PC. 2013. Graphic notes from classroom discussion.
"As we engage in developing lesson plans for our placements, I find myself frustrated. My CT focuses only on the relationship of skill, technique and media. Where is the stuff that connects to the students? No wonder they seem to just be passing the time in class…there is nothing of substance to engage them. (PC, note to self, Fall, 2013).
"The more I expand my own definition of what art education is so to [sic] do my students increase their own awareness of what art education can be." (PC, visual journal entry, 4/2/2014). |
D. Bradshaw. (2013). Sewn musing #2.
"I have been revising the curriculum in the Art Ed area one piece at a time. Last fall, my first impulse was to toss everything and begin again. That was not practical, nor would it recognize the value and investment of those who came before me. Taking the time to be in the curriculum at this place helps as I ask questions -- what do my students need?, how is the field changing?, how are K-12 learners different because of the world in which they live?, etc. It is a living entity with which I am in discourse and through which our students find themselves." (PI, reflective journal, 4/2014).
|
In her article Living the Questions: Action Research in Art Education, Sarah Wilson McKay acknowledges that art educators are "each trying our best to feel our way into doing good work in art education. But what is "good work" in art
education?" (2006, p. 48). She encourages us to look at the questions we are asking as a basis for us to open up discourse within the field. "Art asks us to revise our view of the world. Occasionally it upholds our current view, yet points out nuances not previously considered. Thinking of our dialogue in art education as something more than just an employment of words to some end, but rather as a tool to help us see new things in art education could be a very useful outcome of living this particular question about terminology in art education." (2006, p. 48)
Wilson McKay, S. (2006). Living the questions: Action research in art education. Art Education, 59(6), 47-51.
education?" (2006, p. 48). She encourages us to look at the questions we are asking as a basis for us to open up discourse within the field. "Art asks us to revise our view of the world. Occasionally it upholds our current view, yet points out nuances not previously considered. Thinking of our dialogue in art education as something more than just an employment of words to some end, but rather as a tool to help us see new things in art education could be a very useful outcome of living this particular question about terminology in art education." (2006, p. 48)
Wilson McKay, S. (2006). Living the questions: Action research in art education. Art Education, 59(6), 47-51.