Monday, April 24, 2017
Wednesday, April 19, 2017
Monday, April 3, 2017
Favorite Places Not Built
This is the foresty part of campus that leads to the RB and Smith Field House. I love the trees and bushes and I especially love how they smell after it rains.
This is a view from outside a cabin that my family has in Woodland, Ut. I love being outside here because I feel like I can remember what things are truly important in life.
Thursday, March 30, 2017
Monday, March 13, 2017
Chapter 2 Reading Response
Quotes worth thinking about:
"We are not there to replicate what exists in schools; we are there to complement it, or in some cases, subvert it."
"You do play a big role in setting the tone in the room. That's just something that happens when you are in a teaching capacity, even if you are pretty low-key about your role"....... I saw an example of this in a class with Joe. One day he made a comment and labelled it as his opinion, but some people sent emails feeling like they had to accept his opinion just because of the nature of his position as a teacher. He later apologized to the class and acknowledged that there is a sort of weight to his words just because he is the teacher.
"One of the most useful things a teaching artist brings to students is the time, space, and structures that allow students to respond to each other's work."
"The key to generating prompts is specificity...profound and original ideas in the arts, as in other disciplines, most often result from very specific and intense observation and investigation, rarely from the form of vague and poorly defined notions."
Questions:
Why can't removing a student from an art making project be used as a punishment? Or are there some circumstances where that could be the case? What if a student disrespects materials or supplies, shouldn't they be removed from that particular project?
"We are not there to replicate what exists in schools; we are there to complement it, or in some cases, subvert it."
"You do play a big role in setting the tone in the room. That's just something that happens when you are in a teaching capacity, even if you are pretty low-key about your role"....... I saw an example of this in a class with Joe. One day he made a comment and labelled it as his opinion, but some people sent emails feeling like they had to accept his opinion just because of the nature of his position as a teacher. He later apologized to the class and acknowledged that there is a sort of weight to his words just because he is the teacher.
"One of the most useful things a teaching artist brings to students is the time, space, and structures that allow students to respond to each other's work."
"The key to generating prompts is specificity...profound and original ideas in the arts, as in other disciplines, most often result from very specific and intense observation and investigation, rarely from the form of vague and poorly defined notions."
Questions:
Why can't removing a student from an art making project be used as a punishment? Or are there some circumstances where that could be the case? What if a student disrespects materials or supplies, shouldn't they be removed from that particular project?
Monday, March 6, 2017
Reading Responses
"Graphic Novels as Contemporary Art?"
I must admit I did not think of all the ways in which a graphic novel could be part of contemporary art discourse. However, throughout the reading I realized somethings that could be very valuable when using a graphic novel to participate in contemporary discourse. The first one being that the graphic novel could be a good introduction to the contemporary art world especially in terms of formulating and expressing content. It can be difficult for students to understand how to successfully express content in their artwork as they are just starting out. The graphic novel gives a means of using something familiar to most students--written expression, in combination with something that may not be as familiar--artistic expression. In that way I think it could be a great way to help students develop and refine both of those expressive skills.
"How the Teaching Artist Can Change the Dynamics of Teaching and Learning"
One interesting thing to me about this article was the differences stated about "standard art teachers" and "the teaching artist." The standard art teacher was supposed to stick to clearly defined standards and methods while the teaching artist could be deviant, unpredictable and spontaneous. With these descriptions I was thinking about the risk that can come with the spontaneous deviant style of teaching. However it also made me think of a saying that we stated often on my mission: The definition of insanity is doing the same thing over and over again and expecting different results. So in conjunction with that statement I think that as teachers if we want to see different results with our students then we need to take those types of risks that will enable that.
"Engaging Minds"
The act of copying/mimicking is a very interesting way to learn. On the plus side of this method is that students see first hand what could be done and then are able to have this example to recreate. The negative thing about this approach in terms of being an artist is that it could force students to make work that isn't their own. In theory it should help show students possibilities of art making, and not end results. I think one way to make this approach of "artist teacher" to be successful in a classroom is showing your methods and practices in art making, but being generous with examples of other artists.
I must admit I did not think of all the ways in which a graphic novel could be part of contemporary art discourse. However, throughout the reading I realized somethings that could be very valuable when using a graphic novel to participate in contemporary discourse. The first one being that the graphic novel could be a good introduction to the contemporary art world especially in terms of formulating and expressing content. It can be difficult for students to understand how to successfully express content in their artwork as they are just starting out. The graphic novel gives a means of using something familiar to most students--written expression, in combination with something that may not be as familiar--artistic expression. In that way I think it could be a great way to help students develop and refine both of those expressive skills.
"How the Teaching Artist Can Change the Dynamics of Teaching and Learning"
One interesting thing to me about this article was the differences stated about "standard art teachers" and "the teaching artist." The standard art teacher was supposed to stick to clearly defined standards and methods while the teaching artist could be deviant, unpredictable and spontaneous. With these descriptions I was thinking about the risk that can come with the spontaneous deviant style of teaching. However it also made me think of a saying that we stated often on my mission: The definition of insanity is doing the same thing over and over again and expecting different results. So in conjunction with that statement I think that as teachers if we want to see different results with our students then we need to take those types of risks that will enable that.
"Engaging Minds"
The act of copying/mimicking is a very interesting way to learn. On the plus side of this method is that students see first hand what could be done and then are able to have this example to recreate. The negative thing about this approach in terms of being an artist is that it could force students to make work that isn't their own. In theory it should help show students possibilities of art making, and not end results. I think one way to make this approach of "artist teacher" to be successful in a classroom is showing your methods and practices in art making, but being generous with examples of other artists.
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