tag:blogger.com,1999:blog-78525337583228931332024-03-14T10:10:04.576-07:00Reflections of Art and EducationAs an artist and art educator I reflect on things of impact to my art creation and my teaching pedagogy.wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-7852533758322893133.post-28911852002078022652012-07-30T14:45:00.000-07:002012-07-30T14:45:06.811-07:00Swim now... breath laterSwim now... Breath later is a saying I heard often from my father when I was competing in swim meets as a child and teen. It seemed I always slowed down when I breathed so .... Keep your head in the water and push through was what I learned. His statement is one that I have repeated to myself throughout my graduate school years. Yet, it <span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);">is amazing how fast two years can by </span><div>
<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);"><span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);">when you when you have your eye fixed on the finish line.</span></span><div>
<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969);"><br /></span><div>
<div>
<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);">I haven't blogged in awhile because I was swimming. Now I get to breath for a little bit before I dive back into planning for this next school year. It's time to catch up with friends who have been so patient while I was focused on school and times to play more with the kids. For 6 months now I've said.....August,,just Waite until August and you will have mommy back full time.</span></div>
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<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);"><br /></span></div>
<div>
<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);">This weekend my daughter received a tissue paper flower making kit from a friend of mine. We have been making so many flowers that the living room was bursting with color. When I asked her what she was going to do with them all she said "give them away to people". So Sunday night we went to the county library and made a new flower garden, complete with a sign telling people to take one home. I think we'll go back by tonight to see if anyone did. I thought it was a nice gesture to spread some beauty to unsuspecting citizens. I hope the library saw it that way too and not as " littering"</span></div>
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<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);"><br /></span></div>
<img src="webkit-fake-url://8AB9856C-1F32-46C1-8C96-B0C91073861B/imagejpeg" /><div>
<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969);"><br /></span></div>
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<span class="Apple-style-span" style="-webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875);"><br /></span></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com1tag:blogger.com,1999:blog-7852533758322893133.post-49187350867600592712012-05-16T18:00:00.000-07:002012-05-16T18:02:42.323-07:00Energy versus Expectations<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk87bCqxKXb7CWMMx5ube2oftwMS2ATzj-n-gin2MIweDj0V7LMpQojdJxk3xZvsjFT090nui4Ous0uhMl8ugJ3xkUxUiySOtrWdOioMxMpXBZ2ShSYKWTa2n60OogUvWxFiW28oInyV4/s1600/(1+of+1%29.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk87bCqxKXb7CWMMx5ube2oftwMS2ATzj-n-gin2MIweDj0V7LMpQojdJxk3xZvsjFT090nui4Ous0uhMl8ugJ3xkUxUiySOtrWdOioMxMpXBZ2ShSYKWTa2n60OogUvWxFiW28oInyV4/s400/(1+of+1%29.jpg" title="Memories of Paris 08" width="266" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Memories of Paris 08. - 2011</td></tr>
</tbody></table>
<br />
<div align="center" class="MsoNormal" style="text-align: center;">
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<b><u>What I need to do and what I have the energy to do are two very
different things.</u></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
We’ve all felt it. It’s the mental, emotional and physical
exhaustion from a day of teaching and being a wife and mother. We say to ourselves, if only I could just
teach. If only I could actually spend my entire planning period working on
lessons, making examples and preparing materials. If only my students actually wanted to be in
class, learn about artists, generate new ideas and create art, then my job
would be wonderful. If I didn’t have to drag ideas out of students or rack by
brain for ways to motivate the unmotivated.
If I didn’t have to spend hours preparing lessons only to have the
schedule changed or half the class absent.
If I didn’t have activities to get my children to, dinner to cook,
laundry to do, or homework to help with.
If I didn’t have to start my graduate work at 9pm once the kids go to
sleep. If I didn’t have all these things
to do then I could do the other thing that I need to do. I need to write about
my teaching, learning, and research so that I actually remember and learn from
my day’s events. While I have many things running a marathon through my head, I
just don’t have the energy to write them down.
I know if I could get in a run or some cardio exercise I’d have more
energy, but when do I fit that in? When
do I fit in time to relax, refocus and refuel?
IT seems that every moment of my day is already accounted for. </div>
<div class="MsoNormal">
If
you’re a teacher you know, and probably live, this scenario. You have sticky notes everywhere and
scribbled thoughts all over your planner.
You make mental notes you hope you won’t forget by the time you get
around to writing them down. You count
the minute to the bell so you can pee.
You scarf down lunch, or skip it, so you can prepare for the next
class. You stay after school so students
can keep working on a late assignment. There
will be good days, bad days and days you are just trying to make it through
without losing your cool with a student or your administration. There are days when all has gone fabulously
and you feel like a million bucks at the end of the work day. There are days when you wake up and look
forward to the adventures of the day simply because you got 8 hours of sleep. And then there’s that one day when you get a
note from a student that says <i style="mso-bidi-font-style: normal;">Thank You</i>.
One heart felt note acknowledging that you are appreciated by a student who you
didn’t think was ever listening reminds you of why you do all the things you
do. That is what makes the job worth it
all.<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133" name="_GoBack"></a></div>
wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com1tag:blogger.com,1999:blog-7852533758322893133.post-65928529007867069902012-03-27T19:22:00.000-07:002012-03-27T19:22:48.980-07:00To some I teach. To those that allow me, I educate.<!--[if gte mso 9]><xml>
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<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXjHQpGC0KdWz-PfZ4747mX9qNtudxewUAX0JaRCFSJonuBoZCF6VV0Pn2TIdpIwo1HKcn7okbT0E2ZX1ZLtNSLle1zXC7dghgmLSZrwZqlnRhG885lOwEU9CO_C2Lux4xwCKu1Xj2Gw/s1600/6th+sence.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXjHQpGC0KdWz-PfZ4747mX9qNtudxewUAX0JaRCFSJonuBoZCF6VV0Pn2TIdpIwo1HKcn7okbT0E2ZX1ZLtNSLle1zXC7dghgmLSZrwZqlnRhG885lOwEU9CO_C2Lux4xwCKu1Xj2Gw/s320/6th+sence.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Inner Contemplation, S. Wirt, 2011, Mixed Media</td></tr>
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<br />
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“To some I teach.<span style="mso-spacerun: yes;"> </span>To those that allow me, I educate.”<span style="mso-spacerun: yes;"> </span>This realization came to me today in the
midst of a discussion with a dear friend about his college students.<span style="mso-spacerun: yes;"> </span>It seems that the characteristics of his
students are very similar to mine.<span style="mso-spacerun: yes;"> </span>They
are the products of k-12 standardized test based schooling.<span style="mso-spacerun: yes;"> </span>While they are skilled in deflecting
responsibility, producing a variety of excuses and surfing Facebook, many lack
in the ability to generate an original thought.<span style="mso-spacerun: yes;">
</span>Always wanting to be told what the right answer is and exactly what will
be on the test. They do not clutter their mind with “unnecessary” peripheral
information that just may relate to something beyond the test content.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
So what happens then, when you do
away with the written test?<span style="mso-spacerun: yes;"> </span>How will you
quantify a student’s level of knowledge? I think the answer to that question
has much to do with the content of the course.<span style="mso-spacerun: yes;">
</span>As an art educator, my students can often show me they have learned a
skill and how to apply it to a variety of situations or concepts through the
creation of an artwork.<span style="mso-spacerun: yes;"> </span>However, there
are times when they just have to know and understand specific technical
content, this includes vocabulary.<span style="mso-spacerun: yes;"> </span>This
“entry-level” knowledge base will then serve as the foundation for learning how
to apply, manipulate and create something else. I believe, a good assessment
system would be one that is tiered and allows room for both demonstration and
articulation of knowledge.<span style="mso-spacerun: yes;"> </span>There’s a
difference between entry-level mastery of information and advanced level
understandings of concepts with the ability to apply knowledge as to
demonstrate understanding.<span style="mso-spacerun: yes;"> </span>Sadly, I
think the Virginia k-12 education system as a whole has spent way to much time,
energy and money to ensure that students reach entry level thinking and not
enough time, determination and funding to ensure students construct their own
knowledge so they may demonstrate their ability to apply concepts, skills and
understandings to more than a singular situation.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
The primary questions in designing authentic
education reform should be, how much time and how many “in the trenches” teachers
are needed to create a balanced structure of “acceptable” evidence that can be
utilized to validate learning instead of how much money will it cost to create
authentic, standardized, tests that prove all students are competent in
specific subject matter.<span style="mso-spacerun: yes;"> </span>What ever
happened to teachers having autonomy and being seen as capable of determining a
student’s readiness to continue to the next level or their level of understanding?<span style="mso-spacerun: yes;"> </span>Testing has taken over learning.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
I am thankful everyday that I teach
art in Virginia.<span style="mso-spacerun: yes;"> </span>Where, we don’t have to
bow to an end of year-standardized test.<span style="mso-spacerun: yes;">
</span>Yet.<span style="mso-spacerun: yes;"> </span>I see my own 4<sup>th</sup>
and 5<sup>th</sup> grade children’s school schedules and way too much
instructional time is lost to state standardized testing.<span style="mso-spacerun: yes;"> </span>If more time is spent on process, the product
is often of much higher quality.<span style="mso-spacerun: yes;"> </span>The
process of learning is prematurely halted once the “test” on content has been
administered and then instruction moves on to the next topic.<span style="mso-spacerun: yes;"> </span>It is for this reason that I try to structure
my scope and sequence to systematically build on ideas and provide
opportunities for individual inquiry.<span style="mso-spacerun: yes;"> </span>I
present concepts, techniques and options and see what students can do with
them.<span style="mso-spacerun: yes;"> </span>Some need more direction than
others while some students need the space to figure it out for themselves.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
Going back to my original statement
I reflect on what I do.<span style="mso-spacerun: yes;"> </span>Yes, I
teach.<span style="mso-spacerun: yes;"> </span>I present information.<span style="mso-spacerun: yes;"> </span>I demonstrate techniques, processes and
methods of art making.<span style="mso-spacerun: yes;"> </span>For some
students, that is as far as their art learning will ever go.<span style="mso-spacerun: yes;"> </span>For others, they will ask questions and push
the limits of an idea.<span style="mso-spacerun: yes;"> </span>I will guide them
in using the educational tools they have been offered to create what it is that
they want to make.<span style="mso-spacerun: yes;"> </span>Maybe a better way to
say that is to mentor them in how to find the best way to use their artistic
voice in the process of learning a variety of art content.<span style="mso-spacerun: yes;"> </span>What determines whether I teach or I educate
comes down to the choice the students make.<span style="mso-spacerun: yes;">
</span>I ask them at the beginning of the year if they are here to get a good
grade or are they here to learn about and create art.<span style="mso-spacerun: yes;"> </span>If their honest answer is that of the later,
they will also earn the grade.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
For further reading about
standardized tests and how they really aren’t true assessments of learning, especially
if what has been “taught” is merely superficial facts with no application see <span style="font-family: Tahoma;">What's Wrong With Standardized Tests?</span> (<span style="color: #116ba7; font-family: Tahoma;">http://www.fairtest.org/facts/whatwron.htm
) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: #116ba7; font-family: Tahoma;">http://www.standardizedtesting.net/<o:p></o:p></span></div>
<!--EndFragment-->wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com1tag:blogger.com,1999:blog-7852533758322893133.post-14726439800452196742012-03-21T17:57:00.000-07:002012-06-15T17:59:53.007-07:00Giving up too easily<!--[if gte mso 9]><xml>
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Reflections on process<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I am a believer that the process of creating is just as
important as the final creation itself.<span style="mso-spacerun: yes;">
</span>What often happens when creating art is the artist ends up “starting
over” a few times before the final artwork comes to life.<span style="mso-spacerun: yes;"> </span>This is not a bad thing if the artist has
figured out that the design is not working out as intended or that materials
are not right for the concept.<span style="mso-spacerun: yes;"> </span>Then the
starting over becomes a milestone of learning.<span style="mso-spacerun: yes;">
</span>Reaching that milestone usually entails some frustration along the
way.<span style="mso-spacerun: yes;"> </span>Not giving up, until you have found
a solution to express your idea visually is a characteristic of a dedicated
artist.<span style="mso-spacerun: yes;"> </span>It’s a character strait that
crosses all disciplines.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
However, in high school art we are not dealing with many
“dedicated” artists.<span style="mso-spacerun: yes;"> </span>We are dealing with
teenagers who have been programed to expect instant gratification.<span style="mso-spacerun: yes;"> </span>My students have grown up with digital media
and social networking as the normal means of communication and
entertainment.<span style="mso-spacerun: yes;"> </span>They are the “plugged in”
generation.<span style="mso-spacerun: yes;"> </span>Fast food drive through,
instant energy drinks, and late nights surfing the web and playing video games have
contributed to the expectation of seeing results as soon as the idea pops into
their head.<span style="mso-spacerun: yes;"> </span>“Getting it right the first
time” is what our education system has trained our students to expect of
themselves.<span style="mso-spacerun: yes;"> </span>When a student doesn’t get a
concept, they simply fail the test.<span style="mso-spacerun: yes;"> </span>The
teacher moves on because they still have so much to cover before the year end
state mandated standardized test.<span style="mso-spacerun: yes;"> </span>Where’s
the time to figure it out?<span style="mso-spacerun: yes;"> </span>Essentially,
students are being trained that they must get it right the first time around or
they will fail.<span style="mso-spacerun: yes;"> </span>So then, what happens to
students after years of this type of expectation?<o:p></o:p></div>
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<br /></div>
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I have experienced what happens.<span style="mso-spacerun: yes;"> </span>What happens is that students give up easily
when at first they don’t succeed or they want to keep starting over rather than
adjusting to incorporate unexpected outcomes.<span style="mso-spacerun: yes;">
</span>They are not willing to push a concept beyond their first thought. In
art you either adapt the design or concept to fit the media you have to work
with or you find the media that will best communicate your concept.<span style="mso-spacerun: yes;"> </span>This doesn’t always happen instantly.<span style="mso-spacerun: yes;"> </span>Herein lays the problem.<span style="mso-spacerun: yes;"> </span>You must take time to figure it out.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Most
of my students don’t have the patience or stamina to figure out how to expand
on an idea to find unique ways of representing a concept.<span style="mso-spacerun: yes;"> </span>They want the teacher to tell them what to
do, how to do it, and then expect it to look like original and unique. The
cookie cutter method only works on standardized tests where there is only one
right answer.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
It’s frustrating to me as their teacher that they want to
just give up so easily.<span style="mso-spacerun: yes;"> </span>So often I have
students get started on a really unique project that has great artistic merit,
is complex but not so much that the students can’t do it, and that has the
potential to be great.<span style="mso-spacerun: yes;"> </span>Then, at the
first speed bump in construction they get frustrated and then give up choosing
to do the simplest mundane project because they don’t want to have to think
through their first idea and the frustration that often comes with doing
something for the first time.<o:p></o:p></div>
<!--EndFragment-->wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-36628560234064792702012-03-11T12:02:00.000-07:002012-03-11T12:02:01.488-07:00Sunday Paper Sparks Thoughts on Education<span class="Apple-style-span" style="font-family: Cambria;">
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<span class="Apple-style-span" style="color: #282828; font-family: Arial, Helvetica, sans-serif;"><div class="note" style="font-size: 0.69em; line-height: 1.45em; margin-bottom: 0.67em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; outline-width: 0px; padding-bottom: 0px; padding-left: 3px; padding-right: 3px; padding-top: 0px; text-align: right;">
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The more I read the more fired up I
become.<span style="mso-spacerun: yes;"> </span>Sitting at the kitchen table I
read the <i style="mso-bidi-font-style: normal;">Richmond Times Dispatch</i>
Sunday Edition, and I can feel my blood pressure rising.<span style="mso-spacerun: yes;"> </span>An hour or so later, after great discussion
