We are taking a very sharp turn as we begin reading our next book. Don't give up on this book. Know there is no test at the end. I am not expecting you be able to within in week totally get all of the fine points or even the larger points. Some of the information and pedagogy you may have studied before or it can all be new...just allow yourself time to think about what Rendon is saying.
The word Sentipensante was invented by fishermen of the Colombian Coast as a way of "defining language that speaks the truth" (Galeano, 1992) Simply, it means feeling/thinking. So try to allow Rendon's words to sit with you, carry them with you through your day and invite them into your dreams.
Aside from your overall response to the introduction and chapter one, answer the following three questions: (1) What is a poem or saying ...longer than sound bit...you would put over your door? refer to page 20,21 for guidance if need be. (2) How do you evaluate art work , your own, student work or work you may come across...what are the hidden rules you use? and (3) How do you take care of yourself?
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Melissa Hidalgo - My Love, Our Public Lands
This first semester of the MAE program has been inspiring due to the readings we have had. These readings have felt personal and heartfelt....
1. "....if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things.... about Holland."
ReplyDeleteThis is from a little story called "Welcome to Holland". It compares having a special needs child to having changed travel plans. You are already for your fabulous Italian trip. You've studied, learned the language, all excited, and your plane lands in Holland and you have to stay there. Everything you planned is now changed. So you learn the new language, make new friends, and soon begin to see what is beautiful in Holland. Not as flashy as Italy, everyone else is busy in Italy, but you learn to adjust. Not only with a special needs child, but for expectations in general. We have expectations for how we expect others to behave or react, and many times do not let the person know we have those expectations, and we are disappointed in the result.
Great saying. I had friends who delighted in working on my sense of time. My rightness about time...I prided myself on never being late. They finally got through to me when after they were 30 minutes late for something, and I spent 45 minutes complaining about it they simply they kindly pointed out that I had missed 45 minutes of fun by complaining.
Delete2. Evaluating artwork is such a personal thing. With my students, since I know them, I have seen their struggles, where they came from, and where they are going. Their work I see from a process standpoint.
ReplyDeleteOther artist's work is different. I can appreciate the process, love what they did with it but not like the image personally. Some I love the image, but it would make me cry to have it in my house.
My own work, just is never good enough!
I know what you mean Chris about your own artwork not being good enough. I made the decision a while back to not look at my finished work with the expectations of good or bad. It simply is finished and I'm free to move on to other goals. I'm never really satisfied with my artwork, and always see something that I would do differently, but I know that is regressive thinking and tell myself that when I made the work, it was how it was meant to be. I rarely go back and touch up a "finished' artwork.
DeleteI am too quick to judge. Too many hours in an MFA program (where praise was not encouraged) and too years working within museums where everything was judged by hundreds of people. How did you feel about your work when you made that recent clay show?
DeleteJames, I like your approach...allowing yourself to move on..and make more art.
DeleteWell, Future, honestly I thought they made a mistake and I got the wrong email. But, when time passed and no correction came, I let myself get a little excited!
Delete3. Taking care of myself is important. Working in my studio is very cathartic, although sometimes a little maddening, for me. I enjoy being with friends and laughing, and I enjoy playing golf. These things give me a feeling of satisfaction and refueling for whatever life dishes out.
ReplyDeleteGood. I always admired how you and the other ladies would go down to the river in the afternoon to just "be".
DeleteI found the Introduction and chapter one of the book interesting, but also troubling. I am not a fan of the “spiritual” language. The author talks a lot about moving away from old agreements and ways of knowing, but, to me, bringing spirituality into an progressive pedagogical text is reinforcing intolerant and superstitious modes of approaching the world. For me, the author could have tied this inner sense of worth and meaning to a more concrete system of valuing the worth of humanity. This is simply my take on the reading and I know it is a controversial view point. There were many good educational strategies mentioned in the text and I definitely agree that connecting to student's lives and building strong, positive relationships with students is important, especially with younger and at-risk students. I am optimistic about the book and hope to find many sensible, workable strategies within the next few chapters.
ReplyDeleteLiving in West Texas I totally understand your dislike...suspension of the word spiritual. I have heard it missed used so many times, in so many ways it was not till I attended a conference in Bolder, Colorado at the Naropa Institute on Spirituality in Education and had the opportunity to hear a number of the authors mentioned that I was able to see education without do many mandates or hidden agendas. I appreciate your honesty and willingness to keep reading.
