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RE: [ArtsEducators] Integration (long)


From: Hillmer, Jan (HillmJan_at_TeacherArtExchange)
Date: Tue Sep 07 2004 - 13:52:13 PDT

Thanks, Woody. I'll start talking to the kids about using their new skills in new ways .... adding to what they already know.
30 lbs of Chilies????

        -----Original Message-----
        From: Woody Duncan []
        Sent: Tue 9/7/2004 12:18 PM
        To: ArtsEdNet Talk
        Subject: Re: [ArtsEducators] Integration (long)

        jam hillm wrote:
> What I'm wondering about is how well our children
> integrate what we teach them into their everyday art.
> As I look at my student's work, this is a question
> that comes to mind, both as I look at art they do
> outside of class, and as I am teaching a new concept
> or technique.
> For example, I talk about horizon line from 1st grade
> on through 5th (the levels I teach) but yet seldom see
> them used on art initiated outside of the classroom.
        Basically, a concept is not really learned unless it is
        incorporated into a new unique situation. This is what
        my school system was trying to evaluating learning on
        when I retired. If applies across the curriculum in art,
        math, reading, etc. ie: in school we learn to compute
        percentages, then later we apply it in a new situation
        like gas mileage or home loan rates. If we are unable to
        use it we didn't really learn it or integrate it. We did
        it in school cause we were walked through it but it didn't
        stick. The same goes with concepts in art.
        But kids are really sharp. Now, I taught kids a bit older,
        6th, 7th and 8th graders, (middle school)
        but I think it can be applied to any level. You need to be
        upfront with the kids. Tell them, that if they don't apply
        what they covered in a lesson to a new unique situation
        then they don't really know it. They want to learn and are
        eager to show off skills. Then perhaps when they go on to
        high school they will avoid tracing and try drawing from
        observation more. Perhaps they will explain to their science
        teacher why it is helpful to copy a drawing upside down
        and what the right hemisphere is all about. I had a student
        come back to me and tell me her science teacher wanted
        to know why she was learning this stuff in art class.
        Explain the current theories of learning to your students.
        They will be more likely to apply the six strait writing model
        in letters to grandma if they think it is really relevant. Of
        course they must care about what they are writing about
        or painting. When our kids went to the art museum and their
        writing about the trip showed improvement, I always told the
        classroom teacher that it was because art was magic. I should
        have been upfront with her and explained that any experience
        outside the classroom would motivate interesting writing.
                But, I digress - Woody, Retired in Albuquerque
        I've got to go out and buy 30 lbs of green chilies (they roast
        them why you wait). I just can't help it, they are so fresh and
        damn cheap too.
        35 Quality Middle School Art Lessons
        in powerpoint format, on one CD $17 (includes shipping)
        Ordering Address: PO Box 91703
        Albuquerque, NM 87199-1703
        “The function of the overwhelming majority of your artwork
        is simply to teach you how to make the small fraction
        of your artwork that soars.” from: “Art & Fear”
        Where Woody's watercolors are:
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