with my <i style="mso-bidi-font-style: normal;">Sunday Morning </i>study group”<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a> I
sit down to write this wondering why my state of Virginia, and my country for
that matter, is going backwards in civil rights and common sense thinking.<span style="mso-spacerun: yes;"> </span>How will I turn this question into meaningful
knowledge and then into power with a positive purpose.<span style="mso-spacerun: yes;"> </span>What is my purpose?<span style="mso-spacerun: yes;"> </span>That’s a question that’s often hard to
answer.<span style="mso-spacerun: yes;"> </span>My purpose in reading, watching
and discussing the local, national and international news is to educate myself
on what is happing in the world around me.<span style="mso-spacerun: yes;">
</span>If I educate myself then I can educate others.<span style="mso-spacerun: yes;"> </span>This leads to inquiry into how what is
happening now is going to effect my way of life, the lives of my children,
students, community and the future of our global existence.<span style="mso-spacerun: yes;"> </span>The old saying of “what you don’t know won’t
hurt you” is a huge piece of dung flung by a child who has yet to be introduced
to consequences of someone else’s actions or to expectations not met.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>So, back to
what is my purpose?<span style="mso-spacerun: yes;"> </span>My purpose is to
understand what I can change or do something about and what I can’t.<span style="mso-spacerun: yes;"> </span>What do I, as a lone individual, have the
power to change?<span style="mso-spacerun: yes;"> </span>Nothing.<span style="mso-spacerun: yes;"> </span>Except myself.<span style="mso-spacerun: yes;"> </span>I can only change how I act, interact and
react to any given individual or circumstance.<span style="mso-spacerun: yes;">
</span>However, as my Father always told me,<span style="mso-spacerun: yes;">
</span>“Evil prospers when good men do nothing, and if you don’t vote, you have
no right to complain.” <a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a><span style="mso-spacerun: yes;"> </span>With that in mind, when one voice becomes
two, then grows to 10, 20, 100, 500, 1,000, 10,000, 100, 000, then that single voice
of change becomes too powerful a force to ignore.<span style="mso-spacerun: yes;"> </span>How do those voices become informed,
knowledgeable, responsible and effective leaders of change?<span style="mso-spacerun: yes;"> </span>That answer is simple.<span style="mso-spacerun: yes;"> </span>Education!<span style="mso-spacerun: yes;">
</span>The more you know, the more power tools you have in your toolbox for
building a more just world.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
“Knowledge is Power” has been the
slogan for educational institutions for generations, but what qualifies as
knowledge?<span style="mso-spacerun: yes;"> </span>Knowledge is not simply a
memorized system of facts and figures.<span style="mso-spacerun: yes;">
</span>Knowledge is an understanding of the implications and functionalities of
those facts and figures.<span style="mso-spacerun: yes;"> </span>It is the
recognition and appreciation of cause and effect relationships throughout
history and in contemporary times.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
Here’s a question for you.<span style="mso-spacerun: yes;"> </span>Is it more important to know the exact date
and time of the Bombing of Pearl Harbor or to know the reasons, why, how and
under what pretext it happened and how that affected, and continues to affect,
our families, country and global community?<span style="mso-spacerun: yes;">
</span>I vote for the latter of the two.<span style="mso-spacerun: yes;">
</span>Then again, I’m one of those people who thinks the answers to the “what”,
“why” and “how” questions are more important than the “when” questions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Today’s <a href="http://www2.timesdispatch.com/">Richmond Times Dispatch</a> front page
was the catalyst of my frustration this morning.<span style="mso-spacerun: yes;"> </span>Some of the major headlines were “<a href="http://www2.timesdispatch.com/news/virginia-news/2012/mar/11/tdmain01-general-assembly-legislators-approve-far--ar-1756593/">Assembly
passes pension overhaul: Part of the burden shifts to teachers, local employees</a>”(p.A1),
<a href="http://www2.timesdispatch.com/news/virginia-news/2012/mar/11/tdmain01-general-assembly-adjourns-without-budget-ar-1756592/">Budget
battle goes overtime as assembly session ends</a>”(p,A1,11), and <a href="http://www2.timesdispatch.com/news/virginia-news/2012/mar/11/20-reasons-legislative-session-mattered-ar-1756660/">“20
reasons the legislative session mattered”</a> (p. A10).<span style="mso-spacerun: yes;"> </span>Then after, numerous paper advertisements and
fire starter materials I find the “Commentary” section and am hit with what has
really been firing up the state citizens.<span style="mso-spacerun: yes;">
</span>In sections titled “Inciting Hysteria” and “Twisted Debate” are more
titles designed to grab attention.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"><a href="http://www2.timesdispatch.com/news/commentary/2012/mar/11/tdcomm01-abortion-industry-pushes-blatant-misinfor-ar-1754525/">Abortion
industry pushes blatant misinformation</a> </i>and <i style="mso-bidi-font-style: normal;"><a href="http://www2.timesdispatch.com/news/commentary/2012/mar/11/tdcomm01-when-did-free-contraception-become-a-basi-ar-1754519/">When
did ‘free’ contraception become a basic right? <b><span style="font-family: Arial; font-size: 24.0pt; font-style: normal;"><span style="mso-spacerun: yes;"> </span></span></b></a><o:p></o:p></i></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www2.timesdispatch.com/mgmedia/image/294/0/218003/sen-john-watkins-r-powhatan/" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www2.timesdispatch.com/mgmedia/image/294/0/218003/sen-john-watkins-r-powhatan/" /></a></td></tr>
</tbody></table>
</span><span class="Apple-style-span" style="color: #282828; font-family: Arial, Helvetica, sans-serif;"><a href="http://www2.timesdispatch.com/news/virginia-politics/" target="_blank"><div class="note" style="line-height: 1.45em; margin-bottom: 0.67em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; outline-width: 0px; padding-bottom: 0px; padding-left: 3px; padding-right: 3px; padding-top: 0px; text-align: right;">
<span class="Apple-style-span" style="font-size: xx-small;">Credit: BOB BROWN/TIMES-DISPATCH</span></div>
<div class="highlight-caption" style="border-bottom-color: rgb(210, 210, 210); border-bottom-style: solid; border-bottom-width: 1px; line-height: 1.45em; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; outline-width: 0px; padding-bottom: 12px; padding-left: 3px; padding-right: 3px; padding-top: 0px;">
<div style="line-height: 1.33em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">
<span class="Apple-style-span" style="font-size: xx-small;">Sen. John Watkins, R-Powhatan, presents the conferees' report on the VRS pension reform bill.</span></div>
</div>
</a></span><span class="Apple-style-span" style="font-family: Cambria;"><div class="MsoFootnoteText">
</div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
I love to read the Commentary articles
but I wish the editor would print more than one side (viewpoint) of the same
issue.<span style="mso-spacerun: yes;"> </span>Why not give the readers
something to debate?<span style="mso-spacerun: yes;"> </span>In this 3/11/2012
issue of the Richmond Times Dispatch the conservative readership will be
boosted by what people may all too often misinterpret as “news”.<span style="mso-spacerun: yes;"> </span>I think this calls for a lesson in the
difference between reporting the news and reporting the opinion of an
individual or special interest group.<span style="mso-spacerun: yes;">
</span>“News” and “Opinions” can both be valid statements.<span style="mso-spacerun: yes;"> </span>The power they carry is held in the reader’s
ability to separate fact from propaganda and opinion.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www2.timesdispatch.com/mgmedia/image/294/0/217771/r0311-cobb-protest-16017459jpg/" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www2.timesdispatch.com/mgmedia/image/294/0/217771/r0311-cobb-protest-16017459jpg/" /></a></td></tr>
</tbody></table>
</span><span class="Apple-style-span" style="color: #282828; font-family: Arial, Helvetica, sans-serif;"><div class="note" style="font-size: 0.69em; line-height: 1.45em; margin-bottom: 0.67em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; outline-width: 0px; padding-bottom: 0px; padding-left: 3px; padding-right: 3px; padding-top: 0px; text-align: right;">
<a href="http://www.blogger.com/goog_781051776">Credit: THE ASSOCIATED PRESS</a></div>
<div class="highlight-caption" style="border-bottom-color: rgb(210, 210, 210); border-bottom-style: solid; border-bottom-width: 1px; font-size: 0.92em; line-height: 1.45em; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; outline-width: 0px; padding-bottom: 12px; padding-left: 3px; padding-right: 3px; padding-top: 0px;">
<div style="font-size: 0.75em; line-height: 1.33em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">
<a href="http://www2.timesdispatch.com/news/commentary/2012/mar/11/tdcomm01-abortion-industry-pushes-blatant-misinfor-ar-1754525/" target="_blank">A Capitol Police officer tries to direct a protester out of the General Assembly building after a meeting of the Senate Education and Health committee at the Capitol on Feb. 23. A bill that would define life as starting at conception was approved in a key committee, but later was defeated in the Senate.</a></div>
</div>
</span><span class="Apple-style-span" style="font-family: Cambria;"><div class="MsoFootnoteText">
</div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Ability to compare, contrast,
infer, combine, separate, utilize and apply are some of the most critical 21<sup>st</sup>
century skills that need to be taught in any quality k-12 educational
program.<span style="mso-spacerun: yes;"> </span>Are they being taught?<span style="mso-spacerun: yes;"> </span>The answer to that question depends on whom
you ask.<span style="mso-spacerun: yes;"> </span>As a high school teacher I see
so many of my 14-18 year old students who don’t have a clue as to what is going
on around them and who are seriously lacking on the afore mentioned
skills.<span style="mso-spacerun: yes;"> </span>Who’s to blame for this?<span style="mso-spacerun: yes;"> </span>All of us!<span style="mso-spacerun: yes;">
</span>We (The US Educational System) have taught the way we were taught.<span style="mso-spacerun: yes;"> </span>We have tested and retested students
expecting better results.<span style="mso-spacerun: yes;"> </span>We have payed
for more tests and corporate “suggested” remediation resources.<span style="mso-spacerun: yes;"> </span>We have penalized difference.<span style="mso-spacerun: yes;"> </span>We have marginalized the student who thinks
differently and constructs knowledge in ways that standardized test can’t measure.<span style="mso-spacerun: yes;"> </span>We have followed outdated mandates made by
those so far removed from the contemporary k-12 learner that we have left some
children behind.<span style="mso-spacerun: yes;"> </span>I once heard that the
definition to insanity is repeating the same thing over and over again and
expecting a different result.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
Luckily, there is a light emerging
from the long tunnel.<span style="mso-spacerun: yes;"> </span>I see it in the
discussions I have with my children.<span style="mso-spacerun: yes;"> </span>I
see it in some of the work they bring home.<span style="mso-spacerun: yes;">
</span>I see it in some of the work my high school students create.<span style="mso-spacerun: yes;"> </span>There are some teachers utilizing strategies
that require students to use high order thinking skills and apply
knowledge.<span style="mso-spacerun: yes;"> </span>But that light is still very
dim.<span style="mso-spacerun: yes;"> </span>It is muted by the mandate to
indoctrinate children with specific “knowledge” with out any relevance to their
own life.<span style="mso-spacerun: yes;"> </span>If content of instruction
cannot be made relevant to the life of the learner then true understanding of
that content can also not be made.<span style="mso-spacerun: yes;"> </span>If
teachers were allowed to transform the curriculum so that the essential
concepts were still the main focus of instruction and learning, but the methods
of instruction and evidence of student learning were validated differently then
think of the possibilities it would mean for developing more educated and
empowered generation.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
I am thankful every day that I
teach Art.<span style="mso-spacerun: yes;"> </span>In the art room we discover,
discuss, relate, compare, contrast, infer, combine, separate, utilize and apply
in the process of creating and understanding art.<span style="mso-spacerun: yes;"> </span>In actuality, it’s all in the process of
constructing our own knowledge on our path of self-empowerment.<span style="mso-spacerun: yes;"> </span>I say “our” because I learn everyday from my
students.<span style="mso-spacerun: yes;"> </span>Good teachers are intrinsically
life long learners.<span style="mso-spacerun: yes;"> </span>Isn’t that something
we all should be?<o:p></o:p></div>
<div style="mso-element: footnote-list;">
<br /></div>
<div style="mso-element: footnote-list;">
<br /></div>
<div style="mso-element: footnote-list;">
<!--[if !supportFootnotes]-->This is an ongoing topic that I will continue to elaborate on in future postings.<br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a> Manolo
and Dale are two close friends who also work in the realms of education and
commercial business respectively.<span style="mso-spacerun: yes;"> </span>Our
weekly gatherings generate significant personal and professional topics for
discussion. <o:p></o:p></div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> I
was taught through my parents’ actions and our discussions that if you see
something that you think is wrong, unjust or hurtful, and you do nothing about
it, then you are part of that wrongful force.<span style="mso-spacerun: yes;">
</span>I can’t remember when my Father first started talking to me about
speaking my voice through voting, but I do remember that it was often wrapped
around a student government or community vote of some sort.<o:p></o:p></div>
</div>
</div>
<!--EndFragment--><br />
<!--EndFragment--></span>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com1tag:blogger.com,1999:blog-7852533758322893133.post-27801857856649793212012-02-21T08:19:00.000-08:002012-02-21T08:19:05.118-08:00ChevronToxico<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ7iP3eCfqezU7CBa0Cxg4W3jrv64rn8FE5zzNe_AE-J0xF-mWjvjYv1h-7IpV0ckWF2Ty_7iu9f8fb1JBvPa0eJLgs96tq8TafrY_Ft2ZreHECiFPm2ahvf8MJW7Tjmqc2BkTlxrtwis/s1600/IMG_1255-3-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ7iP3eCfqezU7CBa0Cxg4W3jrv64rn8FE5zzNe_AE-J0xF-mWjvjYv1h-7IpV0ckWF2Ty_7iu9f8fb1JBvPa0eJLgs96tq8TafrY_Ft2ZreHECiFPm2ahvf8MJW7Tjmqc2BkTlxrtwis/s320/IMG_1255-3-1.jpg" width="251" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<i>ChevronToxico</i> Stephanie Wirt, 2012</div>
<div class="separator" style="clear: both; text-align: center;">
(Acrylic, wax, wire, sticks on wood panel)</div>
<span class="Apple-style-span" style="color: #555555; font-family: Arial, 'Helvetica Neue', Helvetica, sans-serif; font-size: 15px; line-height: 19px;"> </span><br />
<span class="Apple-style-span" style="color: #555555; font-size: 15px; line-height: 19px;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #555555; font-size: 15px; line-height: 19px;"> </span><span class="Apple-style-span" style="color: #555555; line-height: 19px;">Patty Bode wrote in </span><span class="Apple-style-span" style="color: #555555; line-height: 19px;"></span></span><br />
<div class="MsoNormal" style="display: inline !important; line-height: 115%;">
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><u> The circulatory system of oil contamination, visual culture, and
Amazon indigenous life. In E. M. Delacruz, A. Arnold, M. Parsons, and A. Kuo,
(Eds.), </u><i style="text-decoration: underline;">Globalization, art, and education </i><u>(pp. 269-277)</u><i style="text-decoration: underline;">. </i><u>Reston,
VA: National Art Education Association.</u></span></div>
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #555555; line-height: 19px;"> about her art educational experience with the indigenous Secoyan people of the Amazon. While she discussed how she was inspired by her students to take action, I was inspired by the plite of the Amazonian people. Essentially - "</span>In
an Ecuadorian court Chevron was found guilty of environmental harm due to their
dumping of billions of gallons of toxic waste into the Amazon rainforest and
water supply creating lethal consequences for the indigenous people and their
environment.<span style="mso-spacerun: yes;"> </span>While this is the first
time ever Indigenous people have won a court case over an international
company, Chevron contends that the ruling is illegitimate and vow not to pay
their penalty." (Wirt, 2012)</span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span><br />
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<!--EndFragment--><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #555555; line-height: 19px;"> Reading Bode's article instigated my search for more information about the devastation caused by Texaco's (later acquired by Chevron) oil drilling there and resulted in the creation of a new artwork called</span><span class="Apple-style-span" style="color: #555555; line-height: 19px;"> </span><span class="Apple-style-span" style="color: #555555; line-height: 19px;"><em>ChevronToxico</em></span><span class="Apple-style-span" style="color: #555555; line-height: 19px;">. (24"x30" Acrylic, wax, wire, sticks on wood panel) I have uploaded an anotated bibliography to my professional website that includes more information about the oil contamination in the Amazon and contemporary artists working with environmental issues. Here's a link to it. </span><span class="Apple-style-span" style="color: #555555; line-height: 19px;"><a href="http://wirtartalk.weebly.com/annotated-bibliography.html" rel="nofollow" style="color: #0e78bc; text-decoration: none;" target="_blank">wirtartalk</a> Ill write more later about the artwork shown above.</span></span>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-58669749207603845042012-01-29T10:19:00.000-08:002012-01-29T10:19:06.629-08:00Seed pod<!--[if !mso]>
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</v:shape><![endif]--><!--[if !vml]--><!--[endif]--><span style="mso-tab-count: 1;"> </span><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">What is a seed?<span style="mso-spacerun: yes;"> </span>It is pure potential.<span style="mso-spacerun: yes;"> </span>It is a shell filled with the energy and
knowledge of all that came before it.<span style="mso-spacerun: yes;"> </span>It
is a single point of initiation.<span style="mso-spacerun: yes;">
</span>Essentially, it is an egg.<span style="mso-spacerun: yes;"> </span>The
beginning.<span style="mso-spacerun: yes;"> </span>When life emerges it must break
through its hard shell to sprout.<span style="mso-spacerun: yes;"> </span>All