Delete1. The first poem that came to my mind was Poe's “A Dream Within A Dream”. I know that there have been many times when I have caught myself letting the beauty of life and the people I care for slip by unappreciated. Sometime I have to shake myself awake and realize that if I do not cherish the small moments of my life and only look towards the future, one day I will feel that my life has been a dream within a dream; simply fleeting moments never to be held again.
ReplyDelete2. My personal evaluation of artwork is generally based on my emotional response to the visual elements represented. After my initial response to the visual impact of the image, I begin to investigate the imagery's meaning and interpretation, and lastly, questions about the artist's purpose/ intent in creating the work. When evaluating student work, I first navigate the work for connections to the academic goals of the project, if applicable. Next, I take in the overall impact of the image's use of visual elements and the artist's success in conveying their intent.
3. I can't say I take very good care of myself overall. I do exercise regularly and try to eat sensibly, but I know my stress level is higher than it should be. I have not been very good lately at finding a psychological center; school, my education, daily responsibilities, and personal responsibilities all seem to compound yearly without a substantial growth self-fulfilling outlets to balance them. Music, listening and playing, is one outlet that I have cherished over the years. I am able to squeeze it in often, and music certainly helps me relax. I guess my personal artwork is the greatest sense of well being that I have. When I create art, I am able to detach from the external world and live in the moment, pursing a mode of bliss and wholeness.
Great responses. Taking care of ourselves is the first step in making art...really. Or at least for me. I have to be healthy enough to do the work, calm or clear enough to envision my work and confident enough to present it.
DeleteRegarding the introduction. To be honest I bristled at the use of the term "social justice" in the title of the book, simply because of how politically charged that phrase has become in recent years, with angry people hijacking the term to push their own, ironically oppressive, agendas. I have felt, as a gay woman, like a significant amount of the struggles I've faced have come from friends and family telling me I'm oppressed by default and that I needed to think, speak, and vote a certain way, and not really giving me a chance to come to my own conclusions. However, I think the author is talking less about identity politics and more about issues like class and equal opportunity education, issues that are ironically not as front-and-center as they should be in today's world. I relate to her description of academia as a toxic and anxiety-provoking environment; I think most of us are, or have been, there. I don't know if I think that a classroom free of discipline is a good idea, particularly for children who don't know much yet; I became as good as I am because my teachers and professors were not afraid to give me a good kick in the seat of my pants, and it was not oppression--it was tough love. However, I've been in school for 24 years now and during that time have sadly seen some serious neglect and abuse in the classroom. I think that the current model of education is effective in academic education, but agree with Prof. Rendon that it's sadly lacking in teaching basic life skills (money/business management, manner/social and communication skills, professionalism, home making, mechanics, career advancement etc.) that students need even more than things like advanced mathematics. For instance, I could have done without trigonometry, but would have been much better off if I'd learned to cook and prepare a portfolio for a job in high school. Along this lines, as we are discussing art education, there is some debate over teaching personal marketing/business classes to art students. Sadly, my undergrad alma mater stopped requiring such a class while I was there, which is a career death sentence to art students. Caroll Michele gives a description of this lack in her book "How to Survive and Prosper as an Artist," in which she laments the unfilled need for these courses.
ReplyDeleteI'm unsure where Rendon is headed with the spiritual aspect of education she keeps alluding to, so it will be interesting to look into that. As for the rest of it, a good teacher does intuitively know of students' natural need for love and nurturing, and will do everything possible to be encouraging and accommodating to it. Across the nation teachers are fighting the soullessness of the system, which got a lot worse after the No Child Left Behind act of the Bush era.
I do think Rendon is on to something with the discussing of physical contact. have noticed as a student the hesitance of teachers to initiate any physical contact for fear of harassment accusations, and I find this sad, as physical touch is a huge part of human communication, one it is very hard to replicate with words alone. When I reached adolescence and my teachers started bristling at any physical contact I gave them, it made me feel unwanted and uncared for, and that is not a good thing to do to a child. It took a while for me to come to understand that rejection was not personal, and while it might not have been enough to deal a blow to my psyche by itself, I was always an out crowder and felt like my teachers were the only ones who understood me. I hope to see the pendulum swing back toward a more humanist form of education, one that is not so cold, businesslike, and controlled by fear of litigation.
