9/14 1st Class

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1/11 "First Day"

Well-Said: "You are apart of the developmental stories of others."  "Good teachers know that they can grow amongst their pupils (your students)."   "Our society gives us markers for telling us when we are adults. You are a part of a society with the rights and responsibilities of that society." "Its better to be noticed to be bad, then not to be noticed at all." Erikson "Be clear to them that you are not them."  Major Takeaways - Be reflective and thoughtful of your artistic experiences and your repertoire. - Be confidant and unapologetic about who you are esp with children.  Questions - Which experiences shape us the most? Traumatic or repetitive/mundane experiences? - Does "Vision Quest" happen today? Do we have a type of vision quest for our adolescents? Is this necessary?  - Are we creating the culture or does the culture create us? Self-fulfilling prophecy of adulting. Evolving expectation of how teachers relate to studen...
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10/19 "Early Concrete Observations" to "Later Concrete Observations"

Notice:  -within each category, there are more categories (operational thinking) -Erik Erikson (ideas on children's feelings) - when children are engaged in sensory motor phase, they undergo the issue of trust as it relates to people, places, and materials (or things) -when they move into operational phase (make images and command language) they seek autonomy (ie naming their work and telling stories) -doubt about art can relate to guilt in the world -language and visual skills connect -Interactive Events - students present how they relate to the world (affective center in the world) - depth direction movement viewpoint overlap (3rd dimension) We have to pay attention to each component and build their abilities for the larger sense of the 3rd dimension.  Application:  -At the operational phase, we must encourage where they are not name things as we see fit. Children want to please during this time. We must encourage their self-discovery.  - When children try to prese...
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10/12 "Emergence of Images in Relationships"

Image
 Questions: How do we know what is "intentional" or dramatically emphasized without the child's story? Can you share any books or articles about student imagination that document the depth and brevity of imagination? Notes: Reflections of last week: Early Images reflect their language (ie mommy, daddy, my car, my house, etc..) Early images come out of the immediate images in their everyday lives. They enjoy making people because of the emotional factor (for most children).  Out of the early repertoire, me and my friend playing tennis: baseline, air, people, me Children will turn things around and upside down in order to respect the visual representation of the objects.  Good art teaching will result in a student accepting "mistakes" or showcasing a creative response to unexpected events (ie what happens when art doesn't do what we want it to do?) Perceptual capacities to see from different viewpoints as if its in one continuous space (we see things in the im...
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