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Lesson Plans


RE: Reading and writing in art

[ Thread ][ Subject ][ Author ][ Date ]
Bickley-Green, Cynthia Ann (BICKLEYGREENC)
Sun, 5 Sep 1999 19:10:41 -0400

Thank you for mentioning this very important issue in art education. In the
East Carolina University Math Art Project we have found that when we ask
children what they have learned from a particular project every child has a
different answer. This is an area of art educaiton that needs more study and
understanding.

I would like to know if other art teachers on the artsednet have noticed
this aspect of the teaching/learning transaction.

C. Bickley-Green
Director ECU Math Art Project

> ----------
> From: RWilk85411
> Sent: Sunday, September 5, 1999 6:06 PM
> To: artsednet.edu
> Subject: Reading and writing in art
>
> It seems that some of us are forgetting that students learn in different
> ways
> and they need to demonstrate that learning in different ways to make it
> fair
> to them. Not only that but, if they are incapable of speaking or writing
> about their artwork, they have not really learned very much.
>
> That is why every lesson in my classes includes the opportunity to
> write/and
> or speak about what they learned and how they used it. I also,
> personally,
> feel that it levels the playing field in my classroom to give them more
> than
> one way to demonstrate their learning. I, like almost everyone on this
> list,
> have students with learning disabilities, ESL students, as well as
> students
> who have no limitations but whose writing skills may be better than their
> art
> skills (due to our education system). I try to give them all a fair shot.
> Sometimes they have learned more than their art work indicates.
>
> Then there are also fields in art that do not require production. I don't
> want them to feel that there is no room for them in the world of art if
> they
> don't have a truckload of production talent. I have had two very good
> friends
> who went into art history because of their love of art and lack of
> production
> talent. One was the best art history teacher I have ever had. She was also
>
> one of the few truly inspirational teachers I ever had. What if she had
> been
> made to feel that there was no place for her because she didn't possess
> very
> good manual skills?
>
> No, we don't just talk, read, look at and write about art. We also make
> art.
> It is possible to do it all without any real strain. To argue otherwise,
> to
> me, is the same as to defend monkey-see-monkey-do projects over teaching
> art.
> Reatha
>