BXXIII

Reflect on the experience of making a work of art with others.

Once again, I regret to say I didn't really get to participate in a large portion of the installation for this semesters open house. But I did show up for the last day!

Catching up to what was happening was a bit confusing at first. Everything seemed to fly by with all the information that was being told to me. But as I let it sink in while I was painting my balloon, it was comforting that I felt like the balloon I was painting. Thus my balloon not only represented my student, but I as a student as well. I gave it a sunny deposition.

Working together with others was a warm environment. I enjoyed seeing what others created and the creative energy we fed each other. The encouragement that everyone gave each other was also heart warming. I felt that the energy in creating our installation was great. Though it was rushed, I felt that the opportunity for the entire class to work together to create a large piece of art was a great way to end the semester and this experience. I wasn't there for all of it, but I felt a collective excitement and sense of completion when it was done. Having the ability to work together gave us something to teach each other and to learn from one another.

Vince and I stayed a little longer than everyone else and it was nice to see everyone kind of trickle out of the room. Vince and I put some finishing touches on the installation and I felt that it was quite peaceful, like breathing out and feeling like it was all over. Bittersweet. The balloons were floating over a world our class created and it was nice seeing it all together. It was like nothing I had experienced before and nothing that can be duplicated. Collaborative work has always been an interest of mine and now I can add the installation to the list of collaborative experiences.

BXXII

Discuss your experiences in Art 307. What have they contributed to your understanding of Art? of the Role of Art in Leaning? of what the relationship between education and learning is? of the role of the teacher in this process?

I feel that Art307 has been a lot more hands-on interactive learning that 205 and I've loved it. I've always been more of a hands on learner, so being able to experience and witness what this class is about has been a great experience. I feel that I've come to understand art from many different perspectives than just my individual relationship to art as an artist. I understand it now as a student, teacher, and artist - all individually and all together.

I feel that art has so much more potential than has been implemented in the school system and I've learned how much of a role Art can take in learning. Art has the possibility to teach things without the student even knowing it, but then again it would probably be a good thing for the teacher to inform students just how much they're learning. Learning through art just seems such a nice way of applying knowledge rather than reading things out of textbooks.

Teachers act as guidance - not rule enforcers and people that tell you what you're doing wrong. Frankly, I feel that a good teacher is rare and that's a shame. I feel the role of the teacher is so important, without a teacher the students would be lost. And at the same time, the students help the teacher learn things as well. A teacher and student learn together to educate each other about art, other topics, life, each others and themselves and that's what this class has given light to me.

BXXI

What has this experience of working collaboratively added to your understanding of what one learns through art?

I am slightly saddened to say that I didn't have the opportunity to work together with the class because of my contraction of Laryngitis. Mostly depressing, but at the same time I imagine the rest did my mind well. I found myself finding a lot more creative thoughts in my head than before and my hands itching to create. So perhaps I had run my body too far and thus faced the consequences. It's just unfortunate the consequence directly influenced my attendance and participation in the classroom.

However, I can imagine that working together for the rest of the semester will apply to this blog entry. I have found that working collaboratively has given me the understanding that there are SO many levels to art education. Though I hadn't thought that art education was simple and easy, I had no idea how complicated it could be, nor how enriching it could be. The group that I have met and worked with through this year have become great peers, and I have made some great friends as well.

Art is so amazing in it's adaptability and ability to teach so many things - almost in disguise. I did feel like art was something that was a means of communicating many things, and inspiring individuals to do amazing things that are beyond art too, but I never had really followed through in understanding why and witnessing how it was so vast. So this class has been eye opening in that way, and I'm glad I've taken it.

BXX

Where do our notions of visual art as a solitary activity come from? What are the benefits and limitations of engaging in collaborative works of art?

I think that the whole notion that everyone's out there to benefit themselves doesn't help that notion. When looking back at history, everyone regards artists as solitary people. They aren't considered collaborative in any way. At the same time, it could the the natural difficulty that occurs when you work with other people. It's only natural for their to be conflicts of interests and perspectives. Also, gifted and introverted individuals are given the credit of being more creative, from what I've heard. Because of that, all these artists can be seen as artists, or the stereotypical individuals that go off on their own to dream up their next piece without the company of the whole of civilization.

Collaboration with other artists can be extremely benifical in the fact that the artist gets to see other perspectives, learn new techniques, among other things. The play off of the creative energy in a group can be so amazingly positive and create something that none of the artists could have made individually. Nonetheless, there are the times in which personalities can clash - or even just moments which groups of close artists clash even if very good friends. It's the nature of human interaction. Though there are obstacles to collaboration, I feel it teaches an artist a lot more than an artist can learn on his or her own. There are things that an artist needs to explore individually, don't get me wrong - I love my alone time too, but working with others presents different opportunities than just learning alone.

Once again, I preach balance.

BXIX

Reflect on your time with the child you worked with. What succeeded and why - refer to Dewey and other readings? What did not succeed and why not - again, try to find a reason based on the readings you have done for this class. If you could work with this child again, what would you like to do next time to develop what you today's experience?

I loved working with him! It was so much fun! Oh gosh. I feel like it was a complete success, I mean I may be biased, but still! I feel like it was a good experience for both me and the student. Zen looked explore and became a little more artistically independent as the art project went along, and he also put the entire book into a context. He thought about who he'd share the book with, how he'd explain the story about making the book, and how he could use what he had learned and apply it to other things as well as steps to learning more. So, I feel, it does fall into a good experience according to Dewey. He learned things about art, stories, other topics, as well as himself. He understood the responsibilities and role of a student and teacher relationship as well as other relationships. I feel like he is an amazingly gifted child and it was my pleasure to learn with him.

Because I was so adaptable to the situation, I feel like Zen was in an environment that changed as we went along. If there was anything that felt like it could go wrong, I could adapt before hand. Having a great sense of communication between me and Zen helped with everything. Knowing that we could both ask each other questions and that we'd be learning together, even if I was guiding Zen, we both were going on the same journey. What would I change? Only the fact that I hope that it could continue, and I think I will try to do that.