the people, places and memories that have made the shell strong have created
the opportunity for something new to emerge.<span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The seed of me was planted in
Virginia where I would be nurtured by the ocean, woods, mountains, animals and
family around me.<span style="mso-spacerun: yes;"> </span>Each contributed to
the structure of the shell and the content of character inside.<span style="mso-spacerun: yes;"> </span>The potential was there, given the strength,
knowledge, compassion and wisdom passed on from ancestors, places and spaces.<o:p></o:p></span></div>
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<br /></div>
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<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i style="mso-bidi-font-style: normal;">Seed Pod</i> is the
result of my family migration study.<span style="mso-spacerun: yes;"> </span>It
is more of a local study as I chose to take a personal look at how my childhood
made me strong through interaction with my family.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The bottom of the seed is the point
at which the strength to grow began.<span style="mso-spacerun: yes;"> </span>My
parents, grandparents, great grandparents supported me as an infant, and each
other as adults.<span style="mso-spacerun: yes;"> </span>An image of “Granny”,
the great matriarch of the Lampe/Bryan family, looking at her granddaughter, my
mother, filling her with the knowledge of life in China, teaching, traveling
and loving.<span style="mso-spacerun: yes;"> </span>Each of the images that have
been transferred onto the seed shell represent moments in the migration to who
I am now.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="mso-tab-count: 1;"> </span>My mother
grew up traveling the globe as a Navy officer’s daughter.<span style="mso-spacerun: yes;"> </span>I never knew my mother’s Mom; she died when I
was an infant.<span style="mso-spacerun: yes;"> </span>I new her through Granny,
who passed on the stories of what it was like growing up between the US and
China with a father that was a layer for the International Settlement in China.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">My Dad’s father, “Grandpa Jack”,
was a farmer for most of his life, as was his family.<span style="mso-spacerun: yes;"> </span>Even after leaving farm life for the railroad
he raised my father on the values of hard work and perseverance, and instilled
a love for working the land.<span style="mso-spacerun: yes;"> </span>When my
father turned 18 the draft was in full swing.<span style="mso-spacerun: yes;">
</span>Instead of waiting to be drafted into the Vietnam War, he enlisted in
the army.<span style="mso-spacerun: yes;"> </span>Grandpa retired to the beach
in Virginia, which is the only home of his I knew.<span style="mso-spacerun: yes;"> </span>It was my favorite place to be. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Moving from the bottom of the seed
toward the top are images of my childhood with my sister and parents, my
wedding, places that brought inspiration, the fruits of our garden, the hiking
trails, and then my children. <span style="mso-spacerun: yes;"> </span>The
layering of the images illustrates their order in history and in process of
shaping the person I am sprouting into.<span style="mso-spacerun: yes;"> </span>The
choice of colors is symbolic of grounding (yellow), growth (green), and spirit
(blue).<span style="mso-spacerun: yes;"> </span>The supporting structure is a
combination of vines, sticks, tissue paper and wire with a light socket in the center.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">It is lit from within.<span style="mso-spacerun: yes;"> </span>This light from within that shines through
the opening at the top of the seed is indicative of the inner light that shines
out through all of us.<span style="mso-spacerun: yes;"> </span>It is a single
source of light that illuminates so much.<span style="mso-spacerun: yes;">
</span>It is the moment, which ignites the potential stored within to grow.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-84075759227325437622012-01-29T09:16:00.000-08:002012-01-29T10:19:36.768-08:00Roots and Limbs<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
Roots and Limbs</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: 'Trebuchet MS'; font-size: 13pt;">Roots and Limbs that’s what I’m made
of. Actually, that was the title of my senior show finalizing my
undergrad. My family has given me strong roots so that I could grow long
limbs and those limbs are still growing today.<o:p></o:p></span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: 'Trebuchet MS'; font-size: 13pt;"> I spent my
entire childhood in the same house in Newport News, VA. In a neighborhood
where kids rode their bikes without helmets, spent hours trying to get lost but
never crossing the “big road”, and went swimming at the neighborhood
pool. We were told not to come in until dusk, but before the streetlights
came on. I would spend weekends with my grandparents at the beach where
they lived, which solidified my connection to water and my need for sand under
my feet. I’d listen to stories of life on the Carolina farm from my
Father, Grandfather and Aunts. I’d visit my Mother’s family and listen to
their stories of life in the Navy, as missionaries in China and beyond, as
educators, and international travelers. Two worlds so far apart connected
for a while and built me.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: 'Trebuchet MS'; font-size: 13pt;"> With a
strong foundation I started out into college, marriage, career and
children. Planting myself with my husband in Powhatan, VA gave me the
solid ground I needed to venture across the ocean to Spain, Italy and
France. When I took my first student group abroad for 14 days I had never
been out of the country, been away from my young children for that long, and
had never been responsible for 20 other people and myself and into a country
where I didn’t peak the language. Even with so many people around me I was
alone. It was scary, exciting, eye opening, inspiring, validating, and
liberating. That first trip to Spain changed my view of the world, my
place in it, and its possibilities for me to grow, learn and live.<o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggAPfNyFCg8jDDiv_IhWM_etqRgw0qvvzjMGUNNPI03sokBSIy2logbzvBhI1Lku7zD4g0XvQlcdDV-3AujajVZB9IFNx3jnjs8NUJhzkITEQ66P6NGIuw6Y916SqMg1zdViV5aqb-4P0/s1600/IMG_0011.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggAPfNyFCg8jDDiv_IhWM_etqRgw0qvvzjMGUNNPI03sokBSIy2logbzvBhI1Lku7zD4g0XvQlcdDV-3AujajVZB9IFNx3jnjs8NUJhzkITEQ66P6NGIuw6Y916SqMg1zdViV5aqb-4P0/s200/IMG_0011.jpg" width="158" /></a></div>
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<span style="font-family: 'Trebuchet MS'; font-size: 13pt;">In many ways I’ve felt that my adult eyes
had never fully opened until I traveled to Spain. Since then, they have
never closed. Seeing what I had only studied about and navigating through
the winding streets, merchants, and locals going about their daily life made me
both appreciate where I came from and want to see more, experience more, and learn
more from the foreign places and spaces I continue to explore. I always
thought Italy would be the country rich with art and history that I would fall
in love with. Yet I ended up in Spain first and experienced Picasso, Miro,
Velázquez, Goya, walled cities, tapas, olive oil, heavenly wine, classical
guitar, flamenco and Sangria that made me realize there were parts of this
great culture that I wanted to absorb into my daily life. The question of
what other great cultures appreciate different customs or ways of doing things
that I could embrace into my own life has driven me to keep traveling</span><o:p></o:p></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com1tag:blogger.com,1999:blog-7852533758322893133.post-68652739426836190512012-01-12T18:08:00.000-08:002012-06-15T18:09:32.597-07:00When Things Go Wrong<!--[if gte mso 9]><xml>
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<span style="font-size: 12.0pt; line-height: 115%;">When things
go wrong……..<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal">
I walked into the kiln room this morning to retrieve the
relief sculptures some of my students resorted to creating after all other
attempts at casting and carving had resulted in epic failures, and what I found
both crushed and puzzled me.<span style="mso-spacerun: yes;"> </span>Never in
all my history of creating art have I seen such a disgusting pile of what can
only be described as appearing like hardened diarrhea.<span style="mso-spacerun: yes;"> </span>The clay had melted and liquefied to form low
mounds of popped bubble ooze that congealed together when cooled to become
slabs of hardened funk.<span style="mso-spacerun: yes;"> </span>I was
perplexed.<span style="mso-spacerun: yes;"> </span>What happened?<span style="mso-spacerun: yes;"> </span>It was the same red clay we had always used.<span style="mso-spacerun: yes;"> </span>It was set to slow fire.<span style="mso-spacerun: yes;"> </span>The pieces were not quite bone dry, which is
why the kiln was set to such a low fire.<span style="mso-spacerun: yes;">
</span>I didn’t understand.<span style="mso-spacerun: yes;"> </span>Until…. I
looked back at the cone chart and found my mistake.<span style="mso-spacerun: yes;"> </span>There is about 1,000 degrees difference
between a cone 6 and a cone 06.<span style="mso-spacerun: yes;"> </span>I had
set the kiln to 6 and melted my students’ clay pieces.<span style="mso-spacerun: yes;"> </span>This effected 4 of my 25 students.<span style="mso-spacerun: yes;"> </span>Their clay slab was the only thing (artwork)
they were going to have to show for all their work, and I ruined it.<span style="mso-spacerun: yes;"> </span>I seemed to have screwed most things up on
this project.<o:p></o:p></div>
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<br /></div>
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The majority of this quarter has been, in the terminology of
my students, an epic fail.<span style="mso-spacerun: yes;"> </span>I started out
with what I thought was a great concept.<span style="mso-spacerun: yes;">
</span>The guiding question was how can relief sculpture be used to express a
personal narrative?<span style="mso-spacerun: yes;"> </span>The studio skills to
be learned included modeling, additive and subtractive sculpture techniques,
casting processes, and three dimensional surface designs.<span style="mso-spacerun: yes;"> </span>The sculpture artist we mainly discussed was
Ghiberti and his Gates of Paradise baptistery doors, but we also looked at
several narrative paintings and discussed how the artists used imagery and
object placement (background, middle ground and foreground) to show
importance.<span style="mso-spacerun: yes;"> </span>We also used Robert
Hasting’s poem <i style="mso-bidi-font-style: normal;">The Station</i> as a
discussion starter about important moments in life.<span style="mso-spacerun: yes;"> </span>We went back to our mind map on identity and
the things that shape it to look at possible starters for the personal
narrative.<span style="mso-spacerun: yes;"> </span>Here is where things started
to go south.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
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<b style="mso-bidi-font-weight: normal;">Problem 1:</b> I
don’t think I was clear enough or thorough enough in my instruction of
narrative art and more contemporary artists who create personal narrative art. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Problem 2:</b> Getting
personally connected to the assignment.<span style="mso-spacerun: yes;"> </span>Most
students had a hard time coming up with imagery that could tell a story about
an experience, memory or feeling that held any significance for them. <span style="mso-spacerun: yes;"> </span>Seeing this I adjusted the motivator and we
discussed how many songs tell a story.<span style="mso-spacerun: yes;">
</span>Students could illustrate a song.<span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span>So we discussed song lyrics.<span style="mso-spacerun: yes;"> </span>What’s your favorite song?<span style="mso-spacerun: yes;"> </span>Why is it your favorite song?<span style="mso-spacerun: yes;"> </span>Could any imagery be created from the
lyrics?<span style="mso-spacerun: yes;"> </span>This led some students to
choosing a song to illustrate.<span style="mso-spacerun: yes;"> </span>Most
songs they wanted to use were either not school appropriate or it was the
rhythm that made it a favorite song, not the lyrics.<span style="mso-spacerun: yes;"> </span>I was then unable to get them to visualize
how they could represent the rhythm.<span style="mso-spacerun: yes;">
</span>With some students I compromised and let them create a relief of a favorite
place or object.<span style="mso-spacerun: yes;"> </span>At the beginning I told
students they would be writing the narrative to accompany their final
artwork.<span style="mso-spacerun: yes;"> </span>I thought of having them write
it first, but I was afraid if I did, they would never get to the making part of
the assignment, which is what they all wanted to do.<span style="mso-spacerun: yes;"> </span>With 25 students I had to get them moving or
I’d definitely loose them.<span style="mso-spacerun: yes;"> </span>In
retrospect, I should have done that anyway.<span style="mso-spacerun: yes;">
</span>May be then they would have thought more about the what, why and how of
the art they were going to create and their designs would have been more
successful.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
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<b style="mso-bidi-font-weight: normal;">Problem 3:</b><span style="mso-spacerun: yes;"> </span>Technical difficulties and underestimation of
needed materials.<span style="mso-spacerun: yes;"> </span>When I created my
sample piece it all worked out great and seemed easy enough for my intermediate
students to handle.<span style="mso-spacerun: yes;"> </span>It would have been
if I had enough material for every student to make their rubber mold and cast
it in plaster like I had done.<span style="mso-spacerun: yes;"> </span>Alas,
that was not the case.<span style="mso-spacerun: yes;"> </span>I didn’t limit
the size of student’s clay models like I should have.<span style="mso-spacerun: yes;"> </span>That, along with the fact that there were 25
of them, led to their not being enough casting material for every person to
use.<span style="mso-spacerun: yes;"> </span>I should have stopped here and just
fired their clay slabs, but I was too focused on them learning about casting
that I lost sight of the guiding concept, which was to create a narrative
artwork.<span style="mso-spacerun: yes;"> </span>I should have recognized that
the process of casting was not as important as the concept behind the
artwork.<span style="mso-spacerun: yes;"> </span>Yes I wanted them to learn
casting, but not at the expense of creating meaning with their art. So I pushed
on.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Plan B was to place the clay slab in a plastic lined box,
use the waste clay to form walls and pour a plaster mold around the clay
relief.<span style="mso-spacerun: yes;"> </span>Then students could dig out the
clay and pour more plaster into the mold.<span style="mso-spacerun: yes;">
</span>We could then break away the mold and we’d have the positive form that
could then be painted.<span style="mso-spacerun: yes;"> </span>I had enough
plaster for the entire class if it had been mixed correctly and not
wasted.<span style="mso-spacerun: yes;"> </span>What actually happened was that
students mixed their own plaster without paying attention to the ratio of
plaster powder to water and their plaster either never set up, and fell apart
because it wasn’t strong enough, or they waited too long and the plaster
hardened in the mixing bowl before they ever poured it around their clay.<span style="mso-spacerun: yes;"> </span>Why did this happen?<span style="mso-spacerun: yes;"> </span>Again, I think this was my fault.<span style="mso-spacerun: yes;"> </span>I was busy trying to get to each student who
needed help with their original clay models or pushing some students to
actually develop their image they would sculpt.<span style="mso-spacerun: yes;">
</span>I told them as a group how to mix the plaster in my original
demonstration and demonstrated it again with the class using the first
student’s artwork.<span style="mso-spacerun: yes;"> </span>I should have given
them each written instructions.<span style="mso-spacerun: yes;"> </span>I could
have given them each a pre-measured about of plaster to mix, but then that
takes away one opportunity to use their math skills.<span style="mso-spacerun: yes;"> </span>And they need to use them.<span style="mso-spacerun: yes;"> </span>I had one senior who could not figure out how
to find out what 1/3<sup>rd</sup> of 44oz was to know how much water to
eliminate before mixing.<span style="mso-spacerun: yes;"> </span>She would not
even attempt to figure it out.<span style="mso-spacerun: yes;"> </span>(This
represents a larger problem in the high school population.<span style="mso-spacerun: yes;"> </span>That is a story for another time.)<span style="mso-spacerun: yes;"> </span>While I was working with some students,
others were making their molds or casting from them.<span style="mso-spacerun: yes;"> </span>When students leave out the step of applying
the releasing agent their castings don’t come out of the mold.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
That led to going back to square one.<span style="mso-spacerun: yes;"> </span>This time, instead of starting with clay and
building up the design, they started with a plaster block and carved out their
design.<span style="mso-spacerun: yes;"> </span>This was more difficult and
students became frustrated.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Problem 4:</b> All
the technical difficulties resulted in final artworks that looked nothing like
students had planned and they did not know how to adjust and write a narrative
to accompany their new artwork.<span style="mso-spacerun: yes;"> </span>They
were frustrated with the whole process and didn’t want to think about it
anymore.<span style="mso-spacerun: yes;"> </span>It was pulling teeth to get
them to now write a story about the visual they had created. Especially when
they were not happy with what they created.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<!--EndFragment-->wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-70441582336904399752012-01-02T18:25:00.000-08:002012-06-15T18:26:04.535-07:00Nothing Changes if Nothing Changes<!--[if gte mso 9]><xml>
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<br />
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Nothing changes if nothing changes. Let's be
realistic. Economics and politics go hand and hand with the position of
WHAT or WHO holds the power in the public school systems. At some point
it became about keeping a job and putting butts in seats and not necessarily
about what's in the best interest of the student. But think a minute,
didn't the most powerful revolutions (or positive changes in society) begin at
the bottom. The grass roots folks who said NO MORE?<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">The
teachers in the trenches.</i><br />
<br />
We know that learning is not linear. Rather, organic like a tree.
