Reflection of my teaching experience-III
A case for visual art in APS
“Art is the pivot around which all subjects revolve” This was one of the most inspiring quotes I heard when I was in college studying art education. This statement has been my source of inspiration as a teacher all through my teaching carrier.
When I joined the staff of my school in January, the school is half way through the school year. It was therefore a big challenge for me to catch up and adjust to my new cultural environment coming from outside. It was a real cultural shock. The behavior of the students towards a teacher and their mind set about art was my worse night mere. I was charge to let the students produce some quality work in four weeks for the Black History month thematic unit. By the end of February, I was able to get the students to create some master piece and displayed them on my class window. During my planning time the Instruction liaison Specialist call me to congratulate me and enquirer about my teaching experience. As soon as I told her I was teaching before I came over, she took me off the first year teacher program. This was just the beginning of the more recognition to come.
By the end of my second year the Concept Base Unit was introduce to replace the thematic unit and visual art became more relevance to the learning community in APS.
The end product of the concept base unit was expected to be a tangible product or hands on creative product to demonstrate understanding of the concept learnt. My services or assistance in my school community was over whelming. My principal who like aesthetic pleasing environment immediately took advantage of my artistic capabilities to transform the school during the culminating activity of the concept base unit. All the hall ways are transformed to depict the theme for the semester. The theme for first semester was culture and that of the second semester was systems. The concept base unit brought me to the front light in the school. Every teacher in the school came to me for advice, assistance with the students or to help with the decoration of their hall way.
The end result was my nomination as teacher of the year 2005 – 2006 within two years of teaching in my school. A strong reason for visual art in the school system. In addition to all that I do during the concept base unit my artistic skills have also been employed to decorate various teachers’ classroom, cafeteria, hallways and gymnasium. I have also been designing and creating back drops for every occasion in the school, to name a few annual winter and spring concerts, black history month culminating activity, annual national BETA club induction service, 8 Th grade dance and school award ceremony and many more. These and many more that we have done for the school goes to testify that “art is the pivot around which all the subject revolve” I therefore can not see how any school can function well without the arts. I will therefore like to call on all art teachers to go beyond the call of duty to make a case for the art in their school. This is the only way to make no one dream of cutting the arts even if there are no funds. In the process of doing all these work I do work with student volunteers who also take pride in helping and being part of the transformation of the school. With the display of my artistic skills around the school, I have won the respect of the faculty, administration and especially the students I teach. I therefore have absolute control over their mind in the classroom as an experience and a practicing artist in addition to teaching in the classroom.
To add injury to insult, The After School All Stars program has employed me to teach art after school and during their summer camp. Some faculty and students have also commissioned me to design and create various works for them. I can therefore with these experiences say that the fine arts are a very important component of the school system and should never be thought of being cut of during thought economic times just as mathematics or science will never be thought of if we are to prepare our future workforce to be ready for R-Directed brain as Daniel Pink theory claims.
Monday, May 10, 2010
Reflection on my teaching experience
Reflection on my teaching experience-II.
Students motivation
Teaching of art in an inner city middle school like long middle school one of the most challenging experience one can ever face as a visual art teacher. The students come to my class with a pre-conceived negative mind set about art. They think art is all about drawing and painting, or crafts. They are very resistant to any reading from the text book. Some claim they can’t draw nor nether like art. They are there because the schedule brought them there. When you try to convince them to participate in the art activities or else they will fail, they will tell you; what am I going to do with art anyway? I don’t care if I fail; you don’t need to pass art class to be promoted to the next grade. If students need tutorials in mathematics or language arts the administration will chose the connection period. When it is time for annual projects, core teachers will keep the students in their class to complete the project during connection time. If there is any seminar, workshops or a talk by a special guest it is also connections time.
When parents come to conference day and you informed them that their child s failing they will tell you I am not worried if he or she is failing in art. My worry is in his mathematics and science grades. With these negative attitudes and perceptions about art by ball share holders in the school one has manage to whip the interest of these students to come to my class, do some work and sometime even don’t want to go back to their core classes . The secrete of my success is the application of the right brain aptitudes, that is creativity, imagination, sacrifices and going beyond the call of duty. The power of the fruity chewy candy as a reward is all that it takes to make these kids to participate in my art class. It cost a dollar per bag of about 30 pieces. Three classes a day, therefore an average of about $3.00 a day and $15.00 a week. This reward is so powerful that students don’t want to miss my class. Class participation is 80% to 100% in my class.
In addition to the candy, I have also created personal work sheet that covers every aspect of activities we do in class a form of scaffolding or differentiation for those who claim they cannot draw or art is not their thing The activities range from puzzles, cross match and meaning, similarities and difference., word search, word search with hidden meaning, bingo, find the hidden objects and many more.. Find the hidden objects puzzle is the most attractive of all, even teachers come to compete in it in my class, It teaches them different ways of looking at things, calm them down, work in cooperate groups and also vocabulary development across discipline not leaving out creativity and imagination With the scaffolding activities and the power of the fruity chewy candy power, I am able to fulfill all school requirements for my classes in terms of changing my bulleting board every month, participation in art shows and competitions and creating creative back drops for every school activities.
Despite all that I have stated I still have some few disciplinary problems and I am still finding ways to over come it. Another problem is with the days that I don’t have candy. They will ask you; so I did all these works for nothing? They feel they are doing the work for me to decorate my bulleting board. With my recent knowledge in action research through ArtsAPS I have also created a survey on surveymonkey.com to find the causes of the less motivation by some students and also to evaluate my class and teaching style. I will analyze the result to redirect the direction my classes will be going, a form of action research. I am also going to aligned Howard Gardner and Daniel Pinks six sense theory to all that I do in the classroom. I hope to post the results of the ongoing action research on my blog.
.
Students motivation
Teaching of art in an inner city middle school like long middle school one of the most challenging experience one can ever face as a visual art teacher. The students come to my class with a pre-conceived negative mind set about art. They think art is all about drawing and painting, or crafts. They are very resistant to any reading from the text book. Some claim they can’t draw nor nether like art. They are there because the schedule brought them there. When you try to convince them to participate in the art activities or else they will fail, they will tell you; what am I going to do with art anyway? I don’t care if I fail; you don’t need to pass art class to be promoted to the next grade. If students need tutorials in mathematics or language arts the administration will chose the connection period. When it is time for annual projects, core teachers will keep the students in their class to complete the project during connection time. If there is any seminar, workshops or a talk by a special guest it is also connections time.
