Re: the philosophy of our own choices
- Thanks for your reply, Linda! This question comes up because I am currently going
through an education program at the university level, and am taking a class where I have
to come up with my own philosophy. This concept got me thinking because I knew I had
wanted to teach art, I guess I just never really asked myself why. And what kind of a
teacher would I be? As I replied to Glennis, I went to a very small high school where the
art program was actually cut after I graduated. I want to be able to focus on the process
as an educational experience, because I think administrators will view that as more
beneficial than product. As my class continues, I am sure I will have plenty more input
and ideas. Perhaps if this discussion remains on others' minds, I will post my written
philosophy from the class.
--- In firstname.lastname@example.org, Linda Gomez <lindagomez11@...> wrote:
> Hi Glenis and Sarah,
> I agree with Sarah that you have to consider both the process and
> the end product although I am of the inclination that when teaching
> young children the process is more important than the outcome.
> It is those problem solving skills that art encourages, taking risks and
> thinking out of the box, also the mastering and chosing of materials
> that is not learnt in any other subject and makes art so important.
> If children can experience creating their own imaginary cultures as part
> of art in elementary school they may be better able to find their feet
> in the growing maelstrom of global living. Art gives children a space to
> experiment with ideas and feelings especially when the process is
> acknowledged and the teacher is not pre occupied with getting results
> to show anxious parents.
> Hope others contribute to this discussion as I believe it is something
> anyone who teaches art needs to grapple with!
> Best wishes, Linda.
> To: art_education@...: glennisd@...: Thu, 4 Sep 2008 00:07:59 +0000Subject:
[art_education] Re: the philosophy of our own choices
> Sarah-Since you asked....and for what it's worth-i pose the following;i believe in
teaching both. depends on the grade level and what youare aiming for. teaching art
processes help students to learn problemsolving skills that can be applied in all areas of
life- so that's amust. having been (and continuing to be) a full time production artist
inceramics and textiles one must be product based in order to surviveunless you want to
have a 9-5, have a trust fund, or some other happylife circumstance that makes it
unnecessary to earn a living fromyour work. what does the student want? or perhaps the
parent who maybe paying for a 4 year degree....i may be very unqualified to answer this
question in this forum as ionly teach as a volunteer once a week to a 4th grade class in a
publicschool and have no formal art education degree.i have however been doing this for
over 10 years and have taughthundreds of employees the production skills necessary to
produce myproducts in my own studio.just my thoughts...teach more art!let's hear your
beliefs as they currently stand...--- In email@example.com, "Sarah"
<altmans33@> wrote:>> Hello all! I am new to this group, but am very excited to be
amember. I am currently > pursuing my Visual Arts Education certification at Eastern
MichiganUniversity, and have > been thinking at length about my own philosophy of
teaching art. Doany of you believe > more or less in the process or the product? What are
some of yourpersonal beliefs, what do > you want your students to achieve, and why did
you choose teaching?Any insight would be > very welcome and I will comment and post
my own beliefs on thesubjects. Thank you!>
> Win New York holidays with Kellogg's & Live Search
- Thanks for your reply, Brandy! I agree with you and think you brought up some good
points in that art is there to allow children to experiment and make mistakes. Art was
always a safe haven for me from science and math because I was drawn to that creativity.
I don't remember many other classes in school that allowed for that same thought process
and made me feel more accomplished. Do you teach younger children?
--- In firstname.lastname@example.org, "Brandy" <bergiemoore@...> wrote:
> Part of my philosophy involves doing projects that student's parents
> won't let them do at home because it takes too much set up/break down
> time, is too messy, or they just wouldn't know how to do. That is why
> I am qualified to be art teacher.
> Another part is to give them a space to make mistakes in. You don't
> have any room to make mistakes in math, English or any other academic
> subject that doesn't effect your grade, but that's true in art. Art
> critics are based on effort, determination, creativity, and acquired
> knowledge. I've failed to create a piece of art and still not failed
> the grade of that project, and my students have done the same.
> Sometimes things don't work out. Materials act in ways that you
> didn't plan or couldn't have known about. But the point, the message
> behind the art, or the effort was clearly demonstrated. I don't
> punish students for being adventurous, taking risks, or working out
> curiosities. I do have to see effort.
> I find that lots of students don't put in the full effort in the
> beginning of the year because they would rather fail a grade than put
> themselves on the line. Perfectionism is a hard trait to work out and
> acts overtime in art classes. I try hard to convey that their are no
> mistakes in art; what we don't like is lesson in itself. We also
> aren't allowed to erase any drawing errors in our newsprint pads.
> Every line tells us what we see, what we thought we saw, and how we
> got to that conclusion. No mistakes means no need for erasers.
> --- In email@example.com, "Sarah" <altmans33@> wrote:
> > Hello all! What are some of your personal beliefs, what do
> > you want your students to achieve, and why did you choose teaching?
> Any insight would be
> > very welcome and I will comment and post my own beliefs on the
> subjects. Thank you!
- It is developmentally appropriate in early childhood education, which is birth through grade 3, for children to explore and experiment in art, working through the process of art. The finished product is an outcome of their exploration, not the reason for the art. Tah dah!On Sep 4, 2008, at 8:33 AM, Sarah wrote:
- As Art Educators we have to walk a fine line between process and production. We all value process and we all know this is more important to a child's development than production.
However, we are often judged by our students' production.
How to balance these issues is really tough when you are teaching with very limited time and resources.
- re: Cyn's comment
That is a sad state of affairs- especially in K-5!
Here in the LBUSD (Long Beach CA) we have 50 elementary schools and
not a single art specialist or dedicated art room in the district.
We have mandated state art standards for K-5 though!
Since there are no standardized tests with $ attached to results- it
gets pretty much ignored.