BXVIII

How does learning in, through or about art change when we begin to look at moving beyond a standard, Western European based, middle class curriculum? What to these “special” cases reveal to us about the central issues for our practice as art educators?

In order to understand art, looking at moving beyond a standard Western European based middle class curriculum is needed. In doing so, students begin to understand that art is a universal and interpretive means of communication. Though it's hard to understand at first, looking at art from beyond Western-Euro art, different aesthetics can help a person learn a multitude of things.

The issue with multi-cultural art teaching is the danger of teaching what one doesn't know or understand. Art classes become crafty and the cultural meaning behind any art becomes lost in a sense of 'lets just get it done'. Though it's hard to incorporate different cultures into art education, I believe it is beneficial. It would take a lot of effort on behalf of the students and teachers to get to a point where studying beyond Western-Euro middle class art is meaningful. We shouldn't confine our cultural education to the minor things we know of other cultures, research would be needed.

Special cases in education remind us that we're constantly becoming a more diverse society. Everyone originates from different places, if not multiple places. Identifying ourselves as one thing and many others creates a community that is much more than just Western-Euro middle class. What we need to realize is that by learning and understanding these special cases will help us not only learn in art, communication, and the world around us, but help us learn about ourselves as well.

BXVII - We are family

I got all my sisters with me
We are family
Get up ev'rybody and sing
We are Family - Sister Sledge

What does learning in a community-based setting afford children? What are they able to learn in a community-based setting that they would not be able to learn in a school setting? What does teaching in a community-based setting afford the educator? What can one do in a community-based setting that one could not do in a school?

I believe a community-based setting allows for students to see a variety of perspectives from a variety of knowledge that the community has, as opposed to the knowledge of a singular teacher. Learning in a community gives them an understanding of how to interact with others and to learn with others (by applying the knowledge they gain through their experiences). When a child learns one an one, the child has the potential to strongly focus on a single subject and become very adept at it. At the same time, if the child doesn't like that subject, it's kind of stuck between a rock and a hard place. Thus, in a community it has the opportunity to explore, which I feel is an integral part of learning.

The educator, in a community setting, has the opportunity to learn beyond his or her own knowledge. Though there is the possibility of the educator learning from the student, being in an open community offers the knowledge of the entire community - more heads are better than one. I feel the communal knowledge offers something a more open concept education and knowledge pool. It also offers the practical application of knowledge that the student learns in or out of school.

Though I'm not saying school would limit a child, a community setting , if managed properly in a way the parents don't take over the educators role as a teacher, can be a positive experience for a learner. Once again, I believe a balance is needed. School has it's reasons for being an effective learning environment, but none the less the community offers something school does not. As mentioned before, allowing the student the application and exploration of it's knowledge would be much more wide open in a community setting.

BXVI

Unfortunate times call for unfortunate happenings. Time constrains me and I have no ideas about what songs to introduce my blog with. So alas, I am song-less.

Describe your most meaningful learning experience in a museum or art gallery. What elements made it so. Relate this experience to Dewey’s notion of a “good” experience.

To be honest, I've never really been to many museums and art galleries. Whether or not they were meaningful eludes me. Being the observer I am, I feel that every visit I've been able to find something to be inspired by and thus learn things on my own. In that sense, I've always had "good" experiences.

I generally consider myself a very positive person so I can see the lessons learned out of say, negative, experiences as well. I find that, since I'm very perceptive, I don't really have to stay in a museum or art gallery to figure out what I'm drawn to and what I feel will benefit me in some way, may it be related to art or me personally. I've always wandered around as opposed to systematically looking through a gallery. I feel because of that, it also gives me a good experience in every museum and gallery I go to as I see things in my own individual way.

It's hard to say, since I don't really remember too many museum or gallery experiences on my own. But I believe with the right outlook, just about everything is a museum and gallery - the world is a reflection of what's been important to society in the past, present, and what will be important in the future. It's just a matter of opening your eyes and seeing it.

BXV - Um bu bu bum da de

Pressure pushing down on me
Pressing down on you no man ask for
Under pressure - that burns a building down
Under Pressure - Queen (Google says their site may be harmful for your computer DUN DUN DUN, so I didn't link it)

What issues arose as you tested your lesson plans? Why did these issues arise? Can you ever fully anticipate every detail of the situation you will be working in? What role does planning play in a responsive teaching approach?

I feel that the issues that arose are mostly things that are out of my control, subjective reactions from the student. The objectives for my lesson were fairly general and not specific to timing and order, as long as the end of the 'class' or lesson the objective was covered, the lesson was successful. The issues didn't arise as much as they were just made aware while testing the lesson. Testing the lesson was pretty straightforward itself, adding a 5 year old student into the mix is what would make the lesson possibly 'bumpy'.

Thus, I truly don't think you can fully anticipate every detail of the situation that hasn't happened yet. There are so many questions that children ask, you couldn't possibly have all the answers with all the different contexts those questions could be asked in and answered in. Therefore, planning in a responsive teaching approach is a guideline. It's strict in the sense that there are things to be learned and accomplished. However, being a responsive teacher, there really isn't a 'spend ten minutes on this, then fifteen on that, then move on' because being responsive, a child will spend unpredictable amounts of time absorbing different kinds of information in different ways.

The pressure for such an objective, linear, and left-brained plans for lessons is detrimental when building a child's educational structure. Thus, I feel a responsive teaching method is much more positive and enriching. Plan for the big picture, and understand the details will develop on their own.

BXIV - You hate to be rude but you really must go

Leaving me to wonder if I’ll know
The words that I say that give me away
As being unworthy of you every time
Acetate - Speechwriters LLC

What is your drawing history? Where have your notions of the role of drawing in art come from? How do you manage your “drawing anxiety?” After reading Kalin’s chapter, describe how you might mentor an anxious draw-er into the joy of mark-making. Write out the questions you will ask your parent about his/her child's learning characteristics (based on readings you have done); the programme they are working on; areas the parent might like you to explore with his/her child.

