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 have dialogues about their art and materials." 

- Relationship of the "inner" and "outer" self - reflecting on own ideas and feelings shape the work. Then children respond based on what happens when you put it out into the world. The work responds to the communities in which it is set. 

Questions:

- How has being a teacher changed you? How has my relationship to teacher changed?

- What kinds of questions might children and adults ask from works of art? 

Application:

- Ground my thinking with objectives, sequencing, lessons yet stay flexible to the interests and needs of my students. 

- Variety of questions based on materials, experience (perspective), environment, abilities, "how to"

- We put ourselves into our work, so it is very important that we notice what they create and choose to focus on 

- Have a dialogue with your students where they create the questions and dialogues with the art

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