Sarah,
DeleteI agree, with many of your points. Basic life skills: we never discussed how to handle the business aspect of making art in my undergrad years, even in graphic design classes. The only advice I remember from a teacher was to make sure you meet your deadlines. Physical contact: Such a sad state teachers cannot even pat a student on the back. An obvious flaw in an education system when a student feels unwanted and uncared for because a teacher cannot comfort with a soft touch. Hopefully, the pendulum is swinging along towards a more compassionate environment.
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DeleteThank you, Paige. I seriously hope so too. I have a teacher friend who said he ended up in HR for a back pat. Apparently the student didn't like to be touched; a perfectly reasonable boundary--and one that should be made immediately clear. My teacher wishes he had just told him that outright. And that's what's key here--communication. I know plenty of people who don't like to be touched who handle it in a healthy way--they simply mention it, people respect it, and everyone moves on. One issue that I read an article about is that younger generations have not really learned to confront conflict head-on, but to default to higher authority, and how this has led to the most mentally unstable generation in modern history as it lessens their personal strength and ability to solve their own problems. One way we could help future generations with Rendon's integrative model is teaching them how to develop the strength to confront their demons and others who hurt them in some way. Further, a teacher's ability to communicate personally with students could help fill the gap left by a neglectful or abusive home, in turn making it easier for the student to survive in that environment. I know strong teachers helped me get through my issues with abuse and neglect. These are very touchy subjects, but subjects we should not be afraid to address.
DeleteThank you Sarah. I am surprised (not upset or bothered, more curious) as to your response to social justice and James reaction to spirituality. I guess I have worked so hard for all my years in education to ensure all students /every student/ any student was treated fairly and I have spent the same time searching for some place where I feel peace and understanding (spirituality) that I never considered those two words would be a trigger for anyone. Keep giving the book a chance and keep being honest. What a wonderful lesson for me...never assume my path is the same path others have had to follow.
ReplyDeleteNow..Sarah...what saying or poem would you have over your door and how do you evaluate art. What are your hidden or life long rules.
Thanks for your response. It means a lot to me because I'm used to getting some rather nasty backlash when I tell that story.
DeleteThere's a saying that goes: "A Christian, a Muslim, a Jew, and and atheist walk into a bar. And they all have drinks and laughs and a great time. It's not a joke. It's what happens when you're not an asshole."
I think this concept is at the root of what we're discussing. As someone with both liberal and conservative loved ones, I have engaged deeply in both sides of the SJ argument, and the conclusion I've come to is this: I think the experience of being different in society is different for everyone, and healthy communication is key. One issue is that we, as Americans, are not communicating with each other as well as we should be, especially since we've become so polarized in the last few decades. Having dialogues like we are having in this forum is the socially healthiest way to resolve these complex issues. For example. On my evangelical dad's side of the family, I was told I should not read too much or think too much, and that being gay was a sin that I should seek therapy for. My grandmother was an evangelical Christian her whole life, but in her eighties--her eighties!--when I came out, she strove to understand my position and accept me as I was. It was really amazing. There were a lot of fights, but those fights lead to dialogues, which lead to greater understanding between both of us. This kind of thing happens every day, but you don't necessarily hear about it, which is sad because it's testament to the incredible power of love. And it seems to me this kind of discussion and mutual understanding is what you're pushing for in your classrooms, which is what I believe true social justice should be about—bridging gaps between people who are different not only physically, but also culturally, spiritually, and ideologically. It can’t happen between everyone—some people really are just too closed-minded, and too bigoted, to self-reflect like that—but it happens a lot more than scandal-happy news sources would have us believe.
As I began the book, I kept thinking, “art does this, we spend time building the whole person”. On page 2 , Rendon states, “precious little time is spent on helping students to work with others, deal with emotions, recognize personal strengths, develop social responsibility, be good listeners and communicators, resolve conflicts ethically and creatively, and embrace diversity as well as what we hold in common.” Of course, I am in need of more time for “inner work”, but in art we have a chance to cultivate relationships with our students and explore thinking and feeling on a regular basis.