I was one of those kids that had the ability of representational drawing, thus never had the 'I can't draw so I won't do it' mentality. However, I did have the 'this isn't good enough' mentality constantly. My notions of the role of drawing in art are that it is important. I've grown up cherishing my skills as a drawer, and I feel that those skills have given me the ability to build upon it and learn other aspects of art. I think that's something I've learned from experience as well as my family. My mother and father were always artistic and they nurtured it within me - and my mother encouraged me to have a critical eye to understand how I can critique myself to become better. So I have a personal attachment to drawing in art, and those notions are personal.

My drawing anxiety, these days, are mostly because I know I can do better if I practice - thus any anxiety is my knowledge that I should but haven't practiced - however it's not due to the fact that I feel that I am 'bad' at it. I feel that I've already encouraged a few people that believe that they aren't 'drawers' to enjoy 'mark-making'. It has a lot to do with encouragement and making it understood that 'good drawing' doesn't come out of no where - it comes with experience, just as any other skill and any other task. The negativity of 'that's wrong' is definitely NOT the way to approach the situation. Having the student learn how to critique, I feel, is what makes a good artist and that's that.

For my unit plan, I've decided to take the suggested route of creating an illustrated children's book with my child. Questions I asked the parent were similar to the following: What is your child doing artistically at school and at home? What does your child enjoy doing artistically? recreationally? What are subjects in school that your child is particularly interested in? What do you feel are your child's strengths, in general and artistically? Are there any developmental concerns you have about your child? Is there anything you'd like your child to learn or work on? How is your child doing in school? What is your child's favorite part of school? What is your child learning in school at the moment? I feel the variety of these questions allowed me to get a sense of the kinds of things he gravitates towards to and how the child may react to certain activities. I feel, also, that some of these questions were directed at the child as well as I feel having the child answer the questions made the answers for the questions more rich in context from both the parents and child's view point.

BXIII - When you feel a hand on your back

You've got a friend
When you put me on the right track, you've got a friend
When I show the love right back, you've got a friend
Damn it feels good to know I've got a friend
You've Got a Friend - Far East Movement

What were the benefits of the peer teaching events? How would you incorporate peer teaching in an elementary classroom?

I feel the benefits of the peer teaching events was easing our way into teaching a lesson that had been planned quite extensively. It was a way to prepare us for teaching a child of the age group - yet not have to deal with the age mentality that we knew we would have to if were teaching in an actual elementary level classroom. That way we were able to focus on what it takes to make a lesson, plan it, and then actually execute it. It also allowed reflection on the process, from both your peers and yourself, after the actual event.

I personally feel that teaching is one of the greatest ways to learn. Not only are you applying knowledge that you have learned, but you are re-establishing that knowledge by teaching it to someone. While you are teaching, you have the opportunity to look at the topic from another perspective, perhaps even more perspectives than just one, and answer questions which you may have not thought of - thus there is teaching AND learning for both the students and teacher.

In an elementary classroom in that case, I would be most enthused to try and incorporate peer teaching into the students lesson plans. To have a child teach the other students would be a great opportunity to understand roles, environments, and community. Respect for their fellow students would have to be established and understood as a child shouldn't become too 'bossy' or perhaps just the opposite - overwhelmed. But in having a child teach something to the other students gives them a confidence in not only the subject they peer-taught but as well as confidence in themselves. We're all friends, so why not share what we know as a community to grow as a whole?

BXII - Note to self:

I miss you terribly.
This is what
we call a tragedy.
Come back to me,
back to me,
To me.
Note to Self - From First to Last

Thoughts. Tragic thoughts that are lost if things aren't documented, oh how I have, can, and will, miss you.

Discuss the importance of documentation to teaching and to a child's learning. What are the challenges of documentation to the classroom teacher? What are some strategies that would help address these challenges?

Oh the challenges of documentation, how there is one large challenge (though there are others, this one is the most apparent): actually doing it. The process of documentation, I feel, is something I've had to get used to. Figuring out what to write and what to make significant or not - and if anything, everything can be significant.

So, strategies. Practice. Frankly I've found nothing more useful than practice. Knowing what is significant to the individual that is documenting is, I think, entirely personal. Having a method appropriate to take notes is also of importance. Some people cannot write quickly, so they jot post-it notes or take pictures. There are others that prefer to take the time to write detailed thoughts where as some people may not have the time - as managing a full classroom would be difficult. Managing one's own thoughts as well as keeping control of a teacher's role and the classroom in it's entirety.

Why it is all important is embodied in the song I chose for this entry - to keep thoughts. I find that I hardly remember every detail of an event that even just happened, let along be able to reflect on all those thoughts that may escape me. Having the documentation would allow for an individual to be able to look back and see what they were thinking, or what their students were thinking, and then expand upon each thought. Priceless.

PV - In the night

I visited and worked on the puzzle before my evening class. The quiet and darkness outside of the the windows and the silence of an almost empty floor is quite serene. Making a puzzle in that environment was as if time stopped. I just focused in on the puzzle and the world around me just faded away. It's quite a marvelous feeling. Yet at the same time - I feel I can work on the puzzle effectively when someone else is there with me as well. Working on it alone was good for a while, but if I looked up, the silence echoed and I felt extremely alone. But I don't think I've always been a person that needs people around. Having someone to chat with while working on the puzzle is nice, however it needs to be someone I'm comfortable chatting with... otherwise I just work on the puzzle with someone there without chatting because I'm not sure what to talk about.