When parents come to conference day and you informed them that their child s failing they will tell you I am not worried if he or she is failing in art. My worry is in his mathematics and science grades. With these negative attitudes and perceptions about art by ball share holders in the school one has manage to whip the interest of these students to come to my class, do some work and sometime even don’t want to go back to their core classes . The secrete of my success is the application of the right brain aptitudes, that is creativity, imagination, sacrifices and going beyond the call of duty. The power of the fruity chewy candy as a reward is all that it takes to make these kids to participate in my art class. It cost a dollar per bag of about 30 pieces. Three classes a day, therefore an average of about $3.00 a day and $15.00 a week. This reward is so powerful that students don’t want to miss my class. Class participation is 80% to 100% in my class.
In addition to the candy, I have also created personal work sheet that covers every aspect of activities we do in class a form of scaffolding or differentiation for those who claim they cannot draw or art is not their thing The activities range from puzzles, cross match and meaning, similarities and difference., word search, word search with hidden meaning, bingo, find the hidden objects and many more.. Find the hidden objects puzzle is the most attractive of all, even teachers come to compete in it in my class, It teaches them different ways of looking at things, calm them down, work in cooperate groups and also vocabulary development across discipline not leaving out creativity and imagination With the scaffolding activities and the power of the fruity chewy candy power, I am able to fulfill all school requirements for my classes in terms of changing my bulleting board every month, participation in art shows and competitions and creating creative back drops for every school activities.
Despite all that I have stated I still have some few disciplinary problems and I am still finding ways to over come it. Another problem is with the days that I don’t have candy. They will ask you; so I did all these works for nothing? They feel they are doing the work for me to decorate my bulleting board. With my recent knowledge in action research through ArtsAPS I have also created a survey on surveymonkey.com to find the causes of the less motivation by some students and also to evaluate my class and teaching style. I will analyze the result to redirect the direction my classes will be going, a form of action research. I am also going to aligned Howard Gardner and Daniel Pinks six sense theory to all that I do in the classroom. I hope to post the results of the ongoing action research on my blog.
.
Reflection on my teaching experience
Reflection on my teaching experience
Scope and sequence
“Welcome to visual Art; motto: Creativity and originality” these are the words on a six feet by two feet yellow banner that catches your eyes when you enter my classroom G307 at C.W.Long Middle school The size of my classroom is about 24 feet by60 feet and it is all covered with students quality works and inspirational and instructional poster most of them personally made.
At Long middle school the connection classes which is made up of Visual Art, Band, Orchestra, Chorus, Spanish, Technology, Physical Education and Health works with each homeroom for a eight weeks and the students rotate to another connection class. Each student takes two connection classes every eight weeks. Mondays, Wednesday and every other Fridays are A-Days and Tuesdays, Thursdays and every other Friday are B-Days.
With only eight weeks of class per student for the year, it is very critical that a teacher design instructions that will motivate and at the same time educate them with aesthetic experiences that will in order words empower them to talk intelligent about art and culture. In order to achieve these aesthetic experiences within eight weeks in a year per student, I have designed my scope and sequence that alternate the teaching of the Elements of Art and The Principles of Design infused with studio activities, Art Criticism, meet the artist and recently Visual Thinking Strategies (VTS) yearly. The sequence for an eight week session is as follows:
Week 1: Introduction to visual art and pre-test
Week 2: Art Criticism and visit to a museum
Week 3: Make a portfolio and sketchbook journaling
Week 4: Visual Thinking Strategies (VTS)
Week 5: Introduction Principles of Design
Week 6: Principle of Unity, Balance and Variety
Week 7: Principles of Rhythm/ pattern, and movement
Week 8: Principles of Emphasis and contrast and Post Test
The alternate year the first four weeks activities above are the same, followed by five weeks of Elements of Art activities such as follows
Week 5: Introduction to Element of Art
Week 6: Dot and line Activities
Week 7: Shape, Form and texture activities
Week 8: Color, value and Space activities and Post -Test
I have followed this scope and sequence for the past five years with the exception of VTS that was introduce this quarter march 2010.With little modification each year it has worked very well for me and the students. It gets better and better each year but there is still more room for improvement. The knowledge of an ongoing action research will help to improve teaching and learning in my classroom. Most of the theme, topic or content of the supplemental work sheets are personally design by me base on things related to their visual culture that they can relate to. The evidence of the workability of this scope and sequence can be seen in the numerous competitions and exhibition my students have participated in each year and the awards and accolade they’ve received over the five years since I have been following this plan. An example of the success of this plan and students achievement is the winning of awards each year at the Invitational Art Educational Fair for APS k-12. In 2007 – 2008 school fair my student won the over all individual best of show award middle school division, In 2008-2009 school year my student won third price in the individual best of show and my school won the overall best of show , middle school division and this year my student won two awards. All the participating students are always given honorable ribbons too. These and many more that time and space will not allow me to mention tell me that the plan is working. Thanks to ArtsAPS for giving me the opportunity to share this experience.
Scope and sequence
“Welcome to visual Art; motto: Creativity and originality” these are the words on a six feet by two feet yellow banner that catches your eyes when you enter my classroom G307 at C.W.Long Middle school The size of my classroom is about 24 feet by60 feet and it is all covered with students quality works and inspirational and instructional poster most of them personally made.
At Long middle school the connection classes which is made up of Visual Art, Band, Orchestra, Chorus, Spanish, Technology, Physical Education and Health works with each homeroom for a eight weeks and the students rotate to another connection class. Each student takes two connection classes every eight weeks. Mondays, Wednesday and every other Fridays are A-Days and Tuesdays, Thursdays and every other Friday are B-Days.
