It can work, but it took me a few years to actully put it all into practice. This is my 9th year and I felt the same way you did for the first few years. At some point it just clicked. I'm not sure how. I think once I got into the swing of how many roles and jobs were actually expected of me I had the time and experience to include all areas. Many times a lesson will emphasize one more than the other, etc. I fly by the seat of my pants - well, barely ever now.
Jancy
Occasm@aol.com wrote:
Day before school and I'm already reflecting about the things I have planned this
coming year.
I happenned to start reading the teachers guide for Glencoe's Art Talk from the eighties.
They lay out a middle school curriculum for 9 nine weeks that is text book DBAE.
When I look at the plan, it is comprised of only one or maybe two large projects, many smaller exercises for a day, reflective homework worksheets and assignments (written), and a lot of analyzing famous works of art. There is also aesthetics in the mix as well.
The reason I'm mentioning this is because this is how I was trained. I'm pretty fresh out of an Art Ed grad course and for some reason I've put a lot of this aside. I remember telling my cooperative teacher (who was very, very product oriented) that for me art production was only a piece of the puzzle.
I do introduce artists and art history and do critiques, but this accounts for a small part of the quarter. I've become pretty concerned about wow products, what's going up on the walls and if they will think it's a cool assignment.
I'm wondering how many out there, if any, are doing DBAE, where art producton is truly a component and not the center of it all. Can it work this way, or is it just theoretical?
mike sacco
p.j. gelinas jhs
setauket, NY ---
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