So what does that mean for me? I feel that it 'speaks' to the fact that I am an introverted individual. I work well alone, however if I am with a close friend, interaction is easy. I have found that throughout my life experiences that I have gathered so far, I have slowly developed more social skill making my introverted personality less obvious (as when I was young I was said to be extremely shy and quiet). So now I feel that it has developed in the sense that I will not isolate myself because I'm unsure how to interact with others, I am comfortable in environments with others and I will interact - to the point where I feel like I have given an effort - I am still introverted after all! I'll find my way and comfort in my individual and solitary way, yet I have grown to enjoy group activities.

PIV - Comfort zone

I'm a tiny bit of a puzzle addict. Not really though. I impulsively want to finish the puzzle and when I find a piece that looks like it goes somewhere, I really want to put it there, even if I should leave the classroom. I have the visual ability to associate such tiny pieces of a puzzle with a small amount of color to another piece of a puzzle. I've noticed that my other group members have somewhat dwindled from the puzzle solving. Allison and I are who that remain for the majority of the time. Though I still feel like I do a lot of the puzzling. I don't feel it's a leader role, in the strict sense, as I'm not telling anyone to do anything, but I still feel that I'm perhaps providing some small motivation because I FEEL motivated. Spread the feeling?

Focusing on color groups and specific patterns help the puzzle going quite quickly. I feel that I have a small methodology when it comes to the puzzles, and it's a pattern that I've established and it continues to work - therefore I keep on using it. Though initially separating the puzzles into color groups for this puzzle didn't help as much as I hoped, I used the same method and applied it to detailed patterns - which helped MUCH more. So, same method, just applied in a slightly different way. Perhaps this tells me I like the comfort of rituals I have established that work for me, but when I feel they don't work as well as I hope I will SLIGHTLY adapt my methods. That way I remain comfortable but I am trying something new.

BXI - Cause you're working

Building a mystery
Holding on and holding it in
Yeah you're working
Building a mystery
And choosing so carefully
Building a Mystery - Sarah McLachlan

What are the benefits and limitations of integrating the arts throughout the elementary school curriculum? What issues are you encountering as you plan your unit? How do you think these issues might present themselves in the classroom situation? How are you addressing these issues now? How will you address them in the classroom?

I feel the benefits of integrating arts throughout the elementary school are the fact that it would create a more holistic curriculum for the students. Integration of arts automatically show a 'practical' use of whatever that is being integrated, thus defining the integrated subjects into a situation where the student would use the subject in a normal day situation. I find the whole process a bit of a mystery, as you can never really determine how things will integrate... I feel the most integrated of topics kind of take on a life of their own. As for limitations, it's almost the same issue. If something is integrated, you have to make sure the students are definitely aware of what's being integrated and used - otherwise things lose their educational merit in a way. If the students aren't aware what things they're doing are science, math or otherwise, the reason of integration would lose it's integrity. Another limitation to art integration is the ability of the teacher is extremely influential - that is if the teacher has little knowledge of art education, art integration may turn to 'crafty' projects, just as Dr. E fears as crafts have little artistic worth.

Integration in my unit ... well my unit was an integrated lesson so thus, it was the purpose of my lesson! As my age group is 5-7yrs of age, I feel it was quite easy to integrate subjects with art - it's all so intuitive integration as at that age a lot of the curriculum is based on exploration. As I those issues mentioned in the previous paragraph, they were be in attendance in the classroom, I feel they were something I needed to pay attention to. Making notes to read off of while teaching the lesson, just small reminders of what I should be talking about, were extremely helpful. Having made myself some reminders, and documenting the process, made me pay attention to what was happening and what I should be doing. Thus being prepared and making notes for one's self in the classroom was an effective way to keep an integrative lesson plan in check and fully effective. It still remains a mystery to me why there aren't more integrative lessons in elementary classrooms as it seems quite intuitive, but nonetheless, it is the way the system is built.

BX - Those evil-natured robots

They're programmed to destroy us
She's gotta be strong to fight them
So she's taking lots of vitamins
Yoshimi Battles the Pink Robots Part 1 - The Flaming Lips

Technology doesn't have to bad, we don't have to cower away from it in the classroom - it can be an extremely wonderful tool. Thus take vitamins of knowledge to understand how it's not all gun-shooting-bloody-head-shot video games that make children couch potato zombies, it can be enlightening and empowering when it comes to art.

Discuss the relationship between popular culture and art. Why is it important to provide children with a range of media from traditional/historic media to contemporary/popular art media?

I think it's awesome that I'm actually taking a popular culture class this semester and can answer this question with a little more umph that I could have last semester without the class. I have been studying how popular culture, though it may seem very common and repetitive, underhandedly embodies the reestablishment of any dominant ideologies that our culture has. It can be seen how, especially in popular music, popular culture can be seen as extremely commercial, commodified, and simple repetition of whatever is making the most money at the time, it however is just voicing what values our society has. Though it's hard to see most of the time, if you really keep a critical eye for everything - in time you'll see, for example, how some hit tv sitcoms just demonstrate our importance of having the societal structure that is currently in place.

On that note, it is important to provide children with a range of media from traditional/historic media to contemporary/popular art media because it is what is important to understand our developing society. Without exposing the children to new technologies that allow for new ways of making art and understanding art, they are missing out a part of societies development let alone their own. So the suggestion of introducing film making, digital photography, and computer programs for graphics and such, will allow a student to add another dimension to grow as a student and person. It's another area for a child to grow and instead of having the student discover on it's own later in life, introducing it within an elementary classroom could introduce the technology slowly to understand how technology interacts with traditional practices - and therefore perhaps establishing a balance of technological and traditional practices making the students more well-rounded as opposed to couch potatoes like the reading had mentioned. (The activity in the reading, of interviewing a practitioner of technology would be a good exercise for the students)

BIX - Don't you put it in your mouth

Don't you stuff it in your face,
Thought it might look to eat,
And it might look good to taste,
You could get sick, ick
Real quick,
Real sick, real ick,
Don't you put it in your mouth,
Till you ask someone you love,
If it's okay to eat,
Like a muffin or a beat,
If you don't know just what it is,
Don't put it in your mouth,
Ick!
Concerned Children Advertisers Commercial

I didn't include all the lyrics, as I didn't write in the repeated lines and random quips, but it's the jest of the commercial jingle which I remember growing up and seeing on tv.

