "Woody Duncan" <firstname.lastname@example.org>
To: "ArtsEdNet Talk" <email@example.com>
Sent: Saturday, November 10, 2001 9:58 AM
Subject: Re: talking and learning / Quiet ?
> 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
> 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
> > >active...the 'best' learning involves talking.
> > hey, I'm not familiar with this research either. Can someone point me
> > right direction? Wouldn't the talk need to be directed and purposeful?
> > kids talk a lot but it's all about their social lives. They need to
> > lot in that department this point in their lives, but I need them
> > about art while they're with me. Also, I keep telling my kids that
> > talking brain is not their drawing brain and pointing out that kids who
> > work without talking are having better outcomes in their art. Does
> > 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
> the state provide a "suitable" education for all students
> Only Kansas is flat, not the entire planet.
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> Rosedale Middle School in Kansas City, Kansas
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