ReplyDeleteThe study on Heart Intelligence (HQ) through the Institute of Heart-Math Research Center in California, on page 31, attempting to prove how the heart affects mental clarity, creativity, emotional balance, and personal effectiveness was very interesting.
I am not much of a poem person and thought, “Oh no, I have some research to do”. Then, I realized, I have a poem over my door. I have the prayer of St. Francis. He is seeking self improvement of hatred, injury, despair, and sadness, while instead sharing love, joy, understanding and forgiveness.
I am too hard on myself and my own artwork. I often describe myself of as a dabbler in many art forms and a master of none. Honestly, the process in much more rewarding than the finished piece of art and why I continue to make art.
When I evaluate student work, in progress, I find an area of strength, be it skill or creativity, and praise the area, emphasising to repeat it in another area. With another teacher, we discussed this question and the difficulty of evaluating artwork from students who seem unmotivated. Because as artists, students are giving their emotional selves, I have to be sure to show compassion and empathy, but also encourage students to try harder and develop their skills. Thus, as an educator, I want to make sure I am teaching multiple Intelligences to my student. Evaluating practicing artists, especially in a group, is rewarding because of the unique impressions brought to the table.
Fitness has always been a part of my life. I run for stress relief with friends and by myself. Running together, we vent and solve the world's problems. Running by myself, I have time for reflection, creativity, and problem solving. Combined with art making, mentally and physically I do pretty well. I took years off of creating my own art and constantly felt a missing piece. Now, most often the missing portion is sleep. I recognize the need for regular sleep, because when I do sleep, I eat better, make wiser choices, and am more pleasant to others.
I think one of the reasons I like this book and picked this book for this class is it connection to art/art making/ art teaching. I have long felt one of the problems facing education is that schools expect students (some schools) to know what they want to be and to excel at each class they take. I know I repeat myself to my undergrad pre- service students when I remind them to just make it the best 45 min of the day...that the majority of their students will NOT become artists but they can all begin to like and maybe even understand art. The issue is layered with the emphasis by parents/schools/state on science and math. This book is a least another resource for defending our classes.
DeletePaige and Future, I too thought that "art does this" while reading the book. Thank you Future for reminding your undergrads that most of their students will not become artists. I try to make it the best part of their day as well! I do think that students that become informed adults will buy artwork (at least hope!)
DeleteSame as Rendón, I believe that the best teachers are those who get to really know their students, adapt to their personalities, and care about their specific interests, dreams, or needs.
ReplyDeleteI understand very well the frustration of sitting in a highly disciplined class and being reduced to nothing more than a receiver of information. As a schoolgirl, and later in college, I was never encouraged to say what I think about a certain topic; there was no time for questions at the end of the class, and talking was not allowed except when the teacher was testing if the information taught in previous classes was properly memorized. In a similar way to what Rendón recalls, the assignments were not an invitation to reflection, not being meant to help you create connections with your immediate reality or advance knowledge in a purposeful manner. Bottom line, I was not encouraged to think freely and critically, or to express myself in any way, and when I came to US for graduate school, I had a very hard time adapting to a freer, conversational class format. This was something that made a powerful impression on me, something that I appreciated, but also something that challenged me, adding to the challenge of using a different language. But there is much more beyond this, and the educational system’s rigidity Rendón is talking about is definitely something to reflect upon and fight against. From the beginning, I found her approach very interesting and this idea of recapturing the sense of wonder while prizing wholeness (6) fascinated me. Because it seems so difficult to recover this sense of wonder in our days, we are at a point when more and more people want to get more and more educated. And this is actually something great, but it also puts pressure on the school system to often favor quantity over quality. The educational rhythm became extraordinary rapid and the entire process tends to be more mechanical because of it. Rendón speaks about the “loneliness and isolation” that keeps teachers and students apart; in my view this may be attributed to a difficulty to cope with the rapid changes in communication, changes that are mainly determined by technology, while the author seems to attribute it to a loss of spiritual direction. Therefore her intention to anchor her vision in spirituality, which will be a very interesting thread to follow. The introduction left me with mixed thoughts though, enthusiastic, but also skeptical and sometimes frustrated… it was like I heard so many times so many people talking with almost the same words about the same noble intents, but the results still seem to be insignificant… However, I liked the first chapter and the way she framed her beliefs as agreements; what I liked most was the idea of replacing a unitary view of knowledge while recognizing that intelligence is multifaceted, (p. 28), and the idea that is imperative to admit that education is a “humble process of coming to know” (40).