In Kalin’s chapter, we are given some suggestions for creating a safe (physically, emotionally, and socially) environment in which children can learn in, through and about art. Look at the guidelines on p. 154-55. Describe how you might address each of these guidelines with the child you will be working with.

Classroom Management: Establishing rules for student behavior, your own behavior, and how things need to be run so things will function smoothly and effectively are important for the classroom. In the reading, Kalin addresses how consequences should be put in place in response to misbehavior - but even more important is that the prevention of inappropriate behavior should be practiced.

In my classroom I would hope to establish an environment where the students learn that respect is a large part of what establishes good behavior. I will show everyone respect as should they - though the kids should understand that I am the teacher and they are the student. I would establish the rules of the classroom, and discuss with the students to see what reasonable consequences for inappropriate behavior should be. Having a mutual understanding of what the rules are (and for) and what consequences should be for inappropriate behavior will give the students a mutual understanding of why respect and good behavior is needed to keep a classroom safe and fun (emotionally, socially, and physically).

Having a classroom in which rules and consequences are established and discussed among everyone, I would hope, have a positive effect on the community aspect of the classroom. When inappropriate behavior does occur, I will need to make sure not to draw attention to the student (as the student could want the extra attention or may have unintentionally forgotten to clean something or spill something). Consequences aren't in place to be negative, but to encourage the students to remember what the rules are - thus preventing inappropriate behavior is the best solution to the issue. Proper communication and attention to all the students will allow for a good rapport which establishes the appropriate relationship between student and teacher as well as student with their peers and environment.

All in all, good communication with the students, and discussion with the students to establish what appropriate behavior and procedures are within the classroom will make a safe and fun classroom. Having materials and activities that are appropriate for the safety for the students is a given. Being constantly aware of the safety measures that should be taken, or substitutes for possibly harmful materials, will make for an environment less about worry and more about learning. Having procedures in place to make sure students are paying attention to what's going on (noise levels, paying attention, no running with scissors, no putting things in your mouth) like putting your hand up when the teacher does to show you're paying attention and quiet is a quick and easy way to once again insure the safety of the classroom environment.

BVIII - In the days of my youth

I was told what it means to be a man,
Now I've reached that age, I've tried to do all those things the best I can.
No matter how I try, I find my way into the same old jam.
Good Times Bad Times - Led Zeppelin

Not that I was told what it means to be a man specifically, but I was told what it means to grow up... rather that I needed to always grow like the milk ads tell me to do: 'Always grow. Grow all ways. Never Stop. Milk'

Reflect on the studio work you have done this semester. Which experiences did you find the most successful, in terms of Dewey's criteria of a "good" experience, and why? Which experiences did you find least successful, again according to Dewey's criteria, and why? What have you learned about art and learning? What would you still like to learn? How does the art educator respond to the individual needs of the learner while ensuring the continuity of experience?

I feel that though the studio work for this semester has been geared towards children, my group specifically addressing five to seven year-olds, it gave me a nice sense that there's always something you can learn from your inner child. In a sense, I feel we're all just children thinking that we've grown up when really, we're always growing so we're never actually 'grown up'.

Deciding what the most successful and the least successful seems difficult to me. According to Dewey's criteria of what a 'good' experience focuses on a 'bigger picture' methodology. Though he does believe in setting effective and valuable short term goals, he believes a teacher needs to take account for the students past and present experiences, environment, and skill to make the student aware of the constant growth needed in their art education, education in general, as well as their life. To me, I feel that if the instructor has the ability to give the guidance a student needs, whether or not it's successful is up to me as a student to determine. Though there is the romanticism that a good teacher will be able to always help a child in need - there is the fact that the student has to be willing to accept the guidance given to them.

Thus, I feel, for me and the student age the lessons that were given in our group, that all of them were successful. Successful in the sense that it allowed for a freedom and understanding that there is always room to grow, yet a structure that guides the students to understand where their short term goals at their developmental stages - and in the art room, freedom to create and constantly grow as creative artists.

PDIII

Oh Goodness! I've forgotten to make note of my previous puzzling experiences.

Since the last post, my group an I have managed to complete our puzzle as well as start a new one. The new puzzle is much more complex, as well as 500 pieces extra (a total of 1500 pieces). I'm excited to see what happens.

Also, I believe I did help Vince's group a little bit. I sat down with him and put some pieces together. I find that the biggest difference between our groups is that my group has been able to stay in after class to work on it, where as the other group, I assume, have classes after ours. I find also, not to their fault as everyone has their own tastes in activities, is the least enthusiastic about the puzzle experience. Where as my group... specifically I, am a puzzle buff and have always enjoyed doing them.

Until next time puzzlers!

BVII - Don't think I'll confess

Why would I confess that I
Don't think I'll deny
why would I deny that I
Don't be so hard on yourself
You won't get better till you get worse
Yeah you send a little smile my way
Don't Confess (This Thing that Breaks my Heart) - Tegan & Sara

Why do we assess learning in art? How can learning to self-assess in art transfer to other subject areas? Life endeavours?

I don't see it as assessing as much as I see it as critique -though it could fall into the same category and be considered synonyms anyhow. Though I don't promote anyone to be ridiculously critical of themselves, too hard on themselves, self-assessment and critique is something I feel is important for an individuals growth not only in art, but in life as well.

I feel assessment in art is something in order for an individual to learn about themselves. I'm a strong believer in the the idea that no one and nothing is perfect and that there is always room for growth - may it be in any direction. Learning to critique your own work grounds you as a an artist and person, understanding that there is always room to grow. It also allows you to improve your own aesthetic. By being able to see and understand how you can improve yourself, how you can move to see things from a different perspective, and how you learn is something to be treasured.

