ARE 331 Discussion

[Pam Stephens]

Chapter Leaders, please post your questions here.

[Laura Hansen]

2) Can art show and convey feelings that writing can't?

I think that everyone has their own niche. Some are amazing with words, some are amazing with a paint brush. So I think that the answer to this is in the individual. I, as well as many of the other students in this class (i assume) are great at conveying their feelings through visual art, and love to do so. But there are those who maybe can't visualize those feelings but can describe them with so many adjectives that you see a picture in your head anyways.

[Pam Stephens]

This is a good point to always remember in your classroom. Not everyone is an art star. Assess and evaluate in multiple ways so that each student has an opportunity to succeed.

[Kathryn Christensen]

Eisner expresses many positive and encouraging thoughts and ideas in his writing. One part of chapter 10 that caught my attention was his 13th point on page 240. Here he says that "the possibilities for growth in and through the arts cease only when we do. The ultimate aim of education is to enable individuals to become the architects of their own education and through that process to continually reinvent themselves...the important outcomes of schooling include not only the acquisition of new conceptual tools, refined sensibilities, a developed imagination, and new routines and techniques, but also new attitudes and dispositions. The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development." I believe that if we, as art educators, spark the desire in our students to grow and become life-long learners we will have succeeded in one of the most important goals of teaching.

[Pam Stephens]

You are definately preaching to the choir!

[Rachel Richards]

I agree Kathryn, instilling a sense of excitement to explore and learn continues throughout life. Unfortunately, I have found very few teachers who do this. Of course, I have a limited view point because I only have the experiences of my daughter's teachers. I have changed schools so many times looking for one that I like.

[Pam Stephens]

So maybe Rachel needs to be the change agent??

[Rachel Richards]

I think so!

[Candace Conwell]

That is what I was thinking as well. When I was growing up I attended all three elementary schools in the same town before I reached Jr. High. It was more damaging than helpful to me because I was always trying to fit in with new crowds and adjust to new environments. I wish that I had had the opportunity to stay in one place. If I am unhappy with a school's way of teaching, I would at least try to be a change agent before giving up on it (although I agree that this easier said than done).

[Rachel Richards]

I understand and I thought about this before the changes and I talked it over with my kids. The schools were so bad that they didn't care - I've had more teachers and principles screaming at my kids than I can believe. I have been in many meetings and had talks with these people and I came to the understanding that I didn't want my kids being around these people. I think it would be different situtation for me at work. I am not a child and hopefully can create some change if I find myself faced with people who don't understand.

[Candace Conwell]

Rachel, in that kind of situation I can fully understand why you had your children change schools. It is also great that they had a choice and that you discussed it with them. I wish that my parents had done the same thing for me.

[Rachel Richards]

Yeah, I remember changing schools when I was little too and it was so hard for me.

[Candace Conwell]

Have a great weekend everyone, I enjoyed out discussion!