Establish strong roots and then allow students to grow strong limbs to reach
out spread.<span style="mso-spacerun: yes;"> </span>When children are young and
parents have to work to keep the fridge stocked and the roof secure not having
to pay for all day child care helps economic security.<span style="mso-spacerun: yes;"> </span>So kids go to school earlier and for longer
times but is it that time well spent in standards driven structure?<span style="mso-spacerun: yes;"> </span>This is a prime opportunity to plant
roots.<span style="mso-spacerun: yes;"> </span>Is this the place and time for
government to support early learning?<span style="mso-spacerun: yes;"> </span>If
you have money and can afford it you can get your child into a program for
early learning (play = research and development), but the majority of people
no't have that kids of money.<br />
<br />
Too much micro management stifles growth. Our country is capitalistic to
it's core. Some say it's not necessarily a positive thing. What if
we allowed the schools to make alliances with private industry? Would
that be any better than government control? What if private industry
earned tax breaks, or credits, for the amount of money they put into a local
school system? Would industry have the foresight to equip schools with
the tools to teach the new generations the skills needed to sustain an ever
changing job market? Or would they just dictate the skills they wanted
their next batch of minions to have in order to make them more money?<br />
<br />
I prefer to look on the sunny side and think that just maybe corporate money
going directly to the schools instead of continuing to feed the red tape entwined
pork that wades around big buildings in Washington looking for the next feeding
barrel.<span style="mso-spacerun: yes;"> </span>How many new great innovations
came out of government mandated and funded programs?<span style="mso-spacerun: yes;"> </span>How many great innovations, discoveries,
technologies or advancements have come out of the private sector?<span style="mso-spacerun: yes;"> </span>Haven't some things started out as an
"innovation grant" from the government and then taken over and funded
privately, often because of competition, then created faster and developed more
for the betterment of the people?<span style="mso-spacerun: yes;"> </span>Look
at the pharmaceutical and technology companies. <span style="mso-spacerun: yes;"> </span>What if the government planted the roots by
granting the early learning (developmentally appropriate/learning through
play)?<span style="mso-spacerun: yes;"> </span>What if..........<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
Brainstorming <span style="mso-spacerun: yes;"> </span>possibilities is how things get going.<span style="mso-spacerun: yes;"> </span>There's a storm a brewing.<o:p></o:p></div>
<!--EndFragment-->wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-31213627563409830522011-12-06T20:59:00.001-08:002011-12-06T20:59:24.177-08:00Research Directions
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"> In 7 weeks I have filled a 3 inch binder with different
interpretations of the "right" research method to utilize for any
given topic in art education.<span style="mso-spacerun: yes;"> </span>From each
method, quantitative and the diversity of qualitative methods, I have seen how
I could implement all of them in my research towards creating a curriculum
resource.<span style="mso-spacerun: yes;"> </span>When I began this class I was
sure that I wanted to create a curriculum guide based on identity that could be
adopted by high school art teachers.<span style="mso-spacerun: yes;"> </span>I
have come to realize that is an unrealistic goal for me at this time.<span style="mso-spacerun: yes;"> </span>Curriculum design is a living process that
requires understanding the learner, learning environment, resources at hand,
content knowledge, and local, state and national standards and making something
that meets the needs of the teacher and student in their path to constructing
knowledge.<span style="mso-spacerun: yes;"> </span>No one person can do
that.<span style="mso-spacerun: yes;"> </span>So what can one person do?</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>Art as
research and research as art sticks in my brain like a metaphor that art brings
to life.<span style="mso-spacerun: yes;"> </span>Creating art is all about
figuring out what works the best to communicate an idea and then putting those
findings to work.<span style="mso-spacerun: yes;"> </span>Figuring out what
research method to use to do what it is I want to do requires me to know what I
want to do.<span style="mso-spacerun: yes;"> </span>That "knowing"
keeps shifting and I've struggled with it all 7 weeks.<span style="mso-spacerun: yes;"> </span>What do I want?<span style="mso-spacerun: yes;"> </span>I want to understand.<span style="mso-spacerun: yes;"> </span>I want to understand how I can find and
utilize resources to make art education relevant to my high school learners.<span style="mso-spacerun: yes;"> </span>From the process of developing an
understanding I want to share what I have discovered with teachers so that they
may not have to "re-invent the wheel" so to say.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>From my
pilot study I realized that many school systems can-not afford to purchase art
textbooks for their art classes.<span style="mso-spacerun: yes;"> </span>Art
teachers are creative by nature so they find their information and lesson ideas
through conversations with peers, surfing the net, looking through museum catalogs,
participating in workshops and just about everywhere else they travel and then construct
their own resources.<span style="mso-spacerun: yes;"> </span>But wouldn't it be
nice if you didn't have to spend so many hours searching for lesson resources
or so much money to buy a textbook that is outdated in five years, and that
doesn't really relate to your classroom community?<span style="mso-spacerun: yes;"> </span>I think so.<span style="mso-spacerun: yes;">
</span>What if there was a place where an art teacher could go that could give
them multiple options and ideas all based on a single theme, and that are developmentally
appropriate?<span style="mso-spacerun: yes;"> </span>For high school, what would
be the most relevant themes?<span style="mso-spacerun: yes;"> </span>What would
that place look like?<span style="mso-spacerun: yes;"> </span>I want to find
that place.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>In the
process of creating art the artist learns what they need to make the artwork
successful.<span style="mso-spacerun: yes;"> </span>The answer is in the
studio.<span style="mso-spacerun: yes;"> </span>What do I do?<span style="mso-spacerun: yes;"> </span>What do my colleagues do?<span style="mso-spacerun: yes;"> </span>What do I use?<span style="mso-spacerun: yes;"> </span>What do they use?<span style="mso-spacerun: yes;"> </span>What doesn't work?<span style="mso-spacerun: yes;"> </span>What can I learn from what doesn't work so
that I can do something that does?<span style="mso-spacerun: yes;">
</span>Answering these question are the stops along the way to my destination
of understanding.<span style="mso-spacerun: yes;"> </span>Once I understand then
I can create something that does work and that may even help others.<span style="mso-spacerun: yes;"> </span>My research will be a narrative of my journey
to understanding.<span style="mso-spacerun: yes;"> </span>Beyond that understanding
will be application of those new understandings in the form of an open access
teacher resource for information and lesson ideas for high school teachers working
with the theme of identity.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>The
Abstract Expressionists taught me that the process of creating is just as
important as the product itself.<span style="mso-spacerun: yes;"> </span>From the
process of creating we learn and grow.<span style="mso-spacerun: yes;">
</span>From studying someone else's process we also learn and grow.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">In
Design for Inquiry, Instructional Theory, Research and Practice in Art
Education (1999) </i>Dr. Delacruz states that "Art teachers' thinking,
planning, decision making, and response to the conditions of teaching are
important but undervalued aspects of their work" (p.21).<span style="mso-spacerun: yes;"> </span>The act of teaching art is not an act at
all.<span style="mso-spacerun: yes;"> </span>It is a process of learning,
reflecting, implementing, assessing and staying current on theory, practice and
the culture of their students.<span style="mso-spacerun: yes;"> </span>Without
these processes, what is presented to students becomes irrelevant to heir
world.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>This is
why I think my process of constructing the knowledge I need in order to develop
an identity resource guide for myself and others is an important topic for
further study; for research.<span style="mso-spacerun: yes;"> </span>Documenting
my processes of inquiry (classroom practice, textbook and web resource
investigations, art education literature, and interviews with students and
teachers) will take the form of a narrative as the final product of my journey.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Resources</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="font-family: Calibri;">Delacruz,
E. M. (1999). <i>Design for inquiry, instructional theory research and practice
in art education</i>. Reston, VA: The National Art Education Association.<u1:p></u1:p><o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span lang="EN" style="mso-ansi-language: EN;">Wirt, S. (2011).<i>Title</i>.
(Unpublished pilot study). University of Florida.</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></span></div>
wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-42776610171757432262011-11-29T18:04:00.000-08:002012-06-15T18:06:03.265-07:00OOPS, That Didn't Work<!--[if gte mso 9]><xml>
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<br />
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What went wrong and where do we go from here.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So the 3D project of carving and casting low relief went
bust for some reasons that I know and some I do not. Now what do I do?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
1<sup>st</sup> thing I need to do:<o:p></o:p></div>
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<ul>
<li><span style="font-family: Symbol;"><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span></span>Don’t let students see their projects until after discussion.</li>
<li><span style="font-family: Symbol;"><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span></span>Turn this into an opportunity for creative problems solving that requires some critical thinking.</li>
<li><span style="font-family: Symbol;"><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span></span>Have a class discussion about what went wrong.<span> </span>Come up with reasons why that may be</li>
<li><span style="font-family: Symbol;"><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span></span>Brain storm ideas on what to do next.<span> </span>Explain that often artists come into problems and then have to rethink their project design.<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span></li>
</ul>
<h4>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">So now what do I do to figure out what went wrong wand what to do next.</span></span></span></li>
</ul>
</h4>
<br />
<br />
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<br /></div>
<br />
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<li>Think I know:</li>
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<o:p></o:p><br />
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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</div>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Not enough model making material for all
students at the size of their projects and took too long to get liquefied.</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Too much water in the plaster mix for the model
part</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Weal walls to hold in the plaster</li>
<li>Possible reasons:</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Plaster over model material may have caused the
model material to constrict and warp</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Let plaster stay in clay mold too long so that
it never dried</li>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Results:<o:p></o:p></div>
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</div>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Some plaster molds never dried and subsequently
fell apart</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>The plaster backed rubber molds constricted and
warped into some strange shape</li>
<li><br /></li>
<li>Where to go from here: Possibilities</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>For constricted pieces that are salvageable
clean out left over clay, surround in sand and pour the final casting into
it.<span style="mso-spacerun: yes;"> </span>Let dry and then combine on a board
with other materials.</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Maybe soak the plaster backed rubber molds to
dissolve the plaster.</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>For molds that fell apart.<span style="mso-spacerun: yes;"> </span>Carve into the wet plaster and make some new
design.</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Cast a block of plaster and carve it.</li>
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<o:p></o:p></div>
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Assignment :<o:p></o:p></div>
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Write out a plan for what to do with your art from this
point.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
How did it go<o:p></o:p></div>
<div class="MsoNormal">
I first had the class move their seats close to the board to
discuss how and why artists go back to the drawing board with their
artworks.<span style="mso-spacerun: yes;"> </span>I also talked to them about
how artists let the artwork tell them what it will be rather than the artists
forcing something to immerge.<span style="mso-spacerun: yes;"> </span>Going with
the flow can lead to unexpected surprises and new creations.<span style="mso-spacerun: yes;"> </span>The discussion went well even though I had to
prod them along to come up with reasons why the plaster didn’t dry, cracked or
fell apart or the rubber mold warped.<span style="mso-spacerun: yes;"> </span>I
used a student’s warped rubber mold and original clay model to further discuss
how we as artists can listen to our artwork and let it lead the way to a final
composition.<span style="mso-spacerun: yes;"> </span>Basically, what can we do
with it now that it looks like this?<span style="mso-spacerun: yes;">
</span>Start over with a block of plaster and carve it?<span style="mso-spacerun: yes;"> </span>Continue the original process and clean out
the left over clay, cast it in plaster and see what we get and go from
there?<span style="mso-spacerun: yes;"> </span>We looked at the new shape that
was made when the rubber mold shrank and warped.<span style="mso-spacerun: yes;"> </span>It actually appeared to reinforce the shape
of a bird face, which is what the student had originally designed but in
relief. <o:p></o:p></div>
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<br /></div>
<!--EndFragment-->wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-51934990480070123352011-11-23T20:12:00.001-08:002011-11-23T20:17:39.952-08:00The stops along the way: A researcher’s revelation<br />
<div class="MsoNormal" style="text-indent: .5in;">
Twenty one credits into my Maters
of Art Education program I am deep in the throngs of academia and still
teaching 8 sections in 6 periods of high school art. Two are new; one with a curriculum
plan/umbrella that I thought was good but am now realizing what I left out of
the plan, and one that has a perceived structure but not a real strong path.
(Advanced Art & Honors and 3D) The two Introduction to Photography classes
are going smooth, but the Photo II and Honors Photo II are a challenge to
challenge them who then challenge me. My
Independent Art students really aren’t independent. Beyond my academics
(student/teacher/researcher) there is family.
JC just turned 11 and is in 5<sup>th</sup> grade and Savana is 9 and in
the 4th grade. There’s karate, homework,
dinner, 2 dogs 14 chickens, the laundry, the house, the husband, lest not
forget him, that all need a piece of my attention too. The computer crashes, the external hard drive
gets corrupted, and my father will arrive in the morning. Oh’ yeh, and tomorrow’s Thanksgiving.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
Tonight, I am frustrated,
aggravated, overwhelmed, have lost confidence, and am just plain
underwater. (long story) Sometimes I think that saying “you just gotta
keep your eye on the prize” is a load of crap.
Yes, I said crap. Keeping your
eye on the prize, or let’s say “destination”, can make it impossible to enjoy
the ride to getting there. I want to
enjoy the ride, see the sites, and experience the growth along the way. <o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
I’ve realized that my “prize” is
this end point (destination), on the map called curriculum guide. But they’re some really great places I get to
pass through along the way. I get to
study the best art textbooks, talk to a lot of great art teachers about their
ideas on those books, read some awesome journal articles, write about what I’m
doing in my classes each day and how it’s different from what I thought or
wanted or planned for it to be, and then take all that new knowledge and create
a real solid course design that other teachers could use too. I just never thought I would have to do it
all at the same time.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
When you’re on the highway and
drive 100mph in a 65mph zone you get in trouble with the law. When you do that your thesis year of grad
school it’s called normal. I know where
my end point is and I know where my starting point was, the only problem is
that I seem to only have time to “pass through” the stops along the way instead
of getting to soak them all in, process them, learn from them, and gain
strength from them before I have to be at that end point. When all those stops have to be made at the
same time, none of them gets to be absorbed.
