9/14 1st Class

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9/28 3rd Class "Emergence of Promo-Symbols" and "Sensory Logic"

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I appreciated the conversation today about the shift in "naming" artwork. One of the students bought up that this is also a time where students use spiritual and/or soulful language which they use art as a way of expression. I am fascinated with the colors, lines, and shapes children use/make to express their subjects. Sometimes it is due to the choices they have which connects to Dewey's point on the idea of "free will" and how it isn't truly free because within each possibility of choice, there's still a selection. This makes me think about the power of audio and video. When I have case studies, I want to be able to see the before, during and after of my students' work time. I want to hear the rationale and decisions made. This also means that I need to be very thoughtful about who I pick and their accessibility to these devices and abilities.  What is this a picture of? A child laying in bed sick. The red to the left is her head. The red and yello...
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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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9/21 2nd Class "Presymbolic Development"

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3 Milestone Understandings: #1 Paper/Clay is a target for action #2 Surfaces of paper/clay can be thought about as divisible #3 Surfaces have properties of continuity (within boundaries) As a consequence of repertoire, it builds within us a knowledge and skill to support our later artistic abilities. It is the educator's responsibility to give students opportunities to explore, exposure to cultural brevity of art, and resources.  Make a place where there was no place before Purposefully make a line to meet itself. Put something inside and outside. Art-Scientific Method (how to ask/prompt questions for stimulating their interests and make them own the decision-making and purpose/intention of their piece?) Tell me about your work. Tell me more. If you were to think about it in a different way, what would it be like? Flow-chart of developing questions: UC Davis Explorations
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