To sum up the whole presentation including all four of the speakers, I liked when Gude said, "My focus today has been on how teachers can expand students' range of choices for making personal meaning through representing and investigating the everyday". Art educators teaching the disciplines of art should do it in a way that goes beyond traditional art practices and discussions. All of the speakers were sharing their personal experiences and stories of emphasizing the importance and success of students' personal choice. These stories start with topics like engaging complicated issues, and strong support of risk-taking.
A lot of the projects Douglas discussed didn't involve any lesson plans and I found that very surprising but the students'' work showcased what they were learning, and developing by thinking like an artist and making their own choices. What I took from Thulson's part of the presentation was how interesting it was that she chose to replace material with a concept for students to develop. Gude talked about what art can be about and focused on narrative, she provided worksheets for her students as prompts for their projects based on their own personal narrative. Some of these worksheets involved themes such as, tell about a time, dirty stories, and awkward silence moments. Out of those prompts, the students had a choice to answer any questions they wanted that were on the worksheet and out of that, made artwork that reflected the stories they wanted to tell and it ended up creating conversation in the art classroom. Sharif Bey said, "Little ideas and little choices birth big ideas and meaningful choices." I found a part of his very interesting when someone wanted him to take some faulty pottery wheels and instead of working with clay, he decided that his students were going to paint using the pottery wheels. I also loved the fragmented self-portraits and that they posed questions like, what would it look like if you lost yourself that you had to piece yourself back together? and that was what resulted out of that torn-apart self-portrait. This presentation was very meaningful to me as I continue my journey to become a successful art educator. It opened my eyes to a lot of different processes and practices that were more student-involved in the development of them and I want my classroom to be more student-choice based like all of theirs seemed to be. I think it turns out to be both more rewarding for the students and the teacher. With questions I would pose after watching these, I was particularly curious about Douglas' presentation and how some of the projects she discussed didn't involve any lesson plan at all. I want to ask, is this even possible in current public education to teach a lesson where you don't exactly have to provide a lesson plan for not just yourself but for the principal and other school administrators?
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LACIE SOLTArchives
May 2019
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