Good...keep reading and exploring the possibilities.
DeleteThanks for sharing your experience! I think hearing about how education is handled across the globe is fascinating and gives great context in this conversation. In my experience between four US school systems (Washington State public schools, Indiana public schools, IU, and TTU), the States in general has a pretty open-dialogue system in education, but one that is far, far from perfect--and there are still plenty of teachers who don't like to be questioned or to entertain the notion that younger students may have something to teach them (this generally comes from deep personal insecurities). A good teacher will say "there's no such thing as a stupid question" an take the time to help each student. This takes an extraordinary amount of patience, but it is key to a successful learning environment. One important question to ask is where the line is drawn between helping the bird fly and kicking it out of the nest; there were times when a teacher made me "fly" prematurely, resulting in an assignment frustratingly beyond my level, and when a teacher told me to "find the answer on my own," enabling self-sufficiency and confidence. I think everyone has experienced both of these, and though it can be hard for a teacher to find that line sometimes, picking up cues from the class is a good place to start.
DeleteRoxana,
DeleteInteresting to think of technology causing more isolation in the classroom. Just recently, I was watching a Youtube on Abstract Expressionism style painting. I thought about showing the video to my students, but decided it would be better for me to show the steps myself. For them to see me make the motions, the thought process, and see the paint flow in person would have more of an impact and can open conversation during the demonstration.
1.“People are always shouting they want to create a better future. It's not true. The future is an apathetic void of no interest to anyone. The past is full of life, eager to irritate us, provoke and insult us, tempt us to destroy or repaint it. The only reason people want to be masters of the future is to change the past” (Milan Kundera, The Book of Laughter and Forgetting). (I must admit that I find the part with “the future is an apathetic void of no interest to anyone” quite problematic and that I haven’t come to a conclusion in relation to it yet).
ReplyDelete2. I think that when evaluating students’ work, a teacher must weight in the balance the effort, the student's capacity to artistically respond to certain requirements, but also the potential of the work (this might sound very subjective, but it is not necessarily). When I respond to work that I come across, I might have an emotional response (usually inspired mainly by the aesthetics) or an intellectual one (inspired by message or approach). Ideally I would have both of course, but sometimes it happens that I am pleased with just one.
3. Lately I feel like I keep failing again and again at properly taking care of myself. Having a family with two little kids who depend a lot on me and a busy schedule as a graduate student, means that my personal needs constantly come on the last position. The best results I have are probably in relation to healthy eating: I carefully plan ahead the weakly meals and I cook every day, so I manage to avoid junk food almost entirely. But it is also true that sometimes I tend to eat more in order to compensate exhaustion and lack of sleep. Exercising is something that I miss terribly, but the only thing I can afford right now is taking my toddler for a long walk every Saturday morning. And this is how it will stay for a while. As for my mind’s well being, I think that taking care of my family and seeing them healthy and serene is something that gives me a sort of psychological comfort and keeps me in a steady good mood. Two other things that always work when I need to relax, energize, or strengthen myself are walking and listening to music.
I like the saying..it demands thinking and re-evaluating all the sayings about tomorrow.
DeleteIt is hard to balance it all when you have little ones at home. Keep trying to fit in time when you can, the better you are, the better you can be for them.
DeleteRegarding chapter one and the three questions:
ReplyDelete1. I actually have, not over my door but my couch, a poster of Dalai Lama quotes, and on my door to my bathroom a large poster of over 100 inspiring, romantic, and sardonic quotes about love. Some gems are "Take into account that great love and great achievements involve great risk" and "To love is to feel the sun from both sides."
2. as a craftsperson, I evaluate work largely from an aesthetic standpoint--is it working visually? Does it make strong use of elements of art/principles of design/Gestalt? Does the piece communicate the concept clearly/effectively make the viewer think/feel about the piece? Did I/my student push ourselves to learn and achieve more in the creation of the work?
