Well spoken, Mark.
Additionally, Sharing the problem solving with your peers (like us!) furthers the exploration and invites new opportunities for all of us.
From: Mark Alexander [mailto:email@example.com]
Sent: Thursday, October 23, 2003 8:33 AM
To: ArtsEdNet Talk
Subject: Re: Problems (was Plaster mask problems)
Well, well, well. This topic seems to be a sore spot with some - not the plaster masks part - but the idea that teachers need to know all there is to know about everything they present. I strongly feel it is important to stick your neck out there as often as possible, to try those problematic projects, follow those divergent thoughts, be willing to risk failure, to explore something new and interesting - because if we stay safe, we miss so many opportunities to learn and grow as teachers and as students. Especially art teachers, who of course are responsible for teaching kids art skills, but also, and most importantly, teaching and modeling an artist's 'can do' attitude. I frequently jump into projects which can and do present unexpected problems (I've got a couple going right now!!) but in the process of figuring out solutions to those problems with the students, I am modeling the kind of problem solving processes which will prove invaluab! le for them in the future. Of course it is good practice to experiment first, before presenting to the students. But even then, be prepared for and welcome problems, because art (and life) isn't about knowing the answers...it is about discovering the questions.
Patricia Knott <firstname.lastname@example.org> wrote:
I'm a bit perplexed .............I wonder why any teacher of any subject would attempt to present a lesson on any subject or technique that he/she has not resolved before presenting?.................Please tell me why you think you can attempt something you are not prepared for?