With only eight weeks of class per student for the year, it is very critical that a teacher design instructions that will motivate and at the same time educate them with aesthetic experiences that will in order words empower them to talk intelligent about art and culture. In order to achieve these aesthetic experiences within eight weeks in a year per student, I have designed my scope and sequence that alternate the teaching of the Elements of Art and The Principles of Design infused with studio activities, Art Criticism, meet the artist and recently Visual Thinking Strategies (VTS) yearly. The sequence for an eight week session is as follows:
Week 1: Introduction to visual art and pre-test
Week 2: Art Criticism and visit to a museum
Week 3: Make a portfolio and sketchbook journaling
Week 4: Visual Thinking Strategies (VTS)
Week 5: Introduction Principles of Design
Week 6: Principle of Unity, Balance and Variety
Week 7: Principles of Rhythm/ pattern, and movement
Week 8: Principles of Emphasis and contrast and Post Test
The alternate year the first four weeks activities above are the same, followed by five weeks of Elements of Art activities such as follows
Week 5: Introduction to Element of Art
Week 6: Dot and line Activities
Week 7: Shape, Form and texture activities
Week 8: Color, value and Space activities and Post -Test
I have followed this scope and sequence for the past five years with the exception of VTS that was introduce this quarter march 2010.With little modification each year it has worked very well for me and the students. It gets better and better each year but there is still more room for improvement. The knowledge of an ongoing action research will help to improve teaching and learning in my classroom. Most of the theme, topic or content of the supplemental work sheets are personally design by me base on things related to their visual culture that they can relate to. The evidence of the workability of this scope and sequence can be seen in the numerous competitions and exhibition my students have participated in each year and the awards and accolade they’ve received over the five years since I have been following this plan. An example of the success of this plan and students achievement is the winning of awards each year at the Invitational Art Educational Fair for APS k-12. In 2007 – 2008 school fair my student won the over all individual best of show award middle school division, In 2008-2009 school year my student won third price in the individual best of show and my school won the overall best of show , middle school division and this year my student won two awards. All the participating students are always given honorable ribbons too. These and many more that time and space will not allow me to mention tell me that the plan is working. Thanks to ArtsAPS for giving me the opportunity to share this experience.
Saturday, May 8, 2010
Reflection, Howard Gardner Theory
Reflection on Howard Gardner’s Theory
Howard Gardener is a Hobbs Professor of Cognitive and education and from Harvard Graduate School of Education. H Gardner has written several books and articles. Howard Gardener’s work around multiple intelligences has hard a profound impact on thinking and practice in education especially in the United States.
The theory of multiple intelligences was proposed by Howard Gardner in 1983 to more accurately define the concept of intelligence and to address the question whether methods which claim to measure intelligence (or aspects thereof) are truly scientific.
Garners theory argues that intelligence, particularly as it is traditionally defined, does not sufficiently encompass the wide varieties of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence. (Wikipedia)
Gardner’s newest book, Five Minds for the Future is a book prescribes for our course and therefore a reflection zeroing more into the details of that. This book outlines the specific cognitive abilities that will be sought and cultivated by leaders in the years to come. He sometimes makes reference to certain aspects of Daniel Pink’s theory in the book A Whole New Mind. Both Pink and Gardner are trying to equip readers with the mental aptitudes and skills that are needed to function well or be successful in the coming years. Unlike pink, Gardner proposed five cognitive abilities other wise know as minds. They include:
The Disciplinary Mind: the mastery of major schools of thought, including science, mathematics, and history and art least a professional craft.
The Synthesizing Mind: the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others. This sound like Pink’s Symphony and Meaning sense theory.
Creating Mind: the capacity to uncover and clarify new problems, questions and phenomena. this can also be equate with Design in pink’s theory
The Respectful Mind: awareness of and appreciation for differences among human beings and human groups, this can also be achieved if one has Empathy for each other. Another aspect of Pink’s theory Empathy.
The Ethical Mind: fulfillment of ones responsibilities as a worker and as a citizen.
In the book, Garner draws from a wealth of diverse examples to illuminate these ideas, designed to inspire lifelong learning and also to provide valuable insights for those charged with training and developing organizational leaders. Once again another book being studied at the right time, for the right people ( Arts APS) for the right purpose, to prepare our future leaders( students) and ourselves for the years to come.
Reference. howardgardner.com
Howard Gardener is a Hobbs Professor of Cognitive and education and from Harvard Graduate School of Education. H Gardner has written several books and articles. Howard Gardener’s work around multiple intelligences has hard a profound impact on thinking and practice in education especially in the United States.
The theory of multiple intelligences was proposed by Howard Gardner in 1983 to more accurately define the concept of intelligence and to address the question whether methods which claim to measure intelligence (or aspects thereof) are truly scientific.
Garners theory argues that intelligence, particularly as it is traditionally defined, does not sufficiently encompass the wide varieties of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence. (Wikipedia)
Gardner’s newest book, Five Minds for the Future is a book prescribes for our course and therefore a reflection zeroing more into the details of that. This book outlines the specific cognitive abilities that will be sought and cultivated by leaders in the years to come. He sometimes makes reference to certain aspects of Daniel Pink’s theory in the book A Whole New Mind. Both Pink and Gardner are trying to equip readers with the mental aptitudes and skills that are needed to function well or be successful in the coming years. Unlike pink, Gardner proposed five cognitive abilities other wise know as minds. They include:
The Disciplinary Mind: the mastery of major schools of thought, including science, mathematics, and history and art least a professional craft.
The Synthesizing Mind: the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others. This sound like Pink’s Symphony and Meaning sense theory.
Creating Mind: the capacity to uncover and clarify new problems, questions and phenomena. this can also be equate with Design in pink’s theory
The Respectful Mind: awareness of and appreciation for differences among human beings and human groups, this can also be achieved if one has Empathy for each other. Another aspect of Pink’s theory Empathy.
The Ethical Mind: fulfillment of ones responsibilities as a worker and as a citizen.
In the book, Garner draws from a wealth of diverse examples to illuminate these ideas, designed to inspire lifelong learning and also to provide valuable insights for those charged with training and developing organizational leaders. Once again another book being studied at the right time, for the right people ( Arts APS) for the right purpose, to prepare our future leaders( students) and ourselves for the years to come.