Which ultimately, as anyone who has gone on a road trip and was in a
hurry to get to the destination, happens is that you get to the destination
without realizing and respecting where you have been.<o:p></o:p></div>
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I know I’m not alone in this place
and space. There are plenty of other
folks out there with me. My story isn’t
unique. It’s just the story of how I’m
traveling now.<o:p></o:p></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com2tag:blogger.com,1999:blog-7852533758322893133.post-54988131118151022702011-11-21T17:49:00.000-08:002012-06-15T17:50:50.712-07:00What I learned from the Screw-Up<!--[if gte mso 9]><xml>
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<br />
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Monday, November 21, 2011<o:p></o:p></div>
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<br /></div>
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There was a lot of learning going on in the art room
today.<span style="mso-spacerun: yes;"> </span>Mostly I learned that I
underestimated how much mold making supplies would be needed for students to
make their molds for casting their clay panels.<span style="mso-spacerun: yes;">
</span>The lesson as written had some flaws in it as well.<span style="mso-spacerun: yes;"> </span>What did I want students to learn from this
project?<span style="mso-spacerun: yes;"> </span>I wanted them to learn how an
artwork can be a narrative and how to create a relief casting.<span style="mso-spacerun: yes;"> </span>Problems with unit that I see at this point:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The introduction to this artwork I don’t think I
used enough artist examples for discussion about narrative.<span style="mso-spacerun: yes;"> </span>We looked at and discussed art by Chagall and
Kahlo when we discussed color symbolism for their previous project.<span style="mso-spacerun: yes;"> </span>We then learned about Ghiberti and his
Baptistery doors for how he used relief to show depth and importance in his
telling of a story.<span style="mso-spacerun: yes;"> </span>We went back to
those artwork and discussed how they were visual narratives about some aspect
of the artist’s identity or belief system.<span style="mso-spacerun: yes;">
</span>What I didn’t do, that I should have, was bring in more artists who used
narrative in their work.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->We used the poem by Robert Hastings, <i style="mso-bidi-font-style: normal;">The Station,</i> as inspiration for creating
a drawing about an important “stop” along their travels in life.<span style="mso-spacerun: yes;"> </span>This was supposed to also serve as a starting
point for their narrative artwork.<span style="mso-spacerun: yes;"> </span>This
concept was lost on the students.<span style="mso-spacerun: yes;"> </span>I need
to revisit the concept of a personal narrative the next time I teach this or a
similar unit.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->When I introduced the project for the students
(Creating a relief sculpture from modeling and casting)<span style="mso-spacerun: yes;"> </span>I showed the steps and we discussed the pros
and cons of this process.<span style="mso-spacerun: yes;"> </span>I had made an
example of all the steps and that is where the images in the presentation came
from.<span style="mso-spacerun: yes;"> </span>That part went well and as
students began modeling their relief sculptures out of clay all seemed to be
going well.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->When it came time to make the molds I learned
many things.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->We didn’t have enough mold-making material and I
let the students make their panels larger than our molding supplies would
stretch for this class of 25.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The modeling material didn’t melt like I had
hoped in the crock pot so I was constantly going to the microwave to warm more
up.<span style="mso-spacerun: yes;"> </span>This made for loss productivity as
students waited for their turn.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->High relief panels needed more modeling material
which caused fewer students to be able to make their mold as we ran out.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->So plan “B” use the plaster to make the mold by
pouring it over the modeled panels. – Problem: The walls created by foil and
clay were not always sealed and plaster leaked out causing a quick panic to
seal them up before we lost all the plaster or it hardened.<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->There were students with super high relief so we
were going to try out the Paint a Mold material.<span style="mso-spacerun: yes;"> </span>Well, it doesn’t go far either.<span style="mso-spacerun: yes;"> </span>I had only ordered 1 container of it thinking
that when it was mixed it would paint on more than 2 sculptures.<span style="mso-spacerun: yes;"> </span>I still need to figure out what I am going to
do for the student who still needs to make a mold of his hand.<o:p></o:p></div>
<!--EndFragment-->wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-5470880644307988812011-11-07T17:44:00.000-08:002012-06-15T17:47:05.803-07:00Needing More Experimentation Time<br />
<div class="MsoNormal">
November 7, 2011<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When the expected skill level of the students is not the reality what do you do? You extend the media experimentation time.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Students need time to experiment with various media before
they can choose which to use to express their idea. My Advanced Art class continued their paint
media exploration today. I’m working the
curriculum I wrote last year, but that curriculum was written for the advanced
art student. I have a split class this
year. The students who had me for Art
III are prepared for the level of instruction and art creation expected from an
advanced student. But a have at least
1/3<sup>rd</sup> of the class that does not have either the artistic skill or
the creative skills that they should have in this type of course. So I am having to rethink my expectations and
approach to instruction. I had not
planned on spending 2 weeks in exploring watercolor, acrylic and oil. Rather, the plan was to go straight to
oil. I have too many students in this
class that don’t understand paint enough to begin a painting in oil. What I’ve decided to do is allow time for
experimentation in the three painting media and then allow students to choose
which one they are most comfortable with to create their final artwork.<o:p></o:p></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0Virginia, USA 2313937.4315734 -78.656894234.2055064 -83.7106052 40.6576404 -73.603183199999989tag:blogger.com,1999:blog-7852533758322893133.post-21858116570996510252011-11-06T14:39:00.001-08:002011-11-06T14:40:18.675-08:00Qualitative Research<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">What
is Qualitative research?</span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Stephanie
Wirt</span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">University
of Florida</span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">ARE6746</span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">11/6/11</span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Abstract</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Qualitative research involves
observation, documentation, interpretation and reflection on the part of the
researcher. Through examining the
articles <i style="mso-bidi-font-style: normal;">Using Participatory Visual
Ethnography to Explore Young People's Use of Visual Material Culture in Place</i>
by K. Eglinton, <i style="mso-bidi-font-style: normal;">Reflections on the Narrative
Research Approach </i>by T. Moen, and <i style="mso-bidi-font-style: normal;">Qualitative
forms of research methods</i> by M. Stokrocki I will discuss key factors of
qualitative research as it relates to art education and my research interests.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Key Words: Qualitative Research,
Qualitative Inquiry, Narrative</span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"> Qualitative
research is guided by questions that have personal significance to the
researcher. The researchers is the leading
instrument of investigation who uses a systematic process of describing, analyzing
and interpreting to characterize and classify information observed in everyday
life (Stokrocki, 1997). The qualitative
approach to research involves studying things in their natural environment as
they interact with it in order to make sense of and interpret it. This type of study involves prolonged observations
and engagement with the subject of inquiry (Moen,
2006). </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"> In
<i style="mso-bidi-font-style: normal;">Qualitative forms of research methods</i>
Stokrocki references E. Eisner when discussing the characteristics of qualitative
research. The six key features of qualitative
inquiry identified are "1) field-focused, 2) constructed so that the
researcher is the instrument, 3) interpretive in nature, 4) expressive in
language, 5) highly detailed, and 6) persuasive" (as cited in Eisner,
1991, pp.32-40). Stokrocki identifies
and defines ethnography, micro ethnography, phenomenology, educational
criticism, case study, and social critical theory as types of qualitative
inquiry. Moen and Eglinton expand on
these categories of inquiry by illustrating the importance of the personal
narrative as a method of qualitative inquiry.
With the narrative research approach the researcher is examining to
understand, through documentation, reflection and story-telling, the experience
of humans as they encounter everyday life situations (Moen, 2006). </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"> In
<i style="mso-bidi-font-style: normal;">Reflecting on the Narrative Research
Approach</i>, Moen discusses ideas of Vygotsky and Bakhtin as they relate to
narrative research. Moen agrees with
Vygotsky and Bakhtin that any research that considers an individual or single
group cannot exist in a vacuum and still be valid (Moen, 2006). The dialogue of the researcher, whether internal,
with participants or audience, is fundamental to qualitative research. The internal dialogue of the researcher acts as
the "talking through" of an idea with one's self in the process of coming
to a meaningful conclusion or in solidifying one's own knowledge and
understanding. Meaning is made through
shared experience (Moen, 2006). That
sharing of ideas can be through dialogue with other people or with one's
self. Therefore, the voice of the
researcher is what constitutes the narrative and acts as the documentation of
the research itself.</span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Reflection</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"> My
personal research direction involves utilizing both qualitative and
quantitative research methods. In the
process of creating curriculum for high school arts based on the big idea of
Identity, I will be analyzing the differences between curriculum as designed
and curriculum as implemented in preparation for writing a better informed
curriculum guide for high school art teachers.
In dealing with contemporary high school students visual and material culture
is an important part of their identity construction. Eglinton points out that the personal narrative
is a valuable ethnographic tool in conveying over reaching themes. She also points out that the "place and
space" has largely been left out of visual arts education. This leads to a disconnection between
theories and approaches used to engage teenage students in examining visual material
culture (Eglinton, 2008). With this
awareness, I realize that any curriculum I write or implement needs to take
into account the place and space of my students. Therefore I must examine the place and space
of my students prior to curriculum design.
It also makes me wonder how I can create curriculum that engages
students that exist in a different place and space. </span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"> In
order to investigate my students' perspectives and understanding of their place
and space I will need to conduct interviews and utilize surveys. To do this I will need IRB permission. However, to investigate my own successes,
pitfalls and processes in designing and implementing specific curriculum I will
utilize a narrative approach in synthesizing my data collection. My data collection will take the form of a
research journal which describes, analyzes and interprets my daily interactions
with my students, my process of curriculum design and implementation. I essentially will be doing a prolonged study
of myself as a practitioner of art education and research, of my students as
they interact with me and their experiences in the classroom, and the stages of
curriculum design. All of this in
preparation for writing a quality curriculum guide for future high school art
teachers.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">References</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
Eglinton, K. A. (2008). Using participatory visual ethnography to explore
young people’s use of visual material culture in place and space. In R.
Hickman, (Ed.). <i><span style="font-family: "Calibri","sans-serif";">Research
in art and design education</span></i> (pp. 51-66). Chicago: Intellect Books.</div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
Eisner, E. (1991). <i style="mso-bidi-font-style: normal;">The</i> <i style="mso-bidi-font-style: normal;">enlightened eye: Qualitative inquiry and the
enhancement of educational practice</i>. New Your: Macmillan</div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
Moen, T. (2006). Reflections on the narrative research approach. <i><span style="font-family: "Calibri","sans-serif";">International Journal of Qualitative
Methodology</span></i>, <i><span style="font-family: "Calibri","sans-serif";">5</span></i>(4),
1-11.</div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
Stokrocki, M. (1997). Qualitative forms of research methods. In S. D. La
Pierre, & E. Zimmerman (Eds.). <i><span style="font-family: "Calibri","sans-serif";">Research
methods and methodologies for art education</span></i> (pp. 33-56). Reston,
VA: NAEA.<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"></span></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-51245185544604614482011-11-04T22:38:00.000-07:002011-11-04T22:40:47.454-07:00Enduring Ideas from Fairfax, VA<br />
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I just returned from our VAEA conference. I learned today about one Fairfax County, Va.
district curriculum. The workshop was
titled <i style="mso-bidi-font-style: normal;">"</i>Re-visioning:
Integrating One Big Idea for a Course or Grade level, and presented by Carol
Trost, Art Resource Teacher, Marshall l High School. In that county they are taking 1 Enduring
Idea and making it "The Idea" for the entire county. (Trost, 2011) Fairfax County Public Schools, in Fairfax Va. Has
194 schools (138 Elementary
(preschool - 6) 22 Middle, 4 Secondary (7 - 12), 21 High (9 - 12), 2
Alternative High Schools, and 7 Special Education Centers. They have articulated three
overarching student achievement goals.
They are <a href="http://www.fcps.edu/schlbd/goals/sag1.shtml"><span style="color: blue;">Academics</span></a>,
<a href="http://www.fcps.edu/schlbd/goals/sag2.shtml"><span style="color: blue;">Essential
Life Skills</span></a>, and <a href="http://www.fcps.edu/schlbd/goals/sag3.shtml"><span style="color: blue;">Responsibility
to the Community</span></a>. Part of the
county's philosophy is "Art education in Fairfax County Public
Schools is a core discipline, essential to the growth and development of all
students." It's interesting that
the theme for this year's VAEA conference was that of <i style="mso-bidi-font-style: normal;">Art Grows Potential</i>.</div>
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<span style="position: relative; z-index: 251659264;"><span style="height: 134px; left: 115px; position: absolute; top: -12px; width: 177px;"><a href="http://www.blogger.com/Trost.Enduring.Idea.ASOP.JPG"><br /></a></span></span> </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3pTq2p45kWJIHerBVDWORL66gjtgXOAkq-H2P3rIP3OBIY_uhVpur_4whk5UnheGgbYwMlEFgYJBnMR0eOYz3N3mhm9nunBONPWISOz5lC4hDuT2qEUVdL5bc44mGP-AnSTyokWYRdpM/s1600/Trost.Enduring.Idea.ASOP.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3pTq2p45kWJIHerBVDWORL66gjtgXOAkq-H2P3rIP3OBIY_uhVpur_4whk5UnheGgbYwMlEFgYJBnMR0eOYz3N3mhm9nunBONPWISOz5lC4hDuT2qEUVdL5bc44mGP-AnSTyokWYRdpM/s320/Trost.Enduring.Idea.ASOP.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sample of FCPS Curriculum at a glance. Presented by Carol Trost from Fairfax, VA at the VAEA Annual Conference, November 3-5, 2011</td></tr>
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In this workshop we worked in groups of 4-5 to create a single
unit of instruction. We were given a
sheet of paper with one big idea on it. (My
group's idea was community) Then, in 7
minutes, we recorded anything that came to mind that could be related somehow. We filled the page. From these words the key concepts are
discovered. We followed that with finding
artists that would also relate. The
presenter had small 4x6 cards of contemporary and known historical artworks
that she uses with her students in the classroom. It was easy to recognize the
"masters" from art history, but there were some art works I had never
seen, and artists I had not heard of before. Some of the artists image examples
from Carol's classroom collection were works from Tim Hawkins, Leornaora Carrington,
Cindy Sherman, Barbara Kruger, Heidy Cody, Ken Chu, Volanda Lopez, Trenton
Doyle, Bruce Newman, John Baldessari, Pepon Osorio, Layla Ali, J. Andtoni,
Bansky, Varo, Moralso, A. Cutler, L. Lukova, Varo, A. McCollum, and K Marshall. Now I have new artists to go research!</div>
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We didn't get to the production piece of the plan but it was
a good start for all of us who participated.
Not only did the presentation/workshop show us "how" and
"why" to utilize this type of plan, but it showed how <i style="mso-bidi-font-style: normal;">they</i> are doing it. What I would now also like to know is what
all their teachers thought of this plan at the end of 1, 3, and 4 years. How will it have been received, implemented
or changed? Now there's an idea for a long
term investigation.</div>
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<b>Student Achievement Goals</b><b> - </b>The Fairfax County School Board has created
three overarching Student Achievement Goals that provide a framework for the
school system in its work of educating students. The goals involve:</div>
<ul type="disc">
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><a href="http://www.fcps.edu/schlbd/goals/sag1.shtml"><span style="color: blue;">Academics</span></a></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><a href="http://www.fcps.edu/schlbd/goals/sag2.shtml"><span style="color: blue;">Essential Life Skills</span></a></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><a href="http://www.fcps.edu/schlbd/goals/sag3.shtml"><span style="color: blue;">Responsibility to the Community</span></a></li>
</ul>
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The direction I want to go with my thesis
project is to write curriculum. The hard
part about writing curriculum is doing it all by yourself. The document, <i style="mso-bidi-font-style: normal;">the guide</i>, is better designed by more than one mind. Collaboration with peers who are all working
to make a map for their art educational community is what produces a quality
curriculum guide. We all just need to
remember that it is just a guide. It is
not the specific map every teacher must follow.
There has to be some freedom of choice within any curriculum. This allows for each community to decide for
themselves what approach will work best for their students.</div>
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I was fortunate enough to participate in
many incredible sessions over the last 2 days.
I'll write more about those later.
