Sunday, June 9, 2013
VTS #14
Cognition and Emotions in the Creative Process
I couldn't help but think of my brother in law as I read this article and have it ready to share with my sister. My brother in law is an artist/illustrator. My sister is constantly complaining to me about her husband and how he has all these great ideas, waits to the last minute and then is so hard on himself after he finally finishes his work. I think my sister would be a little more understanding of his process if she read this article.
I have to admit that I still have not read anything by Daniel Pink but I imagine that a lot of this article is in his books. I wish others understood how creative types work. I now understand more about what is happening cognitively as I work through my own creative process. Comments on my second grade report card stated: Beth likes to daydream. In our staff meetings, we do quick "whip arounds" which drive me crazy because by the time it quickly gets to me, I am still processing my thoughts. As this article applies to VTS, I have to recognize that students I believe are not participating may actually be processing the image and their thoughts. The work they are doing may not show up in our VTS session but come out at another time. VTS also allows an open ended framework that allows students to work through their ideas.
I couldn't help but think of my brother in law as I read this article and have it ready to share with my sister. My brother in law is an artist/illustrator. My sister is constantly complaining to me about her husband and how he has all these great ideas, waits to the last minute and then is so hard on himself after he finally finishes his work. I think my sister would be a little more understanding of his process if she read this article.
I have to admit that I still have not read anything by Daniel Pink but I imagine that a lot of this article is in his books. I wish others understood how creative types work. I now understand more about what is happening cognitively as I work through my own creative process. Comments on my second grade report card stated: Beth likes to daydream. In our staff meetings, we do quick "whip arounds" which drive me crazy because by the time it quickly gets to me, I am still processing my thoughts. As this article applies to VTS, I have to recognize that students I believe are not participating may actually be processing the image and their thoughts. The work they are doing may not show up in our VTS session but come out at another time. VTS also allows an open ended framework that allows students to work through their ideas.
VTS #13
Designing and Implementing Exemplary Content, Curriculum and Assessment in Art Education
When I took curriculum in undergrad, over 13 years ago, we learned DBAE. I left my class with a curriculum binder filled with lessons that incorporated Art History, Art Criticism, Aesthetics and Production. I also walked out of that classroom with a big push to teach the Elements and Principles of Art. Over the past 13 years, I have seen art education move towards creating more meaningful student art and this is also coming up in reading I am doing about Choice Art. "The arts when properly taught promote individualized learning...". This is true in VTS. Students are allowed to bring to the art their own experiences and interpretations. Students contribute at their own pace. VTS allows students to "draw meaning" from their personal experiences.
Image #5
I wrapped up my VTS Empathy Unit with this Picasso image. I am not sure how successful it was. The discussion quickly went on a direction that I didn't expect and it involved zombies and creepers. (I later found out that there is a video game with these things). Students were too hung up on the details of the disheveled clothing and I didn't feel they paid as much attention to his emotion. Some students thought he was dead. Kindergarten students may not be ready for this image but did get the tone of the work.
When I took curriculum in undergrad, over 13 years ago, we learned DBAE. I left my class with a curriculum binder filled with lessons that incorporated Art History, Art Criticism, Aesthetics and Production. I also walked out of that classroom with a big push to teach the Elements and Principles of Art. Over the past 13 years, I have seen art education move towards creating more meaningful student art and this is also coming up in reading I am doing about Choice Art. "The arts when properly taught promote individualized learning...". This is true in VTS. Students are allowed to bring to the art their own experiences and interpretations. Students contribute at their own pace. VTS allows students to "draw meaning" from their personal experiences.
I wrapped up my VTS Empathy Unit with this Picasso image. I am not sure how successful it was. The discussion quickly went on a direction that I didn't expect and it involved zombies and creepers. (I later found out that there is a video game with these things). Students were too hung up on the details of the disheveled clothing and I didn't feel they paid as much attention to his emotion. Some students thought he was dead. Kindergarten students may not be ready for this image but did get the tone of the work.
VTS #12
Art for our Sake
Amen! I wish I could hand this article to every administrator and teacher and ensure that they read it.
This article not only supports the VTS curriculum and how important it is for students to observe in the art room but how it transfers to science and other subjects and how in turn this supports STEAM. We have school board members that believe adding art to STEM will "water it down". Clearly, they are missing important skills that the visual arts foster. Branching out from innovation, VTS gives students confidence to take risks. Students realize that their ideas come from their thoughts and experiences and they build confidence to put forth their ideas through VTS discussions. Students analyze and judge images as they discuss the work which builds on the studio habit, reflection. The arts offer so many skills independent of other subject areas. Classroom teachers are recognizing these skills. I have had teachers ask to help them with their drawing because they realize early student writing is done through images. It's a slow shift but it is happening.
Why Do We Teach Arts in the Schools?
Winner and Heatland are giving the arts room to stand alone based on the skill set it can offer students a more winning argument than simply they support standardized tests. But the article argues that the arts do help in other subject areas and that is not a bad thing. VTS supports the work arts can transfer in schools and is backed with research. Many studies supporting arts in our schools are tough to measure. The article states research done to study VTS supports raised test scores. As an arts educator, all of these studies can be used to support the visual arts in schools regardless if art raised tests scores and transfers to other subjects or can independently build various studio skill sets. By using both sides of the research we build a stronger case for our art programs.
Image #5
I chose this image to wrap up my Empathy Unit and based on the work in kindergarten.
Amen! I wish I could hand this article to every administrator and teacher and ensure that they read it.
This article not only supports the VTS curriculum and how important it is for students to observe in the art room but how it transfers to science and other subjects and how in turn this supports STEAM. We have school board members that believe adding art to STEM will "water it down". Clearly, they are missing important skills that the visual arts foster. Branching out from innovation, VTS gives students confidence to take risks. Students realize that their ideas come from their thoughts and experiences and they build confidence to put forth their ideas through VTS discussions. Students analyze and judge images as they discuss the work which builds on the studio habit, reflection. The arts offer so many skills independent of other subject areas. Classroom teachers are recognizing these skills. I have had teachers ask to help them with their drawing because they realize early student writing is done through images. It's a slow shift but it is happening.
Why Do We Teach Arts in the Schools?
Winner and Heatland are giving the arts room to stand alone based on the skill set it can offer students a more winning argument than simply they support standardized tests. But the article argues that the arts do help in other subject areas and that is not a bad thing. VTS supports the work arts can transfer in schools and is backed with research. Many studies supporting arts in our schools are tough to measure. The article states research done to study VTS supports raised test scores. As an arts educator, all of these studies can be used to support the visual arts in schools regardless if art raised tests scores and transfers to other subjects or can independently build various studio skill sets. By using both sides of the research we build a stronger case for our art programs.
Image #5
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