Reference. howardgardner.com
Reflection, Daniel Pink's Theory
Reflection on Daniel Pink’s Theory
Daniel H. Pink is an American writer; he is the author of four books focused on the changing world of work. He was the chief speech writer for Vice President Al Gore 1995-1997 and earlier as on aide to Secretary of Labor Robert Reich. Daniel Pink is best known for his book, “A whole New Mind”. Moving from the information Age to the Conceptual Age, or Why Right Brainers Will rule the future, is a New York Times and Business Weak bestseller. Daniel Pink claims, the work place environment is changing one more time power will definitely shift to those who process strong right brain specialties. His advocacy of “R-directed thinking” begins with a bit of neuroscience trip to a brain lab that will be extremely familiar to those who have read Steven Johnson’s “Mind Wide Open”, but while Johnson was fascinated by the brains’ internal process Daniel Pink is concerned with how certain skills sets can be harnessed effectively in the dawning “Conceptual Age”. He argues that today’s work place has shifted from an “Information Age”, that valued knowledge workers to he called the “Conceptual Age” that values credibility and right-brain-directed (R-directed) amplitudes.
The second half of the book details what Pink considers to be the six R-Directed aptitudes that are needed for one to be successfully in the new economy. They are design, story, symphony, empathy, play and meaning, Daniel Pink claims, that by developing and cultivating these six “senses”, workers can increase their values on today’s workplace, there by getting competitive advantage over those who are solely (L- Directed) in today’s economy.
It is therefore to our advantage for those of us who have read this book and agree with Pink’s argument to develop and cultivate the R-Directed aptitudes which we are fortunate as Fine Art Teacher possess and used it to our advantage to survive in today’s economy. I therefore believe that the Arts APS Cohort 1 and 2 programs came at the right to the right people.
Source … Wikipedia, and Ebook30.com
Daniel H. Pink is an American writer; he is the author of four books focused on the changing world of work. He was the chief speech writer for Vice President Al Gore 1995-1997 and earlier as on aide to Secretary of Labor Robert Reich. Daniel Pink is best known for his book, “A whole New Mind”. Moving from the information Age to the Conceptual Age, or Why Right Brainers Will rule the future, is a New York Times and Business Weak bestseller. Daniel Pink claims, the work place environment is changing one more time power will definitely shift to those who process strong right brain specialties. His advocacy of “R-directed thinking” begins with a bit of neuroscience trip to a brain lab that will be extremely familiar to those who have read Steven Johnson’s “Mind Wide Open”, but while Johnson was fascinated by the brains’ internal process Daniel Pink is concerned with how certain skills sets can be harnessed effectively in the dawning “Conceptual Age”. He argues that today’s work place has shifted from an “Information Age”, that valued knowledge workers to he called the “Conceptual Age” that values credibility and right-brain-directed (R-directed) amplitudes.
The second half of the book details what Pink considers to be the six R-Directed aptitudes that are needed for one to be successfully in the new economy. They are design, story, symphony, empathy, play and meaning, Daniel Pink claims, that by developing and cultivating these six “senses”, workers can increase their values on today’s workplace, there by getting competitive advantage over those who are solely (L- Directed) in today’s economy.
It is therefore to our advantage for those of us who have read this book and agree with Pink’s argument to develop and cultivate the R-Directed aptitudes which we are fortunate as Fine Art Teacher possess and used it to our advantage to survive in today’s economy. I therefore believe that the Arts APS Cohort 1 and 2 programs came at the right to the right people.
Source … Wikipedia, and Ebook30.com
Reflection, April 17, 2010
Reflection on April 17, 2010
The first session off the day was for housekeeping. The Director of the program Mrs. Cynthia Terry brief participant about the current decision on jobs situations in the APS. She assured teachers that there is no intention by the superintendent to cut any job of the Fine Arts. She reminded teachers do complete their blog entries by the due date May 8th 2010, She also gave a brief information on the D.C. trip on Friday may 15 Th, 20010 to Sunday May 17, 22010 by Amtrak train, It sound cool and adventurous, everybody was excited, more information on may 8th class. I am looking forward to it. Elementary teachers were informed about the pilot program on 5 Th grade assessments at the end of this semester.
The house was also reminded about the Invitational Art Education Fair at M Agnes Jones Elementary School on Friday April 23, 2010 at 6.00 pm.
My second session was John Brandhorst artistic class. Every action research project group informed the class on their chosen topic and how the work in research is going to be done. We then discuss the plans for the group exhibition on June 3, 2010 at the Youth Art Connection. After discussion, one of our colleagues led the class in an alternate printing idea using a stripping gel bought from the Home Depot. With this process one can print with or without a press.
The process involves:
1. Xerox picture black or colored picture
2. Apply stripping gel to the back of the Xerox with a spatula.
3. Wait for about 2inutes for the color to soak into the picture.
4. Take off the gel at the back of the pictures.
5. Place a wax paper over the picture turn upside down onto the paper on which you want the transfer.
6. Use the back of the spoon to press hard and rub overt the wax paper
7. Picture will be transferred onto the paper in the opposite.
All participants in class were given the opportunity to create a print using this process. It was very symphonic and empathic time as we all work and helped each other in the class. The prints will be exhibited as part of our show in June. My work depicts my cultural background. As said earlier in one of my postings, creating this print was not a conscious effort; it came out of the subconscious mind since I did not have any plan in mind but just doing something. I was amazed when the instructor of this print class informed me that my work has something in common with the shirt I was wearing that day.
I hope to incorporate this alternative process of printing into my lessons next school year, since I don’t have a press.The attached pictures were some shorts from the class and the classroo
The first session off the day was for housekeeping. The Director of the program Mrs. Cynthia Terry brief participant about the current decision on jobs situations in the APS. She assured teachers that there is no intention by the superintendent to cut any job of the Fine Arts. She reminded teachers do complete their blog entries by the due date May 8th 2010, She also gave a brief information on the D.C. trip on Friday may 15 Th, 20010 to Sunday May 17, 22010 by Amtrak train, It sound cool and adventurous, everybody was excited, more information on may 8th class. I am looking forward to it. Elementary teachers were informed about the pilot program on 5 Th grade assessments at the end of this semester.