I'd like to believe the strongest artists and individuals come from a growth in which they truly learned to critique themselves in a way that helped them holistically. Understanding how they approach life and it's many pieces is something I feel comes out of self assessment. Though at first, critique may feel like you're being down on yourself and that you slowly feel negatively critical, an individual will find a balance where there's both positive and negative in self assessment. In doing so, it will definitely bring a smile to their face when they've accomplished something in the process.

BVI - And now I understand what you tried to say to me

How you suffered for your sanity
How you tried to set them free.
They would not listen
They did not know how
Perhaps they'll listen now
Vincent (Starry Starry Night) - Don McLean

Discuss the importance of teaching art as a core subject. Why is it important to ensure that there is time set aside in the curriculum, resources (teachers with art background, supplies, community resources) and space provided for art as a separate subject?

Art is a means of communication that I feel is based a lot more on an individuals expression of a emotions from an experience. Though sometimes it can be, sometimes it just can't be expressed in another way. Art is a development of so many different skills and understandings which is why I feel it should be an important core subject. Though you can say all subjects in school promote a child to explore their emotions, communication, themselves as an individual, confidence and numerous other things, I feel art does have it's own unique benefits.

Art presents a means in which a student can express themselves as an individual by applying skills, concepts, and theories. Many teaching methods of other subjects in school strive for a student to memorize and theorize, yet not apply their knowledge. In order to do well in school a student only has to regurgitate and recite whatever the teacher has given them to learn, may it be out of textbooks or handouts. Art is application since a piece of art cannot be duplicated. Though a student may be inspired by a piece of work, the teacher can encourage the student to put their own personality into it, making the student grow in their understanding of themselves as well as what art is.

There are so many facets of art as well that students can explore. Art is a subject that molds itself to whatever the learner needs and wants to explore. The development of the student is complimented by what they see in their art and others to create something they are proud of. Though Art can be included in different subjects of the school curriculum, in many ways art is minimalism and simplified to the point of being crafty or not really teaching anything about art to the students. Art is a complex subject that needs it's own environment, materials, and teachers. Without the complete 'pack', Art could be lost to misunderstanding and left to the students as drawing what you see is all it is.

Art can be an expensive subject, mentally, physically, and even financially. Support of Art as a core subject would need to be funded and supported by teachers that understand what Art education entails. Without a higher understanding of the complexity of art, art is simplified and rendered something much less valuable to a learner. It seems that this is probably the most common problem in schools, that they do not have the resources to provide such an extensive art education. Though it is hard, I imagine a lot of work and time, it is something that the current education should look into.

BV - I know a girl who thinks of ghosts

She'll make ya breakfast
She'll make ya toast
She don't use butter
She don't use cheese
She don't use jelly
Or any of these
She uses vaseline
Vaseline
Vaseline
Vaseline - The Flaming Lips

An odd choice of song, but considering the section of the text I will be referring to is about a teacher spreading herself too thin I thought it humorous.

Choose one of the scenarios described in the reading and answer questions embedded in the text of that scenario.

Is this situation typical in most schools?
How can art teachers accommodate different learning styles and other needs among their students?
Is it important for teachers to develop a range of instructional skills?
How can art teachers get the most from the visual nature of their subject?

I think the situation where there are a great variety of learning needs is extremely common, just not acknowledged all the time. I feel the increase of the popularity of 'helicopter parenting' and high expectations, parents are pushing individualistic, specialized lessons. Also, I believe teachers are realizing that there are many teaching methods that need to be improved and reflected upon.

Understanding that there are different learning styles in an art classroom is the first step. I believe there are a lot of art teachers that don't understand the many facets of art. I remember often being taught a lot of 'do it my way or your wrong' which is definitely not how, I believe, art should be taught. Being prepared for a variety of learning styles would help as well. Being prepared for kinesthetic, visual, audio etc. learners as well as processes children can learn through will make the lesson not only seem easier, but probably more fun. Though children can enjoy challenges, if something is too challenging it is likely they will either get frustrated or loose interest. Making a lesson plan that accommodates for learning styles and challenges, such as creating different methods to learning the same subject by making different activities or 'stations' (like mentioned in the text), will allow for different learning styles to be fulfilled. Perhaps even making more than one lesson for the class to participate as co-learners and co-teachers would be beneficial. What I would personally try is a series of lessons that build up to the final activity. Each smaller activity would be easier to cater to any different learning styles, as well as promote students to help each other get to the final destination.

Developing a range of instructional skill would definitely help both the teacher and the students. That way the teacher can be prepared for challenges both he/she will come across as well as the students. If the teacher has a limited range, it could be frustrating for both the teacher and the student, and the point of any lessons could be lost because of lack of understanding.

Teaching students that there is a way of 'seeing' things is what I feel art is about. Art is a very visual subject and I think a lot of it is basically teaching students how to 'see' things in a certain way. Everything can be art in a certain context. A discussion on how an everyday object could be put into an artistic context could help develop this concept. Teaching how visuals can be incorporated into other things through other senses can also start the development of the concept of 'seeing. Having a the ability to 'see', or an artistic eye, is how a student will grow to see a beauty in everything, and in exposing the students to this idea would help them see a visual aspect to all subjects, not just art.

BIV - I am slowly going crazy 1 2 3 4 5 6

Switch!
No song for this entry. Not sure what I would have applied to do it. Either way, it was a nifty idea, but difficult.

Complete Discussion Questions #5 & #6 at the end of the article.

5. How will you create a holistic portrait of the learners in your classes? What will you need to know about them, and how will you apply your knowledge?