For now, I need to get some sleep.</div>
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<div class="MsoNormal" style="line-height: normal; margin-left: .25in; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
Trost, C. (2011, November). <i><span style="font-family: "Calibri","sans-serif";">Re-visioning: Integrating one big
idea for a course or grade level</span></i>. Paper presented at Virginia art
educators association 49th professional development conference, Roanoke, VA.</div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-48395981772336937152011-10-30T20:53:00.000-07:002011-10-30T20:55:45.744-07:00What is my focus in Master's Research<div class="separator" style="clear: both; text-align: center;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqd8NwGVthTvga4y5HruyUIyR2M1wJ50yrAB4OosDA5Er1gLEfzZEy5PxF5jwEsX7hJTwzeMjPtc_090pp0GfgKlFtP8AF5bIduQM8BnWQzXxLdrjPRlXZensncnvPt88pxeuhAedGQyI/s1600/Slide2.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqd8NwGVthTvga4y5HruyUIyR2M1wJ50yrAB4OosDA5Er1gLEfzZEy5PxF5jwEsX7hJTwzeMjPtc_090pp0GfgKlFtP8AF5bIduQM8BnWQzXxLdrjPRlXZensncnvPt88pxeuhAedGQyI/s640/Slide2.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Possible Master's Thesis Research Project</td></tr>
</tbody></table>
For the last year I have been learning how to write better curriculum, how to evaluate scholarly journal articles for their usefulness and validity, and increase my own core knowledge of arts and arts education. Now is the time when I have to start focusing on how I will synthesize all my newly formed knowledge and provide a document of proof that I am worthy of a master's degree in Art Education. It's a daunting task that frankly is keeping me up at night. With so many question of what, how, and why running rapidly through my conscious and subconscious, it's a wonder that I am able to function in my normal role of classroom teacher, wife and mother.<br />
<br />
I have this big picture in my head of creating a curriculum guide, more like a textbook if it could actually be good enough to publish, for high school arts that's based on the central theme of identity. It would encompass the things that contribute to the formation of individual, and group, identity, how identity is expressed, and why it's important for teenagers to express their identity in a healthy way. All of which could be learned in the art room. Well, as the saying goes, "the Devil's in the details". I've never been good at getting all the details ironed out. (I wounder if this is why I also HATE to iron cloths.) I'm good at big ideas, but not so good at all the steps it takes to make them come to life.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtK14_Nmx28TlWzEYhXLw8asd3mlx4Z-RkhHKhkMUX8FT3n5IeCNqeJXDq7ORcowQxVkwXVPfTjUfN5TnwxVGxDWS6Z57RFoUdodbFejJJZ9QCEHQe77-uFAXn6eYRN1ywqTRjv9eYzd4/s1600/Slide4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtK14_Nmx28TlWzEYhXLw8asd3mlx4Z-RkhHKhkMUX8FT3n5IeCNqeJXDq7ORcowQxVkwXVPfTjUfN5TnwxVGxDWS6Z57RFoUdodbFejJJZ9QCEHQe77-uFAXn6eYRN1ywqTRjv9eYzd4/s640/Slide4.JPG" width="640" /></a></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-43892012431837201262011-10-30T20:40:00.000-07:002011-10-30T20:40:12.718-07:00Becoming a researcher in art education<!--[if gte mso 9]><xml>
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<span style="font-size: 14.0pt;"><span style="mso-tab-count: 1;"> </span>This week's reading gave me much to think about in regards
to how and what I will research.<span style="mso-spacerun: yes;"> </span>After
reading the three articles in Freedman’s series <i style="mso-bidi-font-style: normal;">Becoming a Researcher in Art Education </i>(Freedman 2003 - 2004) I
went back to table 1 in Koro-Ljungberg et all’s, article on (E)pistemological
Awareness (Koro-Ljungberg, Yendol-Hoppey, Smith & Hayes, 2009).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>I
again focused my attention on figuring out where I stood in relation to the
decision<a href="" name="_GoBack"></a> junctures described there.<span style="mso-spacerun: yes;"> </span>I am all over the place.<span style="mso-spacerun: yes;"> </span>My two highlighted pages look like bright
yellow rhythmic designs over text.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-size: 14.0pt;"><span style="mso-tab-count: 1;"> </span>With the
information I absorbed this week I learned more specifics on what and why I
should research.<span style="mso-spacerun: yes;"> </span>From Freedman's <i style="mso-bidi-font-style: normal;">Becoming a Researcher in Art Education:
Forming Research Questions </i>I learned that my research questions need to be
clearly stated and realistically answerable.<span style="mso-spacerun: yes;">
</span>I need to ask and answer questions that are relevant and significant
enough to my field of art education to be worthy of the time and effort
required to conduct authentic research (Freedman, 2004).<span style="mso-spacerun: yes;"> </span>I began my research formation exploration
with the question "How does art curriculum design, based on a single big
idea, enhance student learning?"<span style="mso-spacerun: yes;"> </span>This
is a broad question that has already been answered by a variety of researchers
such as Elliot Eisner, Stewart and Walker, Wiggins, and Walling.<span style="mso-spacerun: yes;"> </span>I don't want to just restate prior
theorizing.<span style="mso-spacerun: yes;"> </span>Rather I want to explore
more into how curriculum based on a specific big idea enhance student learning
and the positive development of a high school student's sense of individual
identity. <span style="mso-spacerun: yes;"> </span>This leads me to a more
narrowing of my research question.<span style="mso-spacerun: yes;"> </span>How
could a high school multi level art curriculum guide/textbook designed around
the single concept of identity enhance student learning?<span style="mso-spacerun: yes;"> </span>This then brings up another question.<span style="mso-spacerun: yes;"> </span>Are there guides or textbooks on the market
now that address the same issue, or that are single themed?</span></div>
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<span style="font-size: 14.0pt;"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span>Will I continue to
build the trellis started by Wiggins eta all with basic research or will I go
out on a limb and construct new knowledge that will push the boundaries of
instruction and learning therefore further advancing the field of arts
education? (Freedman, 2004)<span style="mso-spacerun: yes;"> </span>I'm going to
walk out on a limb that is supported by a strong foundation of previous
research.</span></div>
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<span style="font-size: 14.0pt;"><span style="mso-tab-count: 1;"> </span>I do have more of a pluralist perspective on research and
implementation of new knowledge, which is why I found Freedman's article <i style="mso-bidi-font-style: normal;">Becoming a Researcher in Art Education:
Developing Research Skills</i> (2004) especially helpful in evaluating what
research methods I could use.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>From this article I recognize that I will need
to utilize both empirical and non-empirical methods.<span style="mso-spacerun: yes;"> </span>Freedman states that "Empirical research
takes many forms that are quantitative and qualitative."<span style="mso-spacerun: yes;"> </span>He further explains that some empirical
research "emerge from questions about symbolic nature of experience, such
as those that lead to case study and ethnographic methods and depend on
procedures such as interviews, participant observations and role-play."
(Freedman, 2004)<span style="mso-spacerun: yes;"> </span>Because "social
and cultural conditions have gained importance" (Freedman, 2004), the
investigation of a high school curriculum based on identity is a relevant and significant
area of research to undertake.</span></div>
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<span style="font-size: 14.0pt;"><span style="mso-tab-count: 1;"> </span>It's relevance emerges in two of the four categories of
the 2007-2011 NAEA Strategic Plan as presented in the </span><i style="mso-bidi-font-style: normal;"><span style="font-size: 14.0pt; mso-bidi-font-family: Arial;">2009 NAEA Research Agenda: Creating a Visual Arts Education Research
Agenda for the 21st Century: Encouraging Individual and Collaborative Research.<span style="mso-spacerun: yes;"> </span></span></i><span style="font-size: 14.0pt; mso-bidi-font-family: Arial;">This article helped me further focus my research
goals in that I can see where my research interest fits into the strategic
plan. (The categories of Learning and Research and Knowledge)<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>As the
practitioner in the classroom, my role is not only that of the art teacher, but
it is also the active researcher.<span style="mso-spacerun: yes;"> </span>By
conducting active research on the implementation of a yearlong curriculum based
on the single big idea of identity, I am able to investigate the difference
between a curriculum design and that curriculum's actual implementation.<span style="mso-spacerun: yes;"> </span>Last year I wrote a year long course Based on
Identity for an Advanced Art Class.<span style="mso-spacerun: yes;"> </span>This
year I am actually teaching that course.<span style="mso-spacerun: yes;">
</span>My use of a research journal will be part of my documentation of the
investigation.<span style="mso-spacerun: yes;"> </span>This is only a slice of a
bigger pie.<span style="mso-spacerun: yes;"> </span>The active research of the
process of curriculum implementation will serve as my pilot study and work
towards my larger research goal of discovering if an Identity curriculum is a
needed and useful resource for contemporary high school art teachers.</span></div>
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<span style="font-size: 14.0pt;">References</span></div>
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<span style="font-size: 14.0pt; mso-bidi-font-family: Arial;">2009
NAEA Research Agenda: Creating a Visual Arts Education Research Agenda for the
21st Century: Encouraging Individual and Collaborative Research.</span></div>
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<span style="font-size: 14.0pt;">Freedman, K. (2003).
Editorial: Becoming a researcher in art education: Establishing research goals.<i>
Studies in Art Education, 45</i>(1), pp. 3-4. Retrieved from <a href="http://www.jstor.org/stable/1321104" target="_blank">http://www.jstor.org/stable/1321104</a>
</span></div>
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<span style="font-size: 14.0pt;">Freedman, K. (2004).
Editorial: Becoming a researcher in art education: Developing research skills.<i>
Studies in Art Education, 45</i>(3), pp. 187-188. Retrieved from <a href="http://www.jstor.org/stable/1320967" target="_blank">http://www.jstor.org/stable/1320967</a>
</span></div>
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<span style="font-size: 14.0pt;">Freedman, K. (2004).
Editorial: Becoming a researcher in art education: Forming research questions.<i>
Studies in Art Education, 45</i>(2), pp. 99-100. Retrieved from <a href="http://www.jstor.org/stable/1321094" target="_blank">http://www.jstor.org/stable/1321094</a>
</span></div>
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<span style="font-size: 14.0pt; mso-font-kerning: .5pt;">Koro-Ljungberg,
M., Yendol-Hoppey, D., Smith, J., & Hayes, S. (2009). E)pistemological
awareness, instantiation of methods and uniformed methodolological ambiguity in
qualitative research projects. <i>Educational Researcher</i>, <i>38</i>(9),
687-699. Retrieved </span><span style="font-size: 14.0pt;">from <a href="https://ares-uflib-ufl-edu.lp.hscl.ufl.edu/ares.dll?SessionID=P142506687B&Action=10&Form=50&Value=89878"><span style="color: windowtext; text-decoration: none; text-underline: none;">https://ares-uflib-ufl-edu.lp.hscl.ufl.edu/ares.dll?SessionID=P142506687B&Action=10&Form=50&Value=89878</span></a></span></div>
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<span style="font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">NAEA Research Commission. (2009). <i>NAEA
Research Agenda: Creating a visual art education research agenda for the 21<sup>st</sup>
century: Encouraging individual and collaborative research</i>. Reston, VA:
NAEA.</span></div>
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<span style="color: black; font-size: 14.0pt;">Stewart, M & Walker, S. (2005). <i style="mso-bidi-font-style: normal;">Rethinking curriculum in art</i>. Worcester,
Massachusetts: Davis Publications, Inc. </span></div>
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<span style="font-size: 14.0pt;">Wiggins, R. P., &
McTighe, J. (2006). <i>Understanding by design</i>. (2nd ed., pp. 13-34).
Prentice Hall.</span></div>
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<span style="font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Zimmerman, E. (1998). A visual arts
research agenda toward the twenty-first century. <i>Arts Education Policy
Review</i>, 99(5), 30-35. Philadelphia, PA: Routledge. </span><span style="font-size: 14.0pt;"></span></div>
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<br /></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com4tag:blogger.com,1999:blog-7852533758322893133.post-80158596173710687862011-10-23T20:54:00.001-07:002011-10-23T20:57:02.353-07:00Thoughts on reflections<br />
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Possible research questions:
There are many possibilities, these are just a few.<o:p></o:p></div>
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<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>What is the role of student self-assessments and
artwork reflections in the high school art classroom?<o:p></o:p></div>
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<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>What is the benefit of student self-assessments
and artwork reflections in the high school art classroom?<o:p></o:p></div>
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<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>How do you get students to take an active role
in assessing their own work?<o:p></o:p></div>
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I had my students in the 3D Design class and the Advanced
Art Class both do a self-assessment and written reflection of their
artwork. 3D created a relief identity
sculpture using their initials, cardboard and paint. AA created an identity sculpture utilizing
the frame of a window. Both classes
utilized assemblage, collage, image transfer and painting techniques. Reading their responses has produced new
questions.<o:p></o:p></div>
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1.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Do I write comments on their actual papers?<o:p></o:p></div>
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2.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>If only 10 out of 25 in 3D and 3 out of 14 in AA
turned in the assignment to a take class time to make them all sit and write
the reflection?<o:p></o:p></div>
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a.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Why did they not turn it in?<o:p></o:p></div>
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b.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Did I not allow sufficient time for them to
complete the artwork and write the reflection?<o:p></o:p></div>
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c.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Did some students take the writing assignment
home with them to complete it and will bring it back next class?<o:p></o:p></div>
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d.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Did they not understand the directions?<o:p></o:p></div>
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e.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Do they not care?<o:p></o:p></div>
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3.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>What is my next step?<o:p></o:p></div>
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4.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Do I continue on the group critique or do I make
the students write/rewrite their reflections first?<o:p></o:p></div>
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5.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>What about the student who DID do the
assignment? What do they do while the
rest of the class is catching up?<o:p></o:p></div>
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6.<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>How do I encourage those students who have not
worked on their project to the point of almost complete, have not attempted the
reflection or didn’t bring their artwork into class to work on or turn in?<o:p></o:p></div>
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Sorting out the answers to my questions<o:p></o:p></div>
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<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>If more than ½ a class is not at the same point
in the learning process then I cannot responsibly move on. While this may add extra days into the plan,
I think it’s necessary in order to get a real sense of completion of this unit.<o:p></o:p></div>
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<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>So here’s what I think needs to happen at the
next class meeting.<o:p></o:p></div>
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<span style="font-family: 'Courier New';">o<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>1<sup>st</sup> – Ask students if they have a
completed self assessment / reflection to turn in (Maybe they took it home)<o:p></o:p></div>
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<span style="font-family: 'Courier New';">o<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Go back over the process of the writing
assignment.<o:p></o:p></div>
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<span style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Talk about grammar, answering the actual
questions, supporting their opinions<o:p></o:p></div>
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<span style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Reiterate that students should refer back to the
grading rubric that was distributed at the onset of the project when they
assess their work AND that if their work does not have an aspect of the project
criteria then they should explain WHY it doesn’t. If they can back up their reasoning for not
using a required or suggested media, technique or process then they could have
a valid reason for being excused from that particular criterion. <o:p></o:p></div>
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<span style="font-family: 'Courier New';">o<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Separate the students (out of their social
groups AKA chosen seats)<o:p></o:p></div>
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<span style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Maybe go to the commons so they can really
spread out with their artwork and their paper.<o:p></o:p></div>
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<span style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Maybe get a computer lab for the smaller class
to type their reflections. (bring their artwork with them)<o:p></o:p></div>
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<span style="font-family: 'Courier New';">o<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Set a time limit for writing to be complete then
have the large group critique.<o:p></o:p></div>
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<span style="font-family: 'Courier New';">o<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Allow time after the critique for the stragglers
to complete the task.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level2 lfo2; text-indent: -.25in;">
<span style="font-family: 'Courier New';">o<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>For those students who are complete <o:p></o:p></div>
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<span style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>1<sup>st</sup> have them rewrite their response
if there are grammar mistakes or missing requirements.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l2 level3 lfo2; text-indent: -.25in;">
<span style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>Work together to make a display sign to go along
with the sculptures in the display case.<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l2 level3 lfo2; text-indent: -.25in;">
<span style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span>For the AA students work together to install
completed window in the display windows.<o:p></o:p></div>
<div class="MsoNormal">
There were a few great self-assessments / reflections that
were turned in. I want to scan them so I
have them digital in their original form before I write my comments on
them. I think these types of documents
could be useful in my research this semester.
<o:p></o:p></div>
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So between now and my next post I’ll get these scanned,
write on them, return them to the students and try out my own answers.<o:p></o:p></div>wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-24555553246812865282011-10-02T14:16:00.000-07:002011-10-02T14:16:06.986-07:00Diversity, Pedagogy, and Visual Culture<!--StartFragment-->
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Today's blog is a reflection and response to Patricia Amburgy's article in the September 2011 issue of The Journal of the National Art Education Association</div>
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Diversity, Pedagogy, and Visual Culture<o:p></o:p></div>
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By Patricia M. Amburgy<o:p></o:p></div>
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The Journal of the National Art Education Association<o:p></o:p></div>
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September 2011, Volume 64, No.5<o:p></o:p></div>
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Patricia M Amburgy is a professor of Art Education at Pennsylvania
State University.<span style="mso-spacerun: yes;"> </span>Her article in the September
2011 issue of The Journal of the National Art Education Association address the
education of pre-service art educators as it relates to a course she teaches
entitled Diversity, Pedagogy, and Visual Culture (A ED 225).<span style="mso-spacerun: yes;"> </span>As a high school art teacher I was intrigued
by this article in that I wanted to know more about how today’s art education
students are being trained.<span style="mso-spacerun: yes;"> </span>I find it
interesting that there is now a great focus on teachers being “agents of
change”<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn1" name="_ednref1" style="mso-endnote-id: edn1;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[i]</span></span></span></span></a>
where it relates to social justice.<span style="mso-spacerun: yes;"> </span>In
this article I will address some of the key points form Amburgy’s article as
they relate to teaching high school students.<o:p></o:p></div>
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When I was in undergraduate school (1993-97) the focus was on
teaching how to think and speak about art, make art and critique art.<span style="mso-spacerun: yes;"> </span>This was approached by my professors in terms
of generalities; not any specific social relationships.<span style="mso-spacerun: yes;"> </span>The format of describe, analyze, interpret
and judge for critiquing a work of art were laid out but there wasn’t much
focus on relating what students saw in an artwork to contemporary visual
culture specifically.<span style="mso-spacerun: yes;"> </span>The focus was on
art from history and what we can learn about history through examining the
art.<span style="mso-spacerun: yes;"> </span>Visual Culture is a relatively new
paradigm in art education that I am playing catch up with.<span style="mso-spacerun: yes;"> </span>Even in making that statement I realize that
it’s not necessarily true.<span style="mso-spacerun: yes;"> </span>It’s a new
terminology and a revived focus on how art documents, comments on, and judges
and influences a particular culture or society.<span style="mso-spacerun: yes;">
</span>It’s looking at contemporary art in everyday life, not just in a major museum
or by dead artists.<span style="mso-spacerun: yes;"> </span>It’s realizing that
we are constantly bombarded with visual messages and we have to either accept
the dominant message or see if there is any hidden meaning behind the image.<span style="mso-spacerun: yes;"> </span>That hidden meaning varies depending on who
is the viewer.<span style="mso-spacerun: yes;"> </span>This focus on visual
culture is changing the focus of art education. No longer is it acceptable to
just teach media, art making techniques, or art history.<span style="mso-spacerun: yes;"> </span>Art education now is more about teaching
students to think for themselves, make judgments while being tolerant and
accepting of diversity, and to how to become agents of social change.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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Amburgy’s article is about the course she teaches, but it
also exemplifies what the current beliefs about the “what” art teachers should
be focusing on in their instruction, but not the “how” to incorporate it into
practice.<span style="mso-spacerun: yes;"> </span>Those things I will have to
figure out for myself.<o:p></o:p></div>
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<span style="mso-spacerun: yes;"> </span>While reading this
article I kept asking myself, “How can I relate this to teaching high school
student?” To do this I need to break down the article into specific points for
further investigation and reflection.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Point 1:</b> One of
the missions of the National Council for Accreditation of Teacher Education
(NCATE) is to “prepare knowledgeable, skilled, and caring professional
educators to become critical, reflective practitioners, researchers and
artists, and agents of change for social justice in diverse contexts of
educational practice.” (Art Education, 2009-2011).<sup> <a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn2" name="_ednref2" style="mso-endnote-id: edn2;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[ii]</span></span></span></span></a><span style="mso-spacerun: yes;"> </span><o:p></o:p></sup></div>
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My first reaction was to think, “So
now we are expected to rid the world of social injustices while also teaching
children how to make art?<span style="mso-spacerun: yes;"> </span>This sounds a
lot like politics in the classroom, and that could get a teacher into trouble
in a public school.”<span style="mso-spacerun: yes;"> </span>Then I thought some
more about that mission statement and realized I’m already doing that with my
instruction and have been all along.<span style="mso-spacerun: yes;"> </span>I
just have not been focusing my art instruction exclusively on the social
implications of the images we are bombarded with everyday.<span style="mso-spacerun: yes;"> </span>This reminds me of a quote by Picasso in
reflecting on his painting <i style="mso-bidi-font-style: normal;">Guernica</i>,
“<span style="mso-bidi-font-family: Georgia;">Art is not made to decorate rooms.