The house was also reminded about the Invitational Art Education Fair at M Agnes Jones Elementary School on Friday April 23, 2010 at 6.00 pm.
My second session was John Brandhorst artistic class. Every action research project group informed the class on their chosen topic and how the work in research is going to be done. We then discuss the plans for the group exhibition on June 3, 2010 at the Youth Art Connection. After discussion, one of our colleagues led the class in an alternate printing idea using a stripping gel bought from the Home Depot. With this process one can print with or without a press.
The process involves:
1. Xerox picture black or colored picture
2. Apply stripping gel to the back of the Xerox with a spatula.
3. Wait for about 2inutes for the color to soak into the picture.
4. Take off the gel at the back of the pictures.
5. Place a wax paper over the picture turn upside down onto the paper on which you want the transfer.
6. Use the back of the spoon to press hard and rub overt the wax paper
7. Picture will be transferred onto the paper in the opposite.
All participants in class were given the opportunity to create a print using this process. It was very symphonic and empathic time as we all work and helped each other in the class. The prints will be exhibited as part of our show in June. My work depicts my cultural background. As said earlier in one of my postings, creating this print was not a conscious effort; it came out of the subconscious mind since I did not have any plan in mind but just doing something. I was amazed when the instructor of this print class informed me that my work has something in common with the shirt I was wearing that day.
I hope to incorporate this alternative process of printing into my lessons next school year, since I don’t have a press.The attached pictures were some shorts from the class and the classroo
Reflection for March 13, 2010
Reflection, March 13, 2010
After two months of class cancellations I was so anxious to get it going. The day started with Courtney presentation on her Action Research about South Atlanta School for Computer and Animation. This was food for thought; it gave me an insight as to what Action Research is all about and how I can apply it to my classroom situation now. Also as a feeder school to South Atlanta I was pleased to see one of my former students as part of Courtney’s research. I talked to Courtney briefly after presentation on how to collaborate with her to give me an insight as to how to prepare more of my students for her program. Courtney’s presentation also helped me get ideas and understand as to what to do for my action research as part of my requirements for thus program.
It is my intention to start my PhD program after this course. I think the action research is going to prepare me for the PhD program.
John Brandhorst course for art production also went well for me this day. I was able to make my mind as to what I am going to create for the June Fine arts teachers show. I presented my series of sketches I am working for my art work entitled “The reawakening of the artist within me through Thinking inspired by Daniel Pink’s call for rethinking of how to prepare and change our mind set for the years to come. By applying his theory of the six senses; Design, Story, Symphony, Empathy, Play and Meaning. I hope to tell a story with my sketches when the worked is finished and the design capture the minds of viewers at the show and child try to play around it. The final piece will be an abstract sculpture piece made in cement mixed with plaster, a life size figure about four feet tall and two feet wide. If time permit, I will, also create a cubism painting using the same theme.
After two months of class cancellations I was so anxious to get it going. The day started with Courtney presentation on her Action Research about South Atlanta School for Computer and Animation. This was food for thought; it gave me an insight as to what Action Research is all about and how I can apply it to my classroom situation now. Also as a feeder school to South Atlanta I was pleased to see one of my former students as part of Courtney’s research. I talked to Courtney briefly after presentation on how to collaborate with her to give me an insight as to how to prepare more of my students for her program. Courtney’s presentation also helped me get ideas and understand as to what to do for my action research as part of my requirements for thus program.
It is my intention to start my PhD program after this course. I think the action research is going to prepare me for the PhD program.
John Brandhorst course for art production also went well for me this day. I was able to make my mind as to what I am going to create for the June Fine arts teachers show. I presented my series of sketches I am working for my art work entitled “The reawakening of the artist within me through Thinking inspired by Daniel Pink’s call for rethinking of how to prepare and change our mind set for the years to come. By applying his theory of the six senses; Design, Story, Symphony, Empathy, Play and Meaning. I hope to tell a story with my sketches when the worked is finished and the design capture the minds of viewers at the show and child try to play around it. The final piece will be an abstract sculpture piece made in cement mixed with plaster, a life size figure about four feet tall and two feet wide. If time permit, I will, also create a cubism painting using the same theme.
Friday, May 7, 2010
Reflection for Decmeber 12, 2008
Reflection on December 12, 2009
As usual the first session of the day was devoted to house keeping. Raymond led the session in discussing Action Research and Scope and Sequence for the fine arts. We are then divided into various groups to work on the Visual Art standards and Scope and sequence. I was not clear as to what we were to do. In our group, it sounds as if all of us have different understanding as to what was to be done. At the end of the group meeting/discussion each one of us wrote what we thought was the requirement for the assignment. I hope the instructor after going through the written papers will give us a feedback as to how we perform inrelation to what was expected.
Session two was very emotional presentation by our instructor Lisa Whittington; she made a case for state or district assessments in visual art. She used her personal life experience as a poor child growing up in a New York project community and how visual art, has brought her to where she is today. In her presentation she made the case for assessment in the visual art backed by data. She made us aware that in President Bush (NCLB) NO Child left behind Fine Visual Arts was named as a Core Subject as at 2000, but states and district have not treated it as such ,hence the negative attitude towards the fine arts in the school. The day ended with John’s artistic class with discussion on the progress we are making on the series of sketches towards our art work for the June Exhibition.
As usual the first session of the day was devoted to house keeping. Raymond led the session in discussing Action Research and Scope and Sequence for the fine arts. We are then divided into various groups to work on the Visual Art standards and Scope and sequence. I was not clear as to what we were to do. In our group, it sounds as if all of us have different understanding as to what was to be done. At the end of the group meeting/discussion each one of us wrote what we thought was the requirement for the assignment. I hope the instructor after going through the written papers will give us a feedback as to how we perform inrelation to what was expected.
