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I would like to know if other art teachers on the artsednet have noticed
this aspect of the teaching/learning transaction.
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
> and they need to demonstrate that learning in different ways to make it
> 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
> or speak about what they learned and how they used it. I also,
> feel that it levels the playing field in my classroom to give them more
> one way to demonstrate their learning. I, like almost everyone on this
> have students with learning disabilities, ESL students, as well as
> who have no limitations but whose writing skills may be better than their
> 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
> don't have a truckload of production talent. I have had two very good
> who went into art history because of their love of art and lack of
> 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
> made to feel that there was no place for her because she didn't possess
> good manual skills?
> No, we don't just talk, read, look at and write about art. We also make
> It is possible to do it all without any real strain. To argue otherwise,
> me, is the same as to defend monkey-see-monkey-do projects over teaching