It is an offensive and defensive weapon against the enemy.”<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn3" name="_ednref3" style="mso-endnote-id: edn3;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Georgia; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[iii]</span></span></span></span></a><span style="mso-spacerun: yes;"> </span></span>Contemporary art has become more
political, often subversive, but that doesn’t mean that all art has to be
political to be a catalyst for social change.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>I’ve taught
units on documentary and commentary art with a focus on how artists use their
art to comment about an event or a social injustice.<span style="mso-spacerun: yes;"> </span>However, I’ve always used Guernica as the
main artwork and compared it to representations of Goya’s Third of May and
Velazquez’s Surrender of Breda to investigate the difference of documentary and
commentary artwork.<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn4" name="_ednref4" style="mso-endnote-id: edn4;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[iv]</span></span></span></span></a><sup>
</sup><span style="mso-spacerun: yes;"> </span>While I still think using those
paintings is a good idea, maybe it’s time to bring in some new, more
contemporary images that students may be more able to relate to.<span style="mso-spacerun: yes;"> </span>This means more research on my part.<span style="mso-spacerun: yes;"> </span>But isn’t that part of NCATE’s mission as
well?<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Point 2</b>:<span style="mso-spacerun: yes;"> </span>In describing her course content Amburgy
explains constructions of diversity.<span style="mso-spacerun: yes;"> </span>As
it relates to her class, “<i style="mso-bidi-font-style: normal;">diversity</i>
includes all aspects of people’s identities that help define who they are.<span style="mso-spacerun: yes;"> </span>Aspects of identity include ethnicity, social
class, race, gender, sexual identity, age and ability, among others.”<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn5" name="_ednref5" style="mso-endnote-id: edn5;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[v]</span></span></span></span></a><sup>
<o:p></o:p></sup></div>
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<span style="mso-spacerun: yes;">
</span>I recently began a unit on identity with my 3D Design class.<span style="mso-spacerun: yes;"> </span>We created a class word web about all the
things that contribute to shaping a person’s sense of identity.<span style="mso-spacerun: yes;"> </span>I found it interesting that no one brought up
gender or sexual orientation in any of the discussions.<span style="mso-spacerun: yes;"> </span>So many other contributors were identified
easily and with only some debate.<span style="mso-spacerun: yes;"> </span>To me,
this shows that as a group no one is comfortable bringing up sexual orientation
as a contributor to who a person is.<span style="mso-spacerun: yes;">
</span>Which is interesting because the students in the halls of my school (especially
the girls) don’t seem to have a problem expressing their sexual orientation
what ever it may be.<span style="mso-spacerun: yes;"> </span>It’s a little
different for the boys.<span style="mso-spacerun: yes;"> </span>Peer judgment is
much harder on them than it is on the girls.<span style="mso-spacerun: yes;">
</span>I didn’t push the issue in class and sometimes I wish I had.<span style="mso-spacerun: yes;"> </span>On one hand I feel like I missed an
opportunity for enlightenment.<span style="mso-spacerun: yes;"> </span>On the
other hand if the students are not ready for such a discussion then as their
teacher I don’t think I should force it on them.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Amburgy goes on to explain that one
of the course objectives is for students to understand how visual culture
contributes to placing people in “categories of privilege and social power, and
keeping others in disadvantaged or subordinate positions.”<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn6" name="_ednref6" style="mso-endnote-id: edn6;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[vi]</span></span></span></span></a><sup>
</sup><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
Diversity has many implications in
life and education.<span style="mso-spacerun: yes;"> </span>The focus in public
schools has been on teaching awareness and acceptance of diverse populations of
people without judgment and with equality in social and educational
opportunities; so long as everyone conforms to the accepted school behaviors.<span style="mso-spacerun: yes;"> </span>We are expected to embrace diversity.<span style="mso-spacerun: yes;"> </span>We are expected to individualize and
diversify our instruction to meet the needs of all the students. Yet, in reality
that doesn’t happen.<span style="mso-spacerun: yes;"> </span>The need in
education to classify and target certain populations is accepted in the name of
meeting the needs of students.<span style="mso-spacerun: yes;"> </span>This
doesn’t always help the students as much as the administration thinks it
does.<span style="mso-spacerun: yes;"> </span>What it does do is offer more
services to students on either extreme of the ability spectrum and just pushes
through the kids in the middle.<span style="mso-spacerun: yes;"> </span>There
seems to be this expectation that all students’ educational curriculums need to
be aimed at all students going on to college and university.<span style="mso-spacerun: yes;"> </span>Some students have more of an aptitude for
specific skill instruction that is not necessarily “academic”.<span style="mso-spacerun: yes;"> </span>Not all students will have what it takes to
succeed in a university, and forcing them into a structure of courses with that
expected end could set them up for failure.<span style="mso-spacerun: yes;">
</span>This in turn perpetuates the separation between privilege and disadvantage.<span style="mso-spacerun: yes;"> </span>You are at a disadvantage if you have no
skill or education.<span style="mso-spacerun: yes;"> </span>If your education
stops at high school because you have become disillusioned with learning because
your abilities were non-academic than you will be disadvantaged in life.<span style="mso-spacerun: yes;"> </span><sup><o:p></o:p></sup></div>
<div class="MsoNormal" style="text-indent: .5in;">
What all students need is to learn
how to think for themselves.<span style="mso-spacerun: yes;"> </span>If students
can learn how to interpret the barrage of images and information they interact
with everyday then they are more likely to succeed in their chosen path in
life.<span style="mso-spacerun: yes;"> </span>Knowing how to interact with all
types of people and to be able to decipher, interpret and utilize information
for a new purpose are important skills that are being left out of core area
instruction.<span style="mso-spacerun: yes;"> </span>This is where the arts are
necessary.<span style="mso-spacerun: yes;"> </span>Through the utilization of a
visual culture approach students can be guided to develop their own conclusions
about the intended or implied messages sent through the visual media they
interact with every day.<span style="mso-spacerun: yes;"> </span>Through
breaking down contemporary and historical imagery students can learn how to
decipher, make connections and construct their own opinions.<span style="mso-spacerun: yes;"> </span>I am glad to see this becoming a focus in an
undergraduate art education curriculum.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Point 3:</b> “Visual
representations are constructions, not mirrors of reality.”<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn7" name="_ednref7" style="mso-endnote-id: edn7;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[vii]</span></span></span></span></a><sup>
<span style="mso-spacerun: yes;"> </span></sup>This reminds me of another Picasso
quote. “Art is a lie that makes us realize the truth.”<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_edn8" name="_ednref8" style="mso-endnote-id: edn8;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[viii]</span></span></span></span></a><sup><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></sup>I
used this quote as a writing prompt in my Advanced Art class last week.<span style="mso-spacerun: yes;"> </span>It led to an interesting discussion about what
is presented as real but is not, such as images of models in magazines.<span style="mso-spacerun: yes;"> </span>These images are presented as the ideal forms
of beauty.<span style="mso-spacerun: yes;"> </span>The projected “truth” is
that beauty is attainable by those who buy the advertised products.<span style="mso-spacerun: yes;"> </span>This discussion led into how the media
influences our sense of beauty and “fitting in”.<span style="mso-spacerun: yes;"> </span>Yet, the reality is that most all of those
images have been digitally altered to smooth out skin and hair, accentuate the
essential features and trim down the body.<span style="mso-spacerun: yes;">
</span>It is the lie that makes us realize the truth.<span style="mso-spacerun: yes;"> </span>The truth is we all don’t have body editors
to “fix” our appearance.<span style="mso-spacerun: yes;"> </span>IN education
the lie is that everyone, if given the same instruction and opportunity, will
be prepared to go on to university after high school.<span style="mso-spacerun: yes;"> </span>Deciding for one’s self what is “truth” is an
important skill for anyone in general.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Point 4:</b> There
are three essential concepts that govern Amburgy’s course.<span style="mso-spacerun: yes;"> </span>In their simplest form; visual
representations will characterize groups of people, offer positions from which
to view them, and that viewers make their own meaning in multiple ways.<sup>7 <span style="mso-spacerun: yes;"> </span></sup><span style="mso-spacerun: yes;"> </span>Within those three concepts she discusses how
reoccurring imagery, or “stories” are important in shaping the viewer’s
understanding of the normal and abnormal, and the desired and the undesired
within a society. How can I putting these concepts to work in my own art
instruction?<span style="mso-spacerun: yes;"> </span>The answer to that would be
use the 5, 5, 5 method of instruction.<span style="mso-spacerun: yes;">
</span>If there are five artists, five artworks, and five groups of students
each investigating 1 artist and 1 artwork then the entire class will have the
opportunity to learn from each other’s presentation.<span style="mso-spacerun: yes;"> </span>I call it 5,5,5, but really it is four small
groups and 1 large group inquiry.<span style="mso-spacerun: yes;"> </span>I
model the process of inquiry by asking questions of the entire class to
facilitating discussion.<span style="mso-spacerun: yes;"> </span>Then the
students have those same questions again to work on in small groups as they
relate to their specific artist/artwork.<span style="mso-spacerun: yes;">
</span>Each group presents their artist/artwork for a larger group
sharing.<span style="mso-spacerun: yes;"> </span>The hard part is finding the
artists and artworks that are appropriate and engaging for a high school class,
constructing the questions that lead to critical inquiry, and getting students
to participate in both the inquiry and the discussion.<span style="mso-spacerun: yes;"> </span>I’m not sure which of those three is the most
difficult.<span style="mso-spacerun: yes;"> </span>No one ever said teaching
would always be easy.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
While Amburgy has the ability to devote an entire course to
opening the eyes of her students to the importance of visual culture, as a high
art schoolteacher I do not.<span style="mso-spacerun: yes;"> </span>What I do
have is the opportunity to incorporate instruction in visual culture into my
own curriculum as to teach my high school students how to think for
themselves.<span style="mso-spacerun: yes;"> </span>From reading Diversity,
Pedagogy and Visual Culture I get a glimpse into how the instruction of
undergraduate art education is changing.<span style="mso-spacerun: yes;">
</span>It is evolving into a more holistic approach to educating the student.<span style="mso-spacerun: yes;"> </span>In the contemporary art classroom there’s more
than just art being made.<span style="mso-spacerun: yes;"> </span>When there is
diversity in instruction, which includes visual culture, in the k-12 art
curriculum then there is thinking, investigating, art creating, discussion,
reflection, personal expression and new knowledge being constructed by
students.<span style="mso-spacerun: yes;"> </span>The more I read, the more I
learn.<span style="mso-spacerun: yes;"> </span>This leads to the reconstruction,
and new construction, of learning opportunities for my students. <span style="mso-spacerun: yes;"> </span>With these learning opportunities I hope that
I can be a positive “agent of change” in the lives of my students.<o:p></o:p></div>
<div class="MsoNormal">
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<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div style="mso-element: endnote-list;">
<br clear="all" />
<hr align="left" size="1" width="33%" />
<div id="edn1" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref1" name="_edn1" style="mso-endnote-id: edn1;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[i]</span></span></span></span></a>
Reference to the terminology used by the National Council for Accreditation of
Teacher Education in their mission statement and quoted later in the text.<o:p></o:p></div>
</div>
<div id="edn2" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref2" name="_edn2" style="mso-endnote-id: edn2;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[ii]</span></span></span></span></a>
Patricia Amburgy quoted this selection from the NCATE mission statement in her
article and cited its source as from the Journal of Art Education 2009-2010.<o:p></o:p></div>
</div>
<div id="edn3" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref3" name="_edn3" style="mso-endnote-id: edn3;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[iii]</span></span></span></span></a>
There are many websites listing the same quotes by Pablo Picasso.<span style="mso-spacerun: yes;"> </span>This one came from <a href="http://www.oxfordartonline.com/public/page/lessons/PicassoLesson5">http://www.oxfordartonline.com/public/page/lessons/PicassoLesson5</a>
<o:p></o:p></div>
</div>
<div id="edn4" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref4" name="_edn4" style="mso-endnote-id: edn4;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[iv]</span></span></span></span></a>
For more specific information on the unit I created and taught on art as
documentary and commentary visit my website. <a href="http://wirtartalk.weebly.com/unit-1-overview.html">http://wirtartalk.weebly.com/unit-1-overview.html</a><o:p></o:p></div>
<div class="MsoEndnoteText">
<br /></div>
</div>
<div id="edn5" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref5" name="_edn5" style="mso-endnote-id: edn5;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[v]</span></span></span></span></a>
Patricia Amburgy’s definition of diversity that she uses in her Diversity,
Pedagogy and Visual Culture class at Penn State. For more information about her
visit <a href="http://sova.psu.edu/faculty_staff/faculty_directory/patricia_amburgy/patricia_amburgy_phd">http://sova.psu.edu/faculty_staff/faculty_directory/patricia_amburgy/patricia_amburgy_phd</a>
<o:p></o:p></div>
</div>
<div id="edn6" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref6" name="_edn6" style="mso-endnote-id: edn6;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[vi]</span></span></span></span></a>
Patricia Amburgy’s definition of diversity that she uses in her Diversity,
Pedagogy and Visual Culture class at Penn State. For more information about her
visit <a href="http://sova.psu.edu/faculty_staff/faculty_directory/patricia_amburgy/patricia_amburgy_phd">http://sova.psu.edu/faculty_staff/faculty_directory/patricia_amburgy/patricia_amburgy_phd</a><o:p></o:p></div>
</div>
<div id="edn7" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref7" name="_edn7" style="mso-endnote-id: edn7;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[vii]</span></span></span></span></a>
Patricia Amburgy’s definition of diversity that she uses in her Diversity,
Pedagogy and Visual Culture class at Penn State. For more information about her
visit <a href="http://sova.psu.edu/faculty_staff/faculty_directory/patricia_amburgy/patricia_amburgy_phd">http://sova.psu.edu/faculty_staff/faculty_directory/patricia_amburgy/patricia_amburgy_phd</a><o:p></o:p></div>
<div class="MsoEndnoteText">
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<div id="edn8" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=7852533758322893133#_ednref8" name="_edn8" style="mso-endnote-id: edn8;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[viii]</span></span></span></span></a>
There are many websites listing quotes from Pablo Picasso.<span style="mso-spacerun: yes;"> </span>This one came from <a href="http://www.brainyquote.com/quotes/authors/p/pablo_picasso.html">http://www.brainyquote.com/quotes/authors/p/pablo_picasso.html</a>
<o:p></o:p></div>
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wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-3180869961776771612011-09-27T20:08:00.000-07:002011-09-27T20:08:07.057-07:00When The Administration Visits<div class="separator" style="clear: both; text-align: center;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjckU0xrDsxrnGiYHGU7TXX52nGBMCr6JOOLbzJ3_fxIWopBExlsmuPtT4k6TugnaagNQG8guhHwTQjRmB3RRQn48w9nud0E_UCosNVAZzx_nRZfcweRGMOoLR0Mrwla7x5hH0CGP1X10/s1600/IMG_0056.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjckU0xrDsxrnGiYHGU7TXX52nGBMCr6JOOLbzJ3_fxIWopBExlsmuPtT4k6TugnaagNQG8guhHwTQjRmB3RRQn48w9nud0E_UCosNVAZzx_nRZfcweRGMOoLR0Mrwla7x5hH0CGP1X10/s320/IMG_0056.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kristen's sketchbook assignment for "A Hand Holding Something"</td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
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I thought this image was appropriate for my day today. "That awkward moment when" the assistant principle comes into your classroom just to see what's going on in the art world. It's funny how the students' backs straighten when they notice she is there. Some actually focused more on their work as to not be "noticed". I see that she's there out of the corner of my eye but I'm too busy mixing more glue and talking to a student about their project. In fact I didn't even address her at first. So what do you do when one of the administration comes in. Well, my thinking is unless they stand and wait to be recognized and addressed by you then you do nothing. You carry on with your instruction. After all, that's more likely what they are there to observe anyway. I was hoping none of my students would shout out "Mrs. Wirt the assistant principle is here" They were great. As I was working with a student I heard her ask another what they were doing. Thank goodness they were able to accurately describe their project. I guess that means I'm doing something right.<br />
