Entry created by PH (2014). Text insert reads: "Our society places students that work quickly, are expressive, appreciate how multi-faceted life truly is, and have simultaneous thoughts into a category of their own. Their non-linear abilities to understand the world around them are treated as a disorder in need of treatment."
"I have focused my efforts more recently on helping students search for, question, and formulate beliefs about who they are and the ways in which they are shaped by their family, friends and community so that they can make informed decisions about their lives in meaningful and positive ways.
Students who find deep connections to the content and context of learning in an art room discover ways to grow, cope, and learn that serves a greater purpose throughout life. " (PH, 3/30/13) |
D. Bradshaw. (2014). Piecing it together. Fabric scraps and thread.
"This week I asked students to take a photograph of a work of art created by a student in their student teaching experience and to respond to the work from a critical stance, noting the issue brought up for them in the work. What might they do differently in teaching that would alleviate or begin to address the challenge? What bothers them about this and why? How might it represent or contradict what we've been discussing in class. I am excited by their engagement and willingness to create these visual journal entries. I am gratified by their investment in their growth as teachers and each week I feel their voices get stronger--both collectively and individually." (PI reflective journal, 3/2014) |
"Students use artistic practices as cultural and personal responses to experience, including in their search for identity. Students now have multiple and overlapping identities (for example, ethnic, socioeconomic, and sexual identities) and live within complex
social environments that make artistic inquiry particularly helpful as part of their self exploration and expression. Many students begin to explore the concept of self through postmodern juxtapositions and connections in their spontaneous art and should be enabled to advance their investigations of these issues in school." (Freedman, 2003, p. 40).
Freedman, K. (2003). The importance of student artistic production to teaching visual culture. Art Education, 56(2), 38-43.
social environments that make artistic inquiry particularly helpful as part of their self exploration and expression. Many students begin to explore the concept of self through postmodern juxtapositions and connections in their spontaneous art and should be enabled to advance their investigations of these issues in school." (Freedman, 2003, p. 40).
Freedman, K. (2003). The importance of student artistic production to teaching visual culture. Art Education, 56(2), 38-43.