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.