<br />
When a student can tell another person what they are working on, how they are doing it and why they are doing it then they are internalizing what they are doing. One of the best tests to see if your instruction is sinking in is to have a student explain to another person who knows absolutely nothing about art the concept you are teaching. Students were working on the "Layers of Me" project. We had finished our discussion just a little prior to our guest's arrival and students were full into their studio time. When I did get a break I went to speak to her. She was all complements. I further explained how students were using their initials for a relief sculpture all about their world. I explained how they broke down the layers into different parts of their world and used paint and image transfers to illustrate the important things in their life.<br />
<br />
She asked me some very interesting questions. 1. How do you keep all 25 of them on pace when they are all doing something different? 2. Do you just keep on going when time is up and students have to make up work on their own time? 3. When is the deadline? I explained that I don't set a final deadline until at least half the class is half way done with the project. I have to observe how the students are grasping a concept and then I set a date and we push towards it. I normally don't like for students to take their art projects home to work on in the middle because they often get lost, damaged or never returned. Then that effects the student's grade. I am available after school 2 days a week for open studio time. However if a student is not progressing as they should in class then I push them to keep on task. As the deadline comes near I will allow students to take work home. If a student needs more time on a project when the rest of the class has finished then that student has to come after school to work on it or take it home to work on it. I don't start new projects with the class when old ones aren't complete. That's not to say that I don't have students working ahead if the finish early. Students that have completed their project are allowed to begin sketchbook assignments. Mostly I find that the first person finished with a project really isn't finish. It's at this point where that student and I sit and talk about their work. In these conferences students usually find that there are some aspects that could be improved upon and then they really aren't finished. The strategy here is to ask questions about the composition and meanings of things in it.wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-55240063120839470292011-09-22T22:45:00.000-07:002011-09-22T22:50:31.137-07:00Being Clear About Expectations of StudentsToday I reviewed students' research portfolios with them before they processed their first roll of film for the year. When the class was over I had learned more than I had expected. By observing their interactions, processes and how they wrote I learned quite a bit about their academic, intellectual, developmental and and social level and my own teaching.<br />
<br />
Today was 3 classes of photography; 2 intro and 1 Photo II / Honors combo with an independent study student working in the room as well. So let me reflect on the positives of this learning day. <br />
<br />
Photo II Hurray!! Their first roll of film for the year and they all came out well composed as well as exposed. I guess they remembered how to get proper exposure, focus and how to process negatives from my instruction in last year's intro class. No social drama! Students bonded at the processing counter as they helped each other keep time for various steps in the process, and they made good decisions on what images were best to enlarge. <br />
<br />
We began the class by reviewing the photo portfolios they had each created form gathering images by subject from <a href="http://www.betterphoto.com/gallery-subject.asp">betterphoto.com. </a> prior to shooting their roll of film. Students were to find a good and a bad photo from different categories and critique them. By doing this they were encouraged to inquired about what equipment a photographer used and how they captured the shot. They also had to make judgements about the quality of an image and what could make that image stronger. At the end of their inquiry they were to write a final summary addressing what they learned and how it would help them with their own photography. Well, lets just say their summaries were not very deep or reflective. On most of the reflections I wrote comments that asked "like what?", "How?", "please explain", "What image are you referring to?" and "Why do you think that?". I read many "I learned a lot form this assignment", but not so many that articulated what they learned. Students could easily pick out information to answer specific seek and find questions, but when it comes to thinking about the images critically, as to be able to articulate what they could observe or learn from the images individually, or as a whole, was not a class wide strength. I wonder why this is.<br />
<br />
I have some theories on that. <br />
<br />
Theory 1 - State SOLS training. (Standards of Learning)<br />
<br />
<ul>
<li>The class is primarily seniors taking average courses with some in honors academic courses. They have been brought up on taking state standards of learning tests in academic areas. This means they were taught to seek and find facts and regurgitate what they read or were told by their teacher. The've learned how to skim, but not so effectively that they know when to look further into something for better understanding. They've been programmed to do things quickly as to be able to move onto something else. The problem with this is that they don't allow themselves the time to absorb and think about the information that they have gathered. That's one theory. I still think it's more than that. </li>
</ul>
Theory 2 - Laziness is another aspect of this picture. <br />
<br />
<ul>
<li>Some just don't want to put the time into what they are doing for what ever reason. Students may think the assignment is just another "busy work" assignment that is delaying what they really want to do, which is to take pictures. </li>
<li>Then I wonder, did I not explain the importance of what they were doing? Did I not explain why they were doing this activity? This leads me to theory number three.</li>
</ul>
Theory 3 -Ineffective preparation by the teacher.<br />
<br />
<ul>
<li>I explained the project but not the purpose of the project. It seems I wasn't to successful in communicating why they were looking at these cactagories of images and critiquing them. The purpose what to investigate how other photographers had created images in different categories so that they could 1 get some ideas on things they could photograph, 2 try and figure out how the photographer shot the image so that they could learn through observation, and three articulate what they thought were characteristics of good and a bad photograph. I expected them to be able to draw conclusions and synthesis what they researched into a clear expression of what they learned form the investigation. MAybe I used the wrong terminology. </li>
<li>Maybe the directions should have said "From investigating these different photographs explain what you now think makes a good photograph. What are some of the qualities in the "good" photographs that you can utilize when creating your own photographs. (Be specific) What are some of the characteristics in the "bad" photographs that you found which you would not want to repeat in your own art?</li>
</ul>
I realized that many of my students did not get out of this assignment what I had hoped they would. Yet, even with saying that, I also think that they may have gotten more than they are able to articulate at this time. I had 3 out of 16 students "get it." Their final summaries articulated what they learned and even reflected that their opinion of the assignment changed once they got into it. One student wrote that at first they thought it was just some busy work, but then after more time looking they realized that there are some images that make you want to figure out how they did that and that it was hard to put in words why an image worked and why it didn't.<br />
<br />
I told the students that it was interesting that some of them chose the same image to critique but one put the image with the "good" examples and one with the "bad" examples. When I asked why I was answered with "because people have different perspectives." Good answer. After a bit more discussion I instructed students to look back through their portfolios and re-write their final critique. Their grades improved after the re-write.<br />
<br />
Next year when I do this project again I will give more specific instructions so that the students can reach the best outcome.<br />
<br />
My next two classes moved slower for me but not my students. The students didn't need my help much. I guess that's a good thing. It means I've taught them what they need to know in order to create what they want. Now I must stand back and give them the time to create. This can be, and was for me today, hard to do. It was nice to have 2 classes back to back where students were focused on their work and enjoying it too.wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-45269838476684375372011-09-22T03:11:00.001-07:002011-09-22T03:11:41.365-07:00Busy days are good days<!--StartFragment-->
<br />
<div class="MsoNormal">
Today was one of those days when you don’t sit down, even
for lunch, and then you had students stay after school to work in the
studio.<span style="mso-spacerun: yes;"> </span>At the end of the day you sit,
both wiped out and energized, and feel like you had just blinked and the day
passed.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
I had one of those days today.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3D Design had a great discussion on what shapes
identity.<span style="mso-spacerun: yes;"> </span>Well, those that were
interested did.<span style="mso-spacerun: yes;"> </span>It’s week three of
school and students are relaxing back into themselves and showing their true
personalities.<span style="mso-spacerun: yes;"> </span>I really hate seating
charts in high school.<span style="mso-spacerun: yes;"> </span>At 16 and 17, and
third or forth year in art, I thought they’d be a little more interested in
their art.<span style="mso-spacerun: yes;"> </span>It’s interesting how it only
takes 2 or 3 student to change the entire dynamic of the class.<span style="mso-spacerun: yes;"> </span>I may have to break down and assign seats.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’m giving it one more week to see if my subtle methods work
before I get into reorganizing where students get to sit.<span style="mso-spacerun: yes;"> </span>I see a combination of entitlement, lack of
goals, disregard for others, ignorance of common courtesy and a “going through
the motions” attitude from a small percentage of my students.<span style="mso-spacerun: yes;"> </span>So I have a plan.<span style="mso-spacerun: yes;"> </span>There was a homework assignment tonight
(Wed.) due the next class (Fri.) that students had to complete.<span style="mso-spacerun: yes;"> </span>The assignment was to take 3 of the
categories we, as a class, came up with that shape a person’s identity and
expand on how those categories relate to their own situations.<span style="mso-spacerun: yes;"> </span>For example if one category was “family” then
students were to break that down into how their family has shapes their
identity.<span style="mso-spacerun: yes;"> </span>While students are working on
their individual art projects I will call each student up to show me their
homework.<span style="mso-spacerun: yes;"> </span>At this point I have the
opportunity to speak discreetly to the students that seem to be, let’s just
say, a little distracted.<span style="mso-spacerun: yes;"> </span>This is when
it’s good to have students working on their art creation after a class of
discussion and homework assignment.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After 3D Design my next class was Advanced Art and Honors
Advanced Art class. AA/AAH has twenty students in all, each working on their
own 4 or 6 panel window identity project, and each needing a different type of
assistance.<span style="mso-spacerun: yes;"> </span>Then there are 4 students
doing an independent study in the room as well.<span style="mso-spacerun: yes;">
</span>Everyone is at different stage and needs an assortment of supplies.<span style="mso-spacerun: yes;"> </span>So needless to say, the classroom was a
hopping.<span style="mso-spacerun: yes;"> </span>Clean up time was a rush
because I often loose track of time and ten minutes didn’t cut it today.<span style="mso-spacerun: yes;"> </span>There’s another teacher and class in the room
the next period, and I had to get to my duty station.<span style="mso-spacerun: yes;"> </span>Now that our budget was cut, and so were
positions, it’s part of the teacher duty rotation to cover ISS (In School
Suspension), study hall as duty.<span style="mso-spacerun: yes;"> </span>My duty
is to cover ISS.<span style="mso-spacerun: yes;"> </span>It’s not a bad duty
over all.<span style="mso-spacerun: yes;"> </span>I can work on lessons, grade,
or finally check my email for the day, while I make sure those in confinement
are staying on track of nothing or make up work.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The day flies when you never sit down.<span style="mso-spacerun: yes;"> </span>When I look back on the day I had many
students find surprise and success, frustration and determination, expectation
and responsibility.<span style="mso-spacerun: yes;"> </span>I helped someone
discover a new ability they didn’t know they had.<span style="mso-spacerun: yes;"> </span>I encouraged a student to keep going with
their idea.<span style="mso-spacerun: yes;"> </span>I recognized and cheered a
student for their great creation.<span style="mso-spacerun: yes;"> </span>I managed
to get a class of 25 to all participate at some point in the group
discussion.<span style="mso-spacerun: yes;"> </span>As exhausted as I was when
it was all over I can at least look back and call it a good day.<o:p></o:p></div>
<!--EndFragment-->
wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0tag:blogger.com,1999:blog-7852533758322893133.post-16290285177442588762011-09-21T20:10:00.000-07:002011-09-21T20:10:21.133-07:00Reflections on the day of teaching - rainy day<!--StartFragment-->
<br />
<div class="MsoNormal">
Today was one of those days when you don’t sit down, even
for lunch, and then you had students stay after school to work in the
studio.<span style="mso-spacerun: yes;"> </span>At the end of the day you sit,
both wiped out and energized, and feel like you had just blinked and the day
passed.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
I had one of those days today.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3D Design had a great discussion on what shapes
identity.<span style="mso-spacerun: yes;"> </span>Well, those that were
interested did.<span style="mso-spacerun: yes;"> </span>It’s week three of
school and students are relaxing back into themselves and showing their true
personalities.<span style="mso-spacerun: yes;"> </span>I really hate seating
charts in high school.<span style="mso-spacerun: yes;"> </span>At 16 and 17, and
third or forth year in art, I thought they’d be a little more interested in
their art.<span style="mso-spacerun: yes;"> </span>It’s interesting how it only
takes 2 or 3 student to change the entire dynamic of the class.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’m giving it one more week to see if my subtle methods work
before I get into reorganizing where students get to sit.<span style="mso-spacerun: yes;"> </span>I see a combination of entitlement, lack of
goals, disregard for others, ignorance of common courtesy and a “going through
the motions” attitude from a small percentage of my students.<span style="mso-spacerun: yes;"> </span>So I have a plan.<span style="mso-spacerun: yes;"> </span>There was a homework assignment tonight
(Wed.) due the next class (Fri.) that students had to complete.<span style="mso-spacerun: yes;"> </span>The assignment was to take 3 of the categories
we, as a class, came up with that shape a person’s identity and expand on how
those categories relate to their own situations.<span style="mso-spacerun: yes;"> </span>For example if one category was “family” then
students were to break that down into how their family has shapes their identity.<span style="mso-spacerun: yes;"> </span>While students are working on their
individual art projects I will call each student up to show me their
homework.<span style="mso-spacerun: yes;"> </span>At this point I have the
opportunity to speak discreetly to the students that seem to be, let’s just
say, a little distracted.<span style="mso-spacerun: yes;"> </span>This is when
it’s good to have students working on their art creation after a class of
discussion and homework assignment.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After 3D Design my next class was Advanced Art and Honors
Advanced Art class. AA/AAH has twenty students in all, each working on their
own 4 or 6 panel window identity project, and each needing a different type of
assistance.<span style="mso-spacerun: yes;"> </span>Then there are 4 students
doing an independent study in the room as well.<span style="mso-spacerun: yes;">
</span>Everyone is at different stages and needs an assortment of
supplies.<span style="mso-spacerun: yes;"> </span>So needless to say, the
classroom was a hopping.<span style="mso-spacerun: yes;"> </span>Clean up time
was a rush because I often loose track of time and ten minutes didn’t cut it
today.<span style="mso-spacerun: yes;"> </span>There’s another teacher and class
in the room the next period, and I had to get to my duty station.<span style="mso-spacerun: yes;"> </span>Now that our budget was cut, and so were
positions, it’s part of the teacher duty rotation to cover ISS (In School Suspension),
study hall and hall duty.<span style="mso-spacerun: yes;"> </span>My duty is to
cover ISS.<span style="mso-spacerun: yes;"> </span>It’s not a bad duty over all.<span style="mso-spacerun: yes;"> </span>I can work on lessons, grade, or finally
check my email for the day, while I make sure those in confinement are staying
on track of nothing or make up work.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So the day flies when you never sit down.<span style="mso-spacerun: yes;"> </span>When I look back on the day I had many
students find surprise and success, frustration and determination, expectation
and responsibility.<span style="mso-spacerun: yes;"> </span>I helped someone
discover a new ability they didn’t know they had.<span style="mso-spacerun: yes;"> </span>I encouraged a student to keep going with
their idea.<span style="mso-spacerun: yes;"> </span>I recognized and cheered a
student for their great creation.<span style="mso-spacerun: yes;"> </span>I
managed to get a class of 25 to all participate at some point in the group
discussion.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<!--EndFragment-->
wirtarthttp://www.blogger.com/profile/03281864941546678005noreply@blogger.com0