Session two was very emotional presentation by our instructor Lisa Whittington; she made a case for state or district assessments in visual art. She used her personal life experience as a poor child growing up in a New York project community and how visual art, has brought her to where she is today. In her presentation she made the case for assessment in the visual art backed by data. She made us aware that in President Bush (NCLB) NO Child left behind Fine Visual Arts was named as a Core Subject as at 2000, but states and district have not treated it as such ,hence the negative attitude towards the fine arts in the school. The day ended with John’s artistic class with discussion on the progress we are making on the series of sketches towards our art work for the June Exhibition.
Summary of Art Student Survey Responses
double click this link to view the results of my art students responses to my survey:
http://www.surveymonkey.com/sr.aspx?sm=A7g0OHUNYw6Qs7xwxOFZvV6RuQQlH5vsPhzbMtfdxJo_3d
http://www.surveymonkey.com/sr.aspx?sm=A7g0OHUNYw6Qs7xwxOFZvV6RuQQlH5vsPhzbMtfdxJo_3d
Monday, May 3, 2010
MY THOUHGTS ON ASSESSMENT IN THE FINE ARTS
Before I give my thoughts about assessment in the Fine Arts, I will like to quote some definitions, descriptions and classification of assessment to guide me in this discussion. Learning is the focus and ultimate goal of the learner-centered paradigm. Because of this, assessment plays a key role in shifting to a learner-centered approach. When we assess our students’ learning, we force the questions, “What have our students learned and how well have they learned it?” How successful have we been at what we are trying to accomplish? (Huba & Freed, 2000)
I will therefore agree with the definition that Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences: the process culminates when assessment results are used to improve subsequent learning. (Weimer, 2002)
Assessments can be classified in many different ways. The most important distinctions are: (1) formative and summative; (2) objective and subjective; (3) referencing (criterion-referenced, norm-referenced, and ipsative); and (4) informal and formal.Formative and summative
There are two main types of assessment: Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Summative and formative assessments are referred to in a learning context as "assessment of learning” and "assessment for learning” respectively.A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations. Assessments can also be done on pieces of legislation.Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which uses free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve.A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital, or reading.( Stephen Brennan)
Concerns over how best to apply assessment practices across public school systems have largely focused on questions about the use of high stakes testing and standardized tests, often used to gauge student progress, teacher quality, and school-, district-, or state-wide educational success.
For most researchers and practitioners, the question is not whether tests should be administered at all--there is a general consensus that, when administered in useful ways, tests can offer useful information about student progress and curriculum implementation, as well as offering formative uses for learners. The real issue, then, is whether testing practices as currently implemented can provide these services for educators and students.
In the U.S., the No Child Left Behind Act mandates standardized testing nationwide. These tests align with state curriculum and link teacher, student, district, and state accountability to the results of these tests. Proponents of NCLB argue that it offers a tangible method of gauging educational success, holding teachers and schools accountable for failing scores, and closing the achievement gap across class and ethnicity
Opponents of standardized testing dispute these claims, arguing that holding educators accountable for test results leads to the practice of "teaching to the test." Of which the fine arts should not be subjected to. Additionally, many argue that the focus on standardized testing encourages teachers to equip students with a narrow set of skills that enhance test performance without actually fostering a deeper understanding of subject matter and in this case creativity and imagination in the Fins Arts or key principles within a knowledge domain.
In this 21 st century it has been widely noted that with the emergence of social media and Web 2.0 technologies and mindsets, learning is increasingly collaborative and knowledge increasingly distributed across many members of a learning community. Traditional assessment practices, however, focus in large part on the individual and fail to account for knowledge-building and learning in context. As researchers in the field of assessment consider the cultural shifts ( A whole New Mind) that arise from the emergence of a more participatory culture, ( Symphony) they will need to find new methods of applying assessments to learners.
Until then I will say that the fine Arts should conform to what we have now in the system as it applies to other subjects areas,that is state standardize test in the Fine Arts so that the public perception about Fine Arts as a non academic subject although the NCLB says it is a core subject will be minimized if not eliminated. This I hope will also let students, faculty and society see the Fine Arts as equally important as any other subject.
I will therefore agree with the definition that Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences: the process culminates when assessment results are used to improve subsequent learning. (Weimer, 2002)
Assessments can be classified in many different ways. The most important distinctions are: (1) formative and summative; (2) objective and subjective; (3) referencing (criterion-referenced, norm-referenced, and ipsative); and (4) informal and formal.Formative and summative
There are two main types of assessment: Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Summative and formative assessments are referred to in a learning context as "assessment of learning” and "assessment for learning” respectively.A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations. Assessments can also be done on pieces of legislation.Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which uses free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve.A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital, or reading.( Stephen Brennan)
Concerns over how best to apply assessment practices across public school systems have largely focused on questions about the use of high stakes testing and standardized tests, often used to gauge student progress, teacher quality, and school-, district-, or state-wide educational success.
For most researchers and practitioners, the question is not whether tests should be administered at all--there is a general consensus that, when administered in useful ways, tests can offer useful information about student progress and curriculum implementation, as well as offering formative uses for learners. The real issue, then, is whether testing practices as currently implemented can provide these services for educators and students.
In the U.S., the No Child Left Behind Act mandates standardized testing nationwide. These tests align with state curriculum and link teacher, student, district, and state accountability to the results of these tests. Proponents of NCLB argue that it offers a tangible method of gauging educational success, holding teachers and schools accountable for failing scores, and closing the achievement gap across class and ethnicity
Opponents of standardized testing dispute these claims, arguing that holding educators accountable for test results leads to the practice of "teaching to the test." Of which the fine arts should not be subjected to. Additionally, many argue that the focus on standardized testing encourages teachers to equip students with a narrow set of skills that enhance test performance without actually fostering a deeper understanding of subject matter and in this case creativity and imagination in the Fins Arts or key principles within a knowledge domain.
In this 21 st century it has been widely noted that with the emergence of social media and Web 2.0 technologies and mindsets, learning is increasingly collaborative and knowledge increasingly distributed across many members of a learning community. Traditional assessment practices, however, focus in large part on the individual and fail to account for knowledge-building and learning in context. As researchers in the field of assessment consider the cultural shifts ( A whole New Mind) that arise from the emergence of a more participatory culture, ( Symphony) they will need to find new methods of applying assessments to learners.