3. I try to integrate healthy eating and exercise into my daily life. I walk everywhere on campus. My go-to meals on campus are salads, vegetable-rich burritos/quesadillas, and spaghetti with onions, peppers, and zucchini. Poultry is my favorite protein. I have a soft spot for sweet foods, but try not to eat too much and steer towards nutrient-rich desserts with proven health benefits, like ice cream and chocolate, as opposed to pure fluff like donuts. I think that dessert is actually good for you in moderation; speaking as someone who has worked each summer at a popular ice cream store for nearly a decade, I can confidently say that delicious treats can help steady nerves and encourage social connections. The rub is that consumption of such delicacies must be controlled; otherwise they become drugs that are used to avoid problems and can lead to adverse health effects. Finally, I make sure to get plenty of sleep. Sleep is dangerously underrated in our society, particularly on college campuses. There's a culture of bragging about how little sleep one gets; in my undergrad, the upperclassmen liked to tell the underclassman "sleep is for the weak," and I was disgusted last year when the school paper published an article encouraging students to forego sleep. I try to get 7-9 hours a night, and have done extraordinarily well all nine years of art school. Contrary to popular belief, a good night's sleep improves academic performance because it makes you work more efficiently. Not sleeping is a negative feedback loop: lack of rest makes your mind less efficient, making you need to work twice as long and stay up to finish what would have been done fast with appropriate rest.
I also do a lot of knitting, both in my art and in spare time; the repetitive motion is meditative and relaxing.
Chapter one was very interesting. I would like to point out that the very nature of art engages the forms of intelligence she describes as lacking in current educational models, which is why art and music classes are so important in education. Research has shown that students who have art classes are less anxious and depressed, and perform better in other subjects. I'm afraid a lot of politicians have not received this message. Art classes by nature engage self-reflection, recognition of multiculturalism, acceptance of imperfection, and collaboration. Unfortunately, especially in upper levels, competition is just as fierce because of art's subjectivity and the limited resources given to the arts. Perhaps more social respect and funding would help with this issue?
Sarah, your comments about how running and knitting help you reflect and relax reminds me of my experiences. When I workout and create art, I'm able to tune into the inner condition of my body and mind. Although I rarely solve major problems or work through complex issues of my life, but the simple act of letting go of conscience attachment to emotions and issues can help me cope and open myself to a fresh perspective.
ReplyDeleteThanks Sarah...I knew you would have some great quotes...and thanks James for responding
ReplyDeleteThe introduction of this book hooked me. Just a couple of days ago, I had a conversation with a friend who I suggested he should consider teaching. He has thought about it before, he would love to teach high school but he thought he would not be okay with teaching to test. He described how we teach for students to memorize an equation not WHY they are learning the equation. I couldn't deny his answer. When I was a student, no teacher told me WHY I was learning what they were teaching me, they just told me that I MAY use it someday...well here I am today, and still haven't had to use the quadratic formula to solve anything (although I still remember the song to remember the equation). Luckily, I feel that with teaching art, it's a different learning environment for the students than their core classes. We have the freedom to teach more than just a formula; we get to teach the "why" behind an artwork and encourage the students to create with a purpose. I try build a relationship with all my students, it's honestly the best way I've gotten even the ones who don't like art to create for me. But I'm not going to lie, I have found it difficult to include everyone at all times. I blame the class size numbers but I also feel like I won't give up to reach everyone. It's been a little over a month now and although I've build some relationships I still have some students to reach out too. I do wish my class sizes were smaller. I feel like the students would work better and feel more comfortable to create something they can express about theirselves, but that's something I can't change, just work with.
ReplyDelete"To know even one life has breathed easier because you have lived. This is to have succeeded." I've loved this Ralph Waldo Emerson quote since high school, since before I even knew I wanted to become a teacher. One of my things on my bucket list has always been to make a difference in someone's life...THEN I became a teacher and realized that that's what I get to do every day. I don't have this quote over my door or anything but after revisiting it for this blog post, I may just create a poster for it.
I teach Art I classes and two Art II Photography classes. Every student needs a fine arts credit to graduate. Which means that the majority of the students in my Art I classes are only taking it for the credit, but that doesn't mean they don't have fun and end up enjoying it. I start my introduction of the year by telling my Art I classes that, "I will not grade you on your artistic ability but your responsibility". I get kids that shut down or don't even attempt because they don't think they're good at it so I encourage them to try. I do grade my Art I classes mainly based on how hard they worked and if they met the requirements. Higher level classes will tap a little more into creativity and originality of the piece, as well as how hard they work.
