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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12/14 "Developmental Theory"/ Lending One's Life to Art: What to say?

 Visitors of former TC student teachers Notes : - How do they think? How do they interpret everything?  - How community impacts and variety of community experiences shape the experience of the students.  - Process of making = engagement  - "Inner and outer" Self and community  - Review of take-aways:      - Don't underestimate "scribblings"      - Materials - every material has characteristics     - The voice and interests of the student is priority     - Art is tied to development and can be measured through growth      - Sequencing lessons     - Engaging students - "stretching out beyond their own work" and engaging their work with others.  Quotes : - We all see the same, but what we don't do is "experience" what we see in the same way.  - Translate what we are experiencing  - "I learned about art from the kids more than art school because of how kids experiment and ...
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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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