Five. Let's start with what a holistic view of education is. Holistic naturally meaning a complete picture being important - a holistic portrait of a learner would be understanding all the cognitive, emotional, moral, social, physical, and aesthetics developmental stages of that learner. Practically, it would be quite difficult to understand all of those developmental stages of a student without extensive dedication to individual students - which would also take a lot of time. I think it would personally tire me out quite quickly. Nonetheless, I would have the ability to determine where a student was developmentally, now being aware of the aspects of a holistic portrait. Understanding that students will fall into different developmental stages, I will have to adapt to their individual needs. Choosing projects that allow for a group determined goal in mind yet allowing for individual exploration in subject matter or imagination would probably be most effective.

I would have to accommodate for the developmentally more advanced and the students that are less secure with what they are doing. As the stronger ones may want to lead, or the others wish to follow the confident students, it would be important to let the students understand that they should not only be inspired by fellow students, but remember to use their own imagination to be creative as well. Also, in terms of representation, a sense of encouragement should always be welcome - as some students will naturally be more skilled or developed. Allowing for artistic exploration in different mediums, as exemplified in the reading, from 2D to 3D could also allow a student to grow. This is why I will need to pay attention to how they approach artistic challenges to understand where they are comfortable as a learner and as an artist. In doing so, in understanding the individual needs and characteristics of each student holistically, the whole group of students can learn both individually and as a group in a more beneficial way.

6. As a teacher of art, why do you think the knowledge of holistic development is important in providing apporpriate instruction for your students?

Six. OF COURSE IT IS. The End.

But I will elaborate. As I somewhat covered in the previous answer to question five, I believe understanding and having knowledge of the holistic development allows for all the students to learn what they need to from the developmental points that they are at. That way none are forced to do something they already understand or cannot understand it would not be a positive learning experience. Knowing that the students are always growing and are at different understanding levels of different developmental stages allows a teacher to be prepared for the variety of learning situations that will be faced.

BIII - What about taking this empty cup & filling it up

With a little bit more of innocence
I haven't had enough, it's probably because when you're young
It's okay to be easily ignored
I like to believe it was all about love for a child
Love for a Child - Jason Mraz

How do Sylvia Kind’s ideas about children’s art relate to those you have held? How can they guide you as you approach practice?

I've always liked Jason Mraz. Even before he got all mainstreamy and played on the radio constantly. Plus I've always liked his songs that weren't played on the radio, they've always seemed to have a little more substance. Nonetheless, I think I've found another appropriate song. Though technically these lyrics could be being read out of context in relation to this blog, I'll just ignore that and innocently grin.

Sylvia Kind basically addresses the development of a child in an art environment. She talks about the kinesthetic and aesthetic evolution of a child's work. Initially a child's development is purely kinesthetic with the learning of motor skills and sensory learning. If I do this I feel this then I see this... and crayons smell waxy. Then a child develops to a stage where their works depict stories, which I've witnessed. My little cousin had this elaborate story for this large drawing. They story may have changed each time but the objects in the drawing were constant -- the group of ladybugs were in the grass under the sun and things in the sky. When I say things in the sky, they'd be explained differently each time and I feel that's a small example of his development into another stage in artistic development.

It's very interesting to know Kind's ideas because I feel they congruent with what I've observed but haven't been able to verbalize/confirm. I remember being a child and drawing random things just to see what I'd experience and feel. One of my significant childhood memories is tracing shadows when I was trying to develop representation. Come to think of it - I was artistically developing early as I was still at most 8 years of age and focusing on the detail of shadows. But none the less it's interesting to read Kind's ideas.

The confirmation and presentation of these ideas let me feel comfortable understanding the developmental stages of a child in an art environment. To have these ideas solidified, in my mind, allow me to watch for the developmental stages of children and manage what they are capable of and comfortable with. At the same time, I'll be able to understand when they start to progress and perhaps help them along their way. The largest impact her work is the idea of kinesthetic learning within art. Taking into account of what the child is experiencing through various senses gives a lesson plan another dimension, another thing to learn, another memory for the child -- like the fact that crayons smell waxy.

PDII - Zoom Zoom!

I keep on forgetting my camera at home so I haven't been able to take pictures of the progress. It's slightly saddening because puzzles look really interesting in all states - in pieces and solved.

I am super jazzed that the puzzle is going well, however I have noticed that I've been making progress with my group extremely fast. Being as my group's puzzle has only less than a quarter less to solve I was a bit concerned. So I brought it up with Dr. E. Alli and I proposed that we get another puzzle, as her and I feel that our group is fully capable of finishing another puzzle in the time we have. However, Dr. E. also proposed that I help another group for a session. I thought it was a good idea. I think it will be an interesting experience introducing myself into another group. Though at the same time I wouldn't like the feeling of taking over so I will have to document how that goes.

I think another aspect of why my groups progress is so drastic compared to the other groups is Alli our group seems to have a lot of time after class to work on the puzzle a little more extensively (as we have no classes right after). Having more time would allow a person to really get into what pieces they are looking for within the portion of the puzzle they're working on.

None the less. I look forward to helping out some of the other groups. Yay puzzles!

BII - Take a little time

Just look at where we are.
We've come very, very far, together.
And if I might say so,
and if I might say so too,
we wouldn't have got anywhere if it weren't for you...
Family - James and the Giant Peach (Randy Newman)

What preconceptions do you hold about the nature of childhood and children? How do these ideas affect your understanding of the role of the teacher and the nature of the content of art education? How did your experiences today confirm or change your pre-existing ideas?

I feel children have a natural resilience due to their imagination. I'd like to say my interpretation of the last line doesn't only refer to James (as it does in the movie) but the fact that James is a child, and thus it refers to his abilities as a child as well. I've always thought of children as extremely perceptive and the same time they have the ability to see things in a very simplistic and raw light.

Generally, people think of children in an innocent and almost helpless stage of human life. Children are seen as fragile as well. Yet on the other hand, they're so early in their lives that they have the chance to learn and grow beyond what they experience. I've never thought of them as helpless nor innocent - innocent perhaps in a different definition such as pure. I don't believe their truely innocent, but what they see is pure. They see good and bad and they let it known - there isn't the need to monitor and sensor what you see or say to others like adults do. Though the adults around the child may say 'that's rude' or 'don't stare' it's still something the child is experiencing.

