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!