Synthesis and Conclusion
Over the course of this semester in Concepts in Art Education through readings, discussions, activities and application through service learning I have discovered new ideas and theories in art education and differentiated learning. Although all of the course material and experiences were critical in developing my foundation for art education a few finer points really struck home. A brief overview of the course could give some insight to the many wonderful bits of knowledge we were offered.
Like most classes, at the beginning of the course we were issued a syllabus, a calendar of assignments and readings, a packet of useful information (Colorado Standards and Service Learning packet), and expectations for the course. One thing that was different than most of my previous courses was that we were required to keep a journal, in particular a sketch journal. In relation to this journal a course text, How to Be an Explorer of the World by Keri Smith, provided another new and exciting thing to experience. More about that later. Over the duration of this class I looked forward to the explorations, as well as keeping my sketch journal up to date.
We jumped right into work, with an early art experience writing. We were to discuss an early creative experience and why it could be considered creative. Writing about this experience really opened my eyes to identifying Praxis- the moment at which doing becomes making. A concept I had previously taken for granted. Although my experience that I chose was not early enough to be considered a transition from doing to making, I feel that I now can identify this process and understand why it is important to art-making.
Our readings from the Studio Art text by Marilyn Zurmuehlen, proved to be enlightening as well as challenging. We were encouraged to synthesize our readings into our sketch journal, which at first was difficult. The experience forced me to re-train my brain in how I thought about information and how I recorded it for later use. I feel that this may be an effective way of note-taking for many visual learners. I intend to have more practice.
On our fourth class day we were introduced to the Service Learning program liaison, Alison Cope. She spoke to us about the Service Learning groups that we would be working with and how to approach teaching with special needs populations. To bring together the information she presented we read a chapter from our Differentiated Instruction in Art by Heather Fountain text. This chapter proved useful in designing our very first lesson plan. It also provided several neat activities to break the ice with our students and learn a bit about them. This class period also put the prospect of teaching into high relief, I realized that I was concerned about my ability to manage our group, present the lesson with my co-teachers, and be able to enjoy myself and the students.
Our first Service Learning experience was a true taste of a first day of a new class from the educator's perspective. A point of view that I had not previously considered. It was an enlightening event. My co-teachers and I applied our new knowledge as we taught our first class. We focused on exploration for our first day, as it connected directly with the recent readings in Zurmuehlen's Studio Art. The lesson, in retrospect was a great opportunity to witness, first hand, Praxis. Many of our students were non-verbal communicators, and at first this was a great challenge for my co-teachers and me, this aspect encouraged more focused observation of what our students were doing.
We continued to learn about different theories in learning and art making, such as those of Lowenfield and Kellogg. Both having similar theories of stages of art making development that coincides with the mental development of the student. It is interesting to see how symbol making and art making are intrinsically linked.
We built upon Lowenfield, Kellogg, Kindler and Darras's theories of art making development and dove into Emergent curriculum. Emergent curriculum is a technique of interest driven exploration, each project exploring some other aspect of the interest, building the information and connections to previous and future projects. I like the idea of interconnection that this technique promotes. Although this form of instruction is mostly student based, the teacher takes an active role in guidance through different assignments and explorations. I feel that this technique more thoroughly challenges the student to problem solve, to learn more skills, and to take responsibility for their learning. I believe whole-heartedly that education should be a partnership. All parties taking an active interest in the success of the student.
Another rather important reading was "How Should Teachers Respond to Young Artists Verbally?" This reading is important for its honesty and insight. How people communicate is constantly evolving, the way that we address young people, in recognition and otherwise is evolving too. I would recommend that all educators read this article, its application reaches far beyond that of this content area. Students all appreciate praise, but praise alone is not going to encourage them to achieve. Empty praises, praise without definition, are detrimental not beneficial. This article also suggested many ways to begin to talk about student's work, which I found extremely helpful. Previous to this class I had been oblivious as to how my vague comments or praises were not helping the recipient.
After spring break we readjusted our focus to curriculum styles. We were placed in groups to design a presentation about one of the styles we read about in "Visions and Versions of Art Education" and " The Centrality of Curriculum and the Function of Standards" by Eliot Eisner. Since collaboration is not something I am used to I found this exercise to be a bit frustrating. Organizing different schedules and getting responses from my group was difficult. I learned to practice patience and communicate my thoughts with my collaborators. Our topic was Discipline Based Art Education, and although I believe that education should be cross-curriculum I do not believe that art as a separate class should be eliminated.
Rounding up the end of semester we discovered Unit Planning. This exercise was extremely informative. We were to incorporate all of our new information and prior knowledge (studio training) into a three to four lesson unit plan. One take away is that I am more interested in creating a visual representation of my unit plan than typing up a document. Another take away, I have a lot more to learn.
To recap a few of the more important points: Sketch Journals, Praxis, Emergent Curriculum and Partnership in Education, How to Respond, and Style of Instruction.
I believe sketch journals are an important way for artists to make note of important information for later use, I will be incorporating this practice into my classroom. Praxis is a very important part of the art making process. Through exploration of our world, materials and our own inner emotions we can transform doing into making. Emergent curriculum is a student based curriculum that encourages students to take responsibility for their learning and experiences. It also allows students to learn more deeply about their interests. Although I intend on using different aspects from each of the curriculum styles that we learned about in Eisner's writings, I feel that the Emergent style will be prominent. Learning how to respond to young artists will take practice and time to perfect. I aspire to communicate effectively with young artists in a way that will encourage them to think deeper about their art.