Until then I will say that the fine Arts should conform to what we have now in the system as it applies to other subjects areas,that is state standardize test in the Fine Arts so that the public perception about Fine Arts as a non academic subject although the NCLB says it is a core subject will be minimized if not eliminated. This I hope will also let students, faculty and society see the Fine Arts as equally important as any other subject.
Sunday, May 2, 2010
Construction in progress
I am now getting into the blogging, working as late as 2:36 am and enjoying it, hope to continue and put into practice all that I have learnt during this period, more postings coming the days ahead. Need help posting videos and power-point.
thanks to l my followers
thanks to l my followers
WRITTEN DEMONSTRATION OF VISUAL THINKING STRATEGIES
Teacher: Good morning class today we are going to look and talk intelligently about art works in a different way from our usual art criticism process. The new approach is called Visual Thinking Strategies (VTS). VTS allows you to examine art, think, to contribute observations and ideas, to listen, and to build understandings together. It will also develop your critical thinking, communication and visual literacy skill.
Now look at the picture on the screen for a minute quietly.
Teacher: John, can you tell me what is going on in this picture?
John: A group of basket ball players in a dressing or locker room sitting on a bench.
Teacher: What do you see that that makes you say that?
John: They are dressed in the 1970s basket ball outfit and I can also see lockers in the background.
Teacher: What more can you we find?
John: In all there are nine people in the picture the one that has turned his back look like the coach of the team.
Teacher: What make you say so?
John: All of them look like teen agers but he is an adult.
Teacher: So mean to say they are a basketball team players waiting in their locker room with their coach talking to some of the players.
Teacher: Mary: What’s going on in the picture?
Mary: A group of disappointed team players with their coach in the dressing room.
Teacher: What do you see that makes you say that?
Mary: I see a group of boys with a sad face sitting on a bench looking down, meaning that they have lost a game or about to loose the game.
Teacher: What more can we find?
Mary: The coach is talking to a white boy in the right backside of the picture and two of the boys in the front row have white towels on their shoulder.
Teacher: So In brief what you said was that you can see a group of basket ball players who have or about to loose a game and they are sitting in the locker room with their coach planning their next move.
Thanks you very much students you all did very well. I like the way everybody have something different to say about the same picture. We will be doing more of this in the weeks ahead.
Basic VTS at a Glance
by Abigail Housen and Philip Yenawine
Starting the Lesson
Introduce the VTS: it allows students to examine art, to think, to contribute observations
and ideas, to listen, and to build understandings together. Ask students to recall these
aspects of the process often.
Call students’ attention to the first image. Always give students a moment to look in silence
before you invite them to speak.
Asking the Questions
After they have examined the image, ask the question, What's going on in this picture?
Once students have learned this question, use variations.
Whenever students make a comment that involves an interpretation (a comment that goes
beyond identification and literal description), respond first by paraphrasing, and then ask,
What do you see that makes you say that? Once students understand the point of this
question, begin to vary it.
In order to keep students searching for further observations, frequently ask them, What
else can you find? Again, variations are useful once students are familiar with the point of
the question.
Responding to Students’ Comments
Listen carefully to students, making sure that you hear all of what they say and that you
understand it accurately.
Point to what they mention in the slide. Be precise, even when it is a comment that has been
repeated.
Use encouraging body language and facial expressions to nurture participation.
Paraphrase each comment. Change the wording, but not the meaning of what is said. In
rephrasing, demonstrate the use of proper sentence construction and rich vocabulary to
assist students with language.
Accept each comment neutrally. Remember that this process emphasizes a useful pattern
of thinking, not right answers. Students are learning to make detailed observations, sorting
out and applying what they know. Articulating their thoughts leads to growth even when
they make mistakes.
Link answers that relate, even when there are disagreements. Show how the students’
thinking evolves, how some observations and ideas stimulate others, how opinions change
and build.
Concluding the Lesson
Thank students for their participation. Tell them what you particularly enjoyed. Encourage them to think of viewing art as an ongoing, open-ended process. Avoid summaries; linking throughout is enough to show how conversations build.
Visual Understanding in Education
119 West 23rd Street, Suite 905
New York, NY 10011
212-253-9007, (f) 212-253-9139, www.vue.org , January12, 2010
A Brief History of Visual Thinking Strategies
Brief History of Visual Thinking Strategies
Visual Thinking Strategies (VTS) is a research-based teaching method that improves critical thinking and language skills through discussions of visual images. VTS encourages participation and self-confidence, especially among students who struggle. VTS is easy to learn and offers a proven strategy for educators to meet current learning objectives.
Jerome Bruner also stated that “ Learners are encouraged to discover facts and relationships for themselves”
Visual Thinking Strategies is the result of more than fifteen years of collaboration between cognitive psychologist Abigail Housen, veteran museum educator Philip Yenawine, and their colleagues. As Director of Education at The Museum of Modern Art from 1983-1993, Yenawine was primarily concerned with making museum education programs more effective. His research introduced him to the work of Abigail Housen in 1988.
Housen, a Harvard-trained educator and psychologist, conducted empirical research exploring how viewers, experienced and novice, think when looking at art objects. The culmination of her many years of study, Housen's Theory of Aesthetic Development, identifies five distinct patterns of thinking that correlate to the amount of exposure subjects have had to art. This research became the core of VTS.
VUE, a non-profit organization, was formed in 1995. VUE's mission would be to test and implement Visual Thinking Strategies throughout the United States and abroad in urban and rural settings, with students who struggle to learn; and across languages and cultures. Today VTS is used in dozens of schools across the country and Europe. Our research continues to confirm that VTS is an effective means of developing critical thinking and communication skills with every demographic.
From www.vtshome.org/pages/history. Accessed November 16th, 2009
Visual Thinking Strategies (VTS) is a research-based teaching method that improves critical thinking and language skills through discussions of visual images. VTS encourages participation and self-confidence, especially among students who struggle. VTS is easy to learn and offers a proven strategy for educators to meet current learning objectives.
