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Re: [teacherartexchange] the benefits of three dimensional work/grant proposal


Date: Tue Oct 17 2006 - 05:41:18 PDT

Specific data I don't have, but to me it's pretty clear that clay is so much more tactile and kinesthetic than any other medium that there are students who don't do well across their other subjects but can focus with clay. If I were looking for research to support this, I'd probably look in Special Ed.


---- Original message ----
>Date: Mon, 16 Oct 2006 20:04:47 -0700 (PDT)
>From: chris massingill <>
>Subject: [teacherartexchange] the benefits of three dimensional work/grant proposal
>To: "TeacherArtExchange Discussion Group" <>
>I was wondering if someone on this list might be able
>to help me with a grant proposal I'm writing.
>I'm taking a graduate level grant writing class (in my
>spare time - ha!) and I need some help - so if anyone
>would be willing to help me I would appreciate it.
>This is my third attempt at a proposal - my professor
>shot down my first two and told me to "think bigger".
>originally I just wanted and LCD projector for my
>room, that wasn't big enough, so I wrote a proposal
>for a kiln and a year's worth of start-up supplies,
>still not big enough - so now I'm writing a proposal
>to put kilns in every school in my district (14
>schools total - for a grant for approximately
>My argument is that the state frameworks specifically
>state that students should have the opportunity to
>work with clay. Art on an elementary level is new to
>Arkansas and the state legislature passed the part of
>the legislature that requires art, but did not pass
>the part of the legislature that requires a stipend
>for supplies, so most schools have a supply budget of
>$1.00 to $2.00 per student - which is fine for drawing
>and painting, but makes most three-dimensional
>projects cost prohibitive.
>My new proposal is coming along nicely, but my
>professor would like to know - what are the
>repercussions of not allowing students to work in 3-d?
>My off the cuff answer has to do with multiple
>intelligences and the math/spatial connection. To be
>honest, I'm a potter and a sculptor and I definitely
>lean more toward 3-d art rather than drawing, as a
>viewer and as an artist (it's not only the work that I
>make, but the work that I most strongly connect with
>with) but I don't have any specific data or studies to
>reference as to the importance of exposure to
>three-dimensional media especially with elementary to
>intermediate level age groups. Any suggestions?
>Chris in Central Arkansas
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