Exploring Self & CultureBelow is a document to help plan a year-long curriculum. If used, one document should be used per each grade. This document asks for Big Idea or Inquiry Focus, Artists, Essential Understandings, Essential Questions (from state or national standards), NAEA Standards, and Performance Task(s).
0 Comments
Visual NotesPost Prompt: Respond in your visual journal to the prompt: Make a list of presented ideas that are similar to your own and a separate list of ideas you have not thought about before. Reference: Interpreting Student Art (p. 273-276)
Barrett, T. (1997). Talking about Student Art. United States: Davis Publications.
Images from the 1950'sI had to read this same thing for ART 3333 Construction of Childhood this semester (link), so for the visual requirement for a visual journal, I searched for typical 1950's pictures, which I feel that most would agree looks like a typical "white" stereotype/[standard]. I feel that reflection of one's culture ("whiteness") is a good thing, as Wilson says. Reflecting on "whiteness" is like constructive criticism in an art critique. There are things "whites" do well (if we're stereotyping all white people together), and there are things "whites" need to improve on or totally change. At the same time, it's not the color of my skin or your skin that is at fault, but the society that has been developed. *Side note: I know "whites" cannot be summed up into one lump, just like "blacks" and "browns" cannot. There are subcultures within larger cultures (look at anthropology and ethnography). In the USA we have rednecks, goths, skaters, bikers, preps, techies, nerds, gamers, and all sorts of subculture groups that have people of all skin-colors within them. But we are all US American. If we want to truly make change in the United States of America, it needs to start in the homes and in the schools. We need to promote education and the teaching career path for all sorts of people in all sorts of neighborhoods and cities. If more young folks of color would teach children there would be more representation of those children within the school. Seeing people that looks like you, teaching you, serving you (teachers, police, medics, etc.), and living a nice life is a great motivator to be great, yourself. With so many white female teachers in our public school systems it is fairly easy for there to be a disconnect between teachers/administrators and students. These topics and issues were discussed in a recent professional development event on October 22nd, "Courageous Conversations: A Discussion with James Ford and E(race)ing Inequities in NC Public Schools." Here are some great resources from that event that speak on race statistics within the NC school system:
More information on this and other PD events on race and equity is found on the Professional Development page of my website, here. Reference
Wilson, G. (2019). Pre-service Art Education: Examining Constructions of Whiteness in/through Visual Culture. Retrieved September 01, 2020, from https://jcrae.art.arizona.edu/index.php/jcrae/article/view/127 We were asked to read the book Studio Thinking From The Start: The K-8 Art Educator's Handbook and reflect on the different suggestions. Looking back over my internship teaching experiences thus far, what suggestions from the book make the most sense to me?The suggestions from this section near the beginning of the book seem to be one of the most helpful and perhaps underlooked studio thinking habit for some classrooms. When I was interning for a mixed art classroom of fourth and fifth graders I took note that the particular teacher I was observing would rather clean up the art room himself after a couple of class periods when he'd get a break, rather than giving the responsibility to the students. I understand there is limited time, but I feel that proper clean-up should be part of the plan. Some suggestions I thought were super helpful that he and I could have used were/are:
Looking towards where I want to be in two years, what suggestions from the book make the most sense to me?In Chapter 4: Portraits of Planning (p. 81) I had finally found the chapter I thought would help me the most with my worries of not being able to plan well or enough. I always try to plan ahead, but then I hear/read that planning a lesson tends to be a guideline rather than a true plan. I've heard that in some schools art teachers don't really get a planning period during the day due to several outside duties (lunch, bus-rider duty, car-duty, and others). Some K-8 art teachers split their time between more than one school four days a week and have one day to lesson plan and grade. Keeping all of that in mind I was eager to read this chapter. Here are some notes/suggestions I gathered: (Reference p. 82)
Referenced Book
Gsell, N. (2018). Studio thinking from the start: The K-8 art educator's handbook. New York, NY: Teachers College Press. My Visual Journal on "Mira! Looking, Listening, and Lingering in Research with Children"I learned a lot from this reading in that it made me really reflect on myself, my parents, my grandparent, and my children. I realized that there are so many factors that contribute to individual life experiences, and those factors have directs impacts on choices made, beliefs assumed, and on preferences. I was in highschool when 9/11 happened, so I remember it vividly. I was sitting in my art class (thank God) watching the unbelievable event happen live on TV. That experience will remain with me for the rest of my life. It makes me see certain things differently, and believe things in a certain way. Big events shake you up and what remains are your core values - what do we hold most dear? I digress. This reading has helped bring to light that the world is constantly changing because children have experiences -- good or bad -- and when they grow up those experiences influence their thoughts, behavior, and actions. In creating a comfortable yet curious learning environment for children, we have the ability to impact their very future. This is a powerful thought. We must be thoughtful in what we do, because children notice more than we think they do. Reading Source:
Thompson, C. M. (Summer 2009). Mira! Looking, Listening, and Lingering in Research with Children. Visual Arts Research, 35(1), 24-34. My Role as Current Events CoordinatorImage from an internal Weebly search. My Role as Current Events Coordinator: Seeks out and integrates current events related to the reading into the discussion and provides helpful resources. Chapter 12: Confronting Class in the Classroom (p. 177-189) When we think of social class we think of women, persons of color, poor, and those [past and presently] imprisoned as being lower class. There are also inequalities and social class issues in educational settings and feeling those of a different culture or background are less-than or of a lower class, as we have read and have most-likely experienced in our own lives. Here are some helpful web events I found that relate to this topic and to the reading. Many of the events listed below are educational on inequality and social justice, but others are invitations for change in taking action through gaining knowledge. Web Events on Eventbrite (good for Professional Development requirements)
Reading Reference:
Hooks, B. (2017). Chapter 12: Confronting Class in the Classroom. In 946782470 738948244 B. Hooks (Author), Teaching to transgress: Education as the practice of freedom (pp. 177-189). New York, NY: Routledge |
Author & AboutDorothy Smith (smithdb1) is an Art Education major at Appalachian State University (Fall 2020). This a/r/tographer’s journal will serve as a thinking space that maps and documents my processes throughout this Art Education Seminar. This blog will reflect creative thinking about the Climate Change, the environment, and social situations as it relates to classroom management and art pedagogy. Archives
November 2020
Categories
All
|