I take care of myself everyday by watching what I eat and how much I eat it, by staying active, and getting a little bit of down time during the day. That's usually by week to week. In the weekends I get Saturday to try something new, go somewhere new, eat something new, listen or watch something new, that way I'm not stuck doing the same thing everyday. But overall, I take care of myself by planning days where I can go and do what makes me the happiest, and that's hiking out in nature. I obviously can't do that everyday so I look forward to holidays and summers to where I can recharge myself basically. I feel like this is very important not just for myself but for my students. That way I'm not cranky or anything.
I love how your teaching method is based on intent. I totally agree. Trying to make ART I kids artists is like trying to turn Art Appreciation kids into artists. Those who are interested will show themselves..the others become art lovers or patrons or good viewers. Put the poster on your door..it is beautiful
DeleteRendon stated in the introduction, “In many ways, we have lost sight of the deeper, relationship-centered essence of education, and we have lost touch with the fine balance between educating for academics and educating for life.” Generally, with all state requirements, educators tend to forget the real meaning of teaching to focus on standards and test achievement. Sadly, our attention on academic instead of building relationship, can affect students greatly for the rest of their lives. Demographics play an important role in how these ideas work. I have seen both end of the spectrum. On one hand, I worked for a district that solely practices the philosophy of building relationship with students and faculty. The idea is that students will have the life skills necessary to build confidence and achieve their long-term goals. The result of this practice has been very successful. Kids enjoy coming to school and the district is performing at a very high level. On the other hand, I am currently working at a district that concentrates on academic achievement and building relationships play a lesser role. The results… behavioral issues that conflict with instructional time, teachers are angry and resentful…everyone looses.
ReplyDelete1.I have a poster hanging on my door with this quote:
“There’s room for you and room for him, room for her and room for them. Room for young, room for old. Room for shy, room for bold, room for short, room for tall. Tell me how is there room for all? Here is the secret to making rooms great: We refuse to ever make room for hate”
-Kid President
First of all, I love this kid! He is an incredible role model for all kids growing up in this generation. He teaches us how to accepted one another. Everyone is difference and that’s what makes us unique. Teach love. Teach peace.
2. How do I evaluate artwork? I address to my kids, Unlike other curricular areas such as math or history, art is a subject that doesn’t result in answers that can be marked “right” or “wrong”. When I’m evaluating student’s artwork, I focus mainly on two things: their effort and their involvement. I believe the art experience and originality should be encouraged through subject matter and material. Allowing kids to explore and create results in an end creation that is beyond expected and remarkable. With older students in particular, I often list requirements or expectations for a given art experience.
3. Last year I wore myself out, by spending so much of my time in the classroom after school and on the weekends, and I wasn’t even a full time teacher yet. This year I am at a new school (finally a certified teacher), school is still under construction, first semester of grad school, trying to maintain a social life, and healthy life style. My goal for this school year, is to have better time management, not let stress get to me, and allow myself 30 minutes after school to get done whatever I need to do, head to the gym for an hour (one of my stress relievers) and then head home for dinner and work on school work about 2-3 hours. So far it is helping. I tend to do my three C’s to relax: Cook, clean, and color. You can always tell how stress I am when I clean. I feel like I knew to clean a whole house before working on school work or lesson plans. The most important thing I do to help take care of myself is ice cream. Who doesn’t love ice cream?! Cookies and cream to be exact! And if you are lactose intolerant, I am so sorry.
Great quote. Continue to take care of yourself ..your students need you and you are a solid voice in this program.
DeleteI agree..your first school was on the right track even if they may have been from the other side of the track (my guess)
Love Kid President!
DeleteInteresting observation of the behavior issues at the school stressing academics.
Our principal at my school would always throw in a Kid President talk during one of our staff development meetings. Kid's some great stuff to say! As for your method of de-stressing, you're not alone. I also clean when I'm stressed or feel like I have too much on my plate. Makes no sense right? Why add to your plate of things to do by cleaning...I'm not sure, but it helps!
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