I thought when we looked at what James and the Giant Peach could have really represented in reality, as opposed to James' imaginative interpretation of reality, it really confirmed what I had felt about a child's resilience with it's imagination. Without imagination there's no silver lining solution to a problem or 'tough spot'. James could have just been stuck in a world where it was all gloom and doom, yet he let his imagination lead him to a life where he could strive towards his dreams.

In relation to teaching children Art, I feel supporting children and their imaginations would be crucial. By allowing them to freely explore their creativity through their art and the possible artistic obstacles that are presented to them, the could further understand that a little creativity, imagination, and innovation is what is needed to solve all problems. I feel the lack of creativity, imagination, and innovation is what hinders some adults when they approach problems. Without it they're staring at one spot on a wall that's right in front of them without knowing that if they just looked around they may see the wall ends.

So back to the lyrics again, we wouldn't have got anywhere if it weren't for you (you being imagination), I feel is a suitable statement when talking about any life situation, which makes imagination in art that so much that important.

PDI - Butterflies!

I just realized that my first blog entry looks SUPER long. I apologize for its lengthiness.

I've always loved puzzles and I've done too many to count, so when I arrived at puzzle time, I offered some advice. It seemed like they were working towards sorting the edge pieces out from the others - but not quite the colors - so I made the suggestion. So we all made the group decision to organize all the pieces into different colors as well as the edge pieces. I find that we all got quite into it and it went very quickly. Sadly, puzzle time went by very quickly.

Alli and I decided to stay after class getting back from the library (which was awesome btw!) and work on the puzzle. It was pretty awesome. We made pretty good progress and it was fun. Only regret was that Caitlin wasn't there to continue what we had started in the morning. BUT we still made awesome progress and put together the water - but the sky will be harder. My goodness.

Can't wait till next class! I'm so excited! The puzzle fiend within has been released: dun dun dun...

BI - When I was a little bit younger

The strain I was under could make me cry
Now I’m a little bit older,
A little bit bolder
Never so shy...
Sweet Darlin' - She and Him

Oh Zooey Deschanel. I'm not sure why that song popped up into my head. I just thought of that phrase and I just knew there was a song to go along with it. I also found it appropriate for this entry.

Discuss your best art experience in school. What made it so memorable? What made it such a good experience? Discuss your worst experience of art in school? What made it so memorable? What made it such a poor experience?

To be honest, I am having a hard time thinking of complete art experiences that I had when I was younger -- may they be positive OR negative. I remember more of whether or not the experiences led to what I felt were artistically positive outcomes (aka something I was proud of). I remember quite a few projects from when I was younger, I remember teachers or friends being either impressed or indifferent. At such a young age, I did look up to them and feel a little bit prouder if they said 'Oh you're so talented!' However, I'd like to believe that I was proud about things nonetheless at the time. I know when I look back at things I've made I'm a little more critical at times. Nonetheless, I don't remember the process of making anything.

Reflecting back though, remembering what people encouraged me to do as an artist is what I find the positive or negative aspect of Art Education. As a child, it was inevitable for me to explore my creativity and push myself to try new things with all the materials I was allowed. Though technically I was limited to whatever I had, most of the limitations would be implemented by the adults. I'm not saying you should give a kid a paint tube and let them run free, however telling them a long list of things they can't do doesn't make sense to me either.

When I was young I was quite determined to either draw perfectly like Dr. Dressup (which I have learned actually traced - bah!) or be entirely original. So for my most negative experience that I can remember was when I was told that my ideas weren't good, original (or that I stole whatever idea I had -- which I hadn't), or simply that I did it wrong.

I was seven-year-old told to paint/fill in four hearts with things I liked, patterns, or colors. We would be marked on creativity. I was interested in water at the time and had purchased a book about water from the bookfair and everything so I treated the hearts as little containers in which colored water was poured into. I played with where the water was being poured into the hearts, where it would bounce off the walls of the hearts, and how color would transition through the water. Of course that's not how I saw it at the time, I probably thought of it just pretty water. But I remember getting it back and getting a mark which told me that I wasn't creative enough. I'm sorry what? I was SEVEN! I was taking the initiative to look into the nature of something I hadn't learned about, yet somehow that translated into a comment on my mark sheet that said 'next time be more creative.' L. A. M. E.

So it only makes sense that my most positive experience in my childhood art was a time where someone encouraged me to push myself. It's not a specific event, but my mother was always something I feel that was important to anything related to art in my life. She encouraged me to critique myself and the world around me to understand how I could get what I see into a drawing. Though she supported me to think of my technical abilities, she always supported my creativity as well. We'd have time to just doodle together, avoiding anything representative on purpose. She also asked me why I felt that I had to do it any specific way and to try looking or doing things differently.

Both experiences, I believe, shape who I am as an artist. My experiences as a child lead me to feel that children shouldn't be told what creativity is -- especially since some adults seem to be out of touch of our childhood imagination. Limiting their understanding of what is creative or art could just confuse them, frustrate them, and lead them to thinking art isn't their thing. Though there are children that are gifted, I feel like all children are capable of art. The encouragement, or lack thereof, could make or break a child's' want to continue to explore which would be sad. Well I think I'd be sad.

Children are exploratory, perceptive and try to interpret what they see. Thus encouraging them to look at things in multiple ways, children will look at things with their young creativity as well as a manner in which adults could be seeing things. The extreme pressure which a child would have to be 'right' in the eyes of their parents is a burden! So letting them continue seeing the way they do while adding another level leads me back to my music lyrics. I'm older now, and a bit bolder. And my bold statement is that children shouldn't be taught to how most adults see things rather than how they themselves see things -- they should be taught to see both (or multiple) ways to see everything.