Jerome Bruner also stated that “ Learners are encouraged to discover facts and relationships for themselves”
Visual Thinking Strategies is the result of more than fifteen years of collaboration between cognitive psychologist Abigail Housen, veteran museum educator Philip Yenawine, and their colleagues. As Director of Education at The Museum of Modern Art from 1983-1993, Yenawine was primarily concerned with making museum education programs more effective. His research introduced him to the work of Abigail Housen in 1988.
Housen, a Harvard-trained educator and psychologist, conducted empirical research exploring how viewers, experienced and novice, think when looking at art objects. The culmination of her many years of study, Housen's Theory of Aesthetic Development, identifies five distinct patterns of thinking that correlate to the amount of exposure subjects have had to art. This research became the core of VTS.
VUE, a non-profit organization, was formed in 1995. VUE's mission would be to test and implement Visual Thinking Strategies throughout the United States and abroad in urban and rural settings, with students who struggle to learn; and across languages and cultures. Today VTS is used in dozens of schools across the country and Europe. Our research continues to confirm that VTS is an effective means of developing critical thinking and communication skills with every demographic.
From www.vtshome.org/pages/history. Accessed November 16th, 2009
Reflection
Reflection
Saturday, October17, 2009
The day was started with registration in the lobby of Grady High School Theater around 8.30am. By 9.00 all participants are seated inside the theater for the general session
Session one began with the introduction of administrative staff and faculty: Project Director; Cynthia S. Terry, Assistant project Director; Raymond Veon, Evaluator; Dr. Melody Milbrant, Consultants; Dr. Patrick Free and Dr. Marilyn Seelman, Collaborators; The Hammonds House and Atlanta Partners for Arts in Education (APAL).Teachers team 3, Aesthetic; Lisa Whittington and Artistic; John Brandhorst these two were to be my course teachers for the rest of the year. Course content, expectations and rules were presented by the director of projects Cynthia Terry.
We then break for 15 minutes and came back into our small groups, our first session was an aesthetics class. The purpose for this class was for each individual to define his or her concept of aesthetics lead by Mercy Simmons and William J. Earvin. Some of the definitions give to aesthetics for the class were 1. Appreciation of the arts based on personal experience 2. Wholeness of being, 3. Values and structure of an art form 4. Making connections and 5. Expression through emotions (cognitive)
The dictionary defines aesthetics as 1. The study of the mind and emotions in relation to the sense of beauty. 2. Criticism of taste. 3. The study of psychological aspects of beauty, especially with the components thereof as they relate to appreciation.
This class was followed by Lisa’s class were she introduced us to the world of blogging and gave us the expectation for the class. It was a whole new mind for me since this was my first day of blogging.
The next class was Barry Stewart Mann from The Atlanta Partnership for Arts Learning. It was a group warm-up activity entitled “Antagonists and Allies. The objectives for the activities were (a.) To warm-up voice, body and imagination. (b) To cultivate ensemble/community, and (c) To provide a basis for reflection through concepts from course text book by Daniel Pink. At the end of the activities which I think was creative and interesting, participants listen to a series of questions for each of the Six Senses in Daniel Pink’s A Whole New Mind and responded to it in a form of class discussion and reflection. I hope to introduce this activity as an ice-breaker at the beginning of each session for the four quarters in my school.
Other sessions for the day were introduction to VTS by Raymond Veon and Reinvention of the artist within by John Brandhorst (Teacher as Artist Workshop)
The day ended with a Descriptive, Analytical and Reflective writing class the lesson learnt her was to be applied to our blogging on our new blogs created.
At the end of the day as I drive home, I was not sure if I understood everything clearly but one thing I know is that winners don’t quit and therefore I am not going to quit this class. Let see how it will go.
Martin Mensah
October 18, 2009
Saturday, October17, 2009
The day was started with registration in the lobby of Grady High School Theater around 8.30am. By 9.00 all participants are seated inside the theater for the general session
Session one began with the introduction of administrative staff and faculty: Project Director; Cynthia S. Terry, Assistant project Director; Raymond Veon, Evaluator; Dr. Melody Milbrant, Consultants; Dr. Patrick Free and Dr. Marilyn Seelman, Collaborators; The Hammonds House and Atlanta Partners for Arts in Education (APAL).Teachers team 3, Aesthetic; Lisa Whittington and Artistic; John Brandhorst these two were to be my course teachers for the rest of the year. Course content, expectations and rules were presented by the director of projects Cynthia Terry.
We then break for 15 minutes and came back into our small groups, our first session was an aesthetics class. The purpose for this class was for each individual to define his or her concept of aesthetics lead by Mercy Simmons and William J. Earvin. Some of the definitions give to aesthetics for the class were 1. Appreciation of the arts based on personal experience 2. Wholeness of being, 3. Values and structure of an art form 4. Making connections and 5. Expression through emotions (cognitive)
The dictionary defines aesthetics as 1. The study of the mind and emotions in relation to the sense of beauty. 2. Criticism of taste. 3. The study of psychological aspects of beauty, especially with the components thereof as they relate to appreciation.
This class was followed by Lisa’s class were she introduced us to the world of blogging and gave us the expectation for the class. It was a whole new mind for me since this was my first day of blogging.
The next class was Barry Stewart Mann from The Atlanta Partnership for Arts Learning. It was a group warm-up activity entitled “Antagonists and Allies. The objectives for the activities were (a.) To warm-up voice, body and imagination. (b) To cultivate ensemble/community, and (c) To provide a basis for reflection through concepts from course text book by Daniel Pink. At the end of the activities which I think was creative and interesting, participants listen to a series of questions for each of the Six Senses in Daniel Pink’s A Whole New Mind and responded to it in a form of class discussion and reflection. I hope to introduce this activity as an ice-breaker at the beginning of each session for the four quarters in my school.
Other sessions for the day were introduction to VTS by Raymond Veon and Reinvention of the artist within by John Brandhorst (Teacher as Artist Workshop)
The day ended with a Descriptive, Analytical and Reflective writing class the lesson learnt her was to be applied to our blogging on our new blogs created.
At the end of the day as I drive home, I was not sure if I understood everything clearly but one thing I know is that winners don’t quit and therefore I am not going to quit this class. Let see how it will go.
Martin Mensah
October 18, 2009
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