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.