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A true education does not necessarily occur within the structured setting of a classroom, in fifty minute segments over the course of a semester. Learning is about people-and lives are often transformed as the process of “understanding” evolves over time. Whenever we speak of education, we are speaking of a person’s experience in the world (Grumet, 1975).
This course will change your life. Most likely, you’ll experience a range of emotions about teaching and making art.
And why do we need to teach art? Consider…
It’s time to think outside the box!
Some questions about teaching:
- How important are “beginnings” in an art learning experience; starts that are ambiguous can be frustrating. Is that okay? How do you provide meaning?
- What is your role: teacher? facilitator? server?
- How do you involve and consider all students in the art learning experience? What is the “role” of the student who observes, envisions, and reflects? Is this bad? How do you know if they are “doing something” with their time and contribution?
- How do you let students fail? What is the role of frustration in the art learning experience? “Do-overs”? Reflection? Praxis (action precedes conception)?
- How do you involve and consider all students? Do you “allow” groups or create groupings for students?
- How do you recognize, support and teach to all learning styles? Honor multiple approaches? Differentiate?