Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


Re: intergration

[ Thread ][ Subject ][ Author ][ Date ]
Stenger - Judith DiSalvo (jstenger)
Wed, 9 Oct 1996 15:48:48 -0400 (EDT)


Lynn, thank you, thank you, thank you, etc.
I taught Elementary art many years ago, and my first day, a third
grade teacher wanted me to have the kids make papier mache globes. I was
speechless. Maybe your message will help a new teacher articulate what
art is not.
Judy

On Wed, 9 Oct 1996, Lynn Foltz wrote:

> Well, for goodness sakes - all I want to do is uphold and keep the
> integrity of art education at a high standard and REALLY TEACH ART rather
> than lose the real teaching of art by teaching students that art is a
> salt map or a pumpkin or a Christmas tree - I have been a supervisor and
> state presenter and Board Member of our state association and attending
> NAEA conventions for years and years and years ----- and what I have seen
> and observed so very many times is that people think they are teaching
> art by using patterns and season to motivate students.... this is not
> truly a DBAE approach------------- I also believe and live in a way that
> other subject areas become a part of teaching art WHEN IT IS A NATURAL
> AND REAL CONNECTION - I have fought this fight for most of my teaching
> career and I hate to see new and experienced teachers fall into the
> danger of creating sloppy and shallow programs - all for the sake of
> integration ---of course I integrate many, many, many times - but I truly
> make sure that it is APPROPRIATE for the goal or measure I am teaching
> for art. I hope I am making myself clear......Sorry to step on so many
> toes!!
> Most humbly and respectfully,
> Lynn
>
> On Tue, 8 Oct 1996, Norman Melichar wrote:
>
> > I find Lynn's comments on intergration interesting, if not a bit narrow.
> > At the elementary level intergrated art lessons are often the only way we
> > are able to teach art, and have felt for a long time that intergrated areas
> > are very appropiate. Many of us at the elem. level do not have "art
> > teachers" in our buildings. When the Getty people visited our school, lo
> > and behold, they were looking for art as an intergrated subject, not an
> > isolated entity. Maybe I'm confused on this issue. It seems artifical to
> > isolate a subject that is so much a part of our life, everyday. Most
> > students will never be professional artists, but they will experience art,
> > be surrounded by art, participate in art, learn to appreciate art, respond
> > to art, all throughout their intergrated lives!
> > Norm Melichar
> >
> >
> >
>