I feel that the approach of this course, the combination of readings, discussions, activities, service learning and volunteering has made a long lasting imprint. And even though I have only just begun this journey, and I have much to learn, this information has created a strong foundation on which to build. This semester has been full of little surprises and aha moments. It is a wonderful thing when things begin to connect and create a larger understanding. I look forward to what is ahead.
Like most classes, at the beginning of the course we were issued a syllabus, a calendar of assignments and readings, a packet of useful information (Colorado Standards and Service Learning packet), and expectations for the course. One thing that was different than most of my previous courses was that we were required to keep a journal, in particular a sketch journal. In relation to this journal a course text, How to Be an Explorer of the World by Keri Smith, provided another new and exciting thing to experience. More about that later. Over the duration of this class I looked forward to the explorations, as well as keeping my sketch journal up to date.
We jumped right into work, with an early art experience writing. We were to discuss an early creative experience and why it could be considered creative. Writing about this experience really opened my eyes to identifying Praxis- the moment at which doing becomes making. A concept I had previously taken for granted. Although my experience that I chose was not early enough to be considered a transition from doing to making, I feel that I now can identify this process and understand why it is important to art-making.
Our readings from the Studio Art text by Marilyn Zurmuehlen, proved to be enlightening as well as challenging. We were encouraged to synthesize our readings into our sketch journal, which at first was difficult. The experience forced me to re-train my brain in how I thought about information and how I recorded it for later use. I feel that this may be an effective way of note-taking for many visual learners. I intend to have more practice.
On our fourth class day we were introduced to the Service Learning program liaison, Alison Cope. She spoke to us about the Service Learning groups that we would be working with and how to approach teaching with special needs populations. To bring together the information she presented we read a chapter from our Differentiated Instruction in Art by Heather Fountain text. This chapter proved useful in designing our very first lesson plan. It also provided several neat activities to break the ice with our students and learn a bit about them. This class period also put the prospect of teaching into high relief, I realized that I was concerned about my ability to manage our group, present the lesson with my co-teachers, and be able to enjoy myself and the students.
Our first Service Learning experience was a true taste of a first day of a new class from the educator's perspective. A point of view that I had not previously considered. It was an enlightening event. My co-teachers and I applied our new knowledge as we taught our first class. We focused on exploration for our first day, as it connected directly with the recent readings in Zurmuehlen's Studio Art. The lesson, in retrospect was a great opportunity to witness, first hand, Praxis. Many of our students were non-verbal communicators, and at first this was a great challenge for my co-teachers and me, this aspect encouraged more focused observation of what our students were doing.
We continued to learn about different theories in learning and art making, such as those of Lowenfield and Kellogg. Both having similar theories of stages of art making development that coincides with the mental development of the student. It is interesting to see how symbol making and art making are intrinsically linked.
We built upon Lowenfield, Kellogg, Kindler and Darras's theories of art making development and dove into Emergent curriculum. Emergent curriculum is a technique of interest driven exploration, each project exploring some other aspect of the interest, building the information and connections to previous and future projects. I like the idea of interconnection that this technique promotes. Although this form of instruction is mostly student based, the teacher takes an active role in guidance through different assignments and explorations. I feel that this technique more thoroughly challenges the student to problem solve, to learn more skills, and to take responsibility for their learning. I believe whole-heartedly that education should be a partnership. All parties taking an active interest in the success of the student.
Another rather important reading was "How Should Teachers Respond to Young Artists Verbally?" This reading is important for its honesty and insight. How people communicate is constantly evolving, the way that we address young people, in recognition and otherwise is evolving too. I would recommend that all educators read this article, its application reaches far beyond that of this content area. Students all appreciate praise, but praise alone is not going to encourage them to achieve. Empty praises, praise without definition, are detrimental not beneficial. This article also suggested many ways to begin to talk about student's work, which I found extremely helpful. Previous to this class I had been oblivious as to how my vague comments or praises were not helping the recipient.
After spring break we readjusted our focus to curriculum styles. We were placed in groups to design a presentation about one of the styles we read about in "Visions and Versions of Art Education" and " The Centrality of Curriculum and the Function of Standards" by Eliot Eisner. Since collaboration is not something I am used to I found this exercise to be a bit frustrating. Organizing different schedules and getting responses from my group was difficult. I learned to practice patience and communicate my thoughts with my collaborators. Our topic was Discipline Based Art Education, and although I believe that education should be cross-curriculum I do not believe that art as a separate class should be eliminated.
Rounding up the end of semester we discovered Unit Planning. This exercise was extremely informative. We were to incorporate all of our new information and prior knowledge (studio training) into a three to four lesson unit plan. One take away is that I am more interested in creating a visual representation of my unit plan than typing up a document. Another take away, I have a lot more to learn.
To recap a few of the more important points: Sketch Journals, Praxis, Emergent Curriculum and Partnership in Education, How to Respond, and Style of Instruction.
I believe sketch journals are an important way for artists to make note of important information for later use, I will be incorporating this practice into my classroom. Praxis is a very important part of the art making process. Through exploration of our world, materials and our own inner emotions we can transform doing into making. Emergent curriculum is a student based curriculum that encourages students to take responsibility for their learning and experiences. It also allows students to learn more deeply about their interests. Although I intend on using different aspects from each of the curriculum styles that we learned about in Eisner's writings, I feel that the Emergent style will be prominent. Learning how to respond to young artists will take practice and time to perfect. I aspire to communicate effectively with young artists in a way that will encourage them to think deeper about their art.
I feel that the approach of this course, the combination of readings, discussions, activities, service learning and volunteering has made a long lasting imprint. And even though I have only just begun this journey, and I have much to learn, this information has created a strong foundation on which to build. This semester has been full of little surprises and aha moments. It is a wonderful thing when things begin to connect and create a larger understanding. I look forward to what is ahead.
