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Most of everything I know about Art Education

From a Michigan State Graduate Student

Cedric Tai

on 27 February 2012

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Transcript of Most of everything I know about Art Education

FORMAL EDUCATION We work to become, not to acquire - Elbert Hubbard CRITICAL THINKING Being on Time Being Efficient/Productive Hierarchys of Power Getting a Job is
EVERYTHING Happiness/Well Being is
EVERYTHING Maslow's Hierarchy of Needs Flow
Who is doing the thinking?
Who is discovering the relationships between things?
Who determines what information is pertinent?
Where/When Does Learning Happen?
What type of learning is happening?
How do we really know?
What is the narrative I'm setting up?
How? (not why) Me thinking about teaching Focus / Freedom Educator as a
Facilitator not
an Answer-Giver Particular Set of Skills (Edward De Bono's 6 thinking hats)
Corporate Models of efficiency turned towards art not profit. Practice Play Meaningful Challenges Immersion Imagination Testing Boundaries
Testing the "known"
Reality not good enough for ya? What worked? Support, having a cheerleader on my side. Someone actually listening. "But it's about where you are, and what you do with what you've got." - Bill Harris No more hand holding Fake it until you make it, try and try and try
to see what you can get away with... Being goal-oriented towards myself, not external tasks Allowing myself to be as curious as I want to be. Creating my own codes, my own culture, my own high standards Using anxiety to get to work and using work
to get through the anxiety My 3 things a day To Do List Managing Expectations The Basics: Meaningful, Clear Directives
Choices, open to better ones
Thinking inside the box New Directions Structure / Inspiration Grades --> Money Not really new per se, but they were put aside for some reason...

Brain research has put some radical ideas back into popular demand,
while others are waiting to prove their merit in the long run. Co-Teaching Artist in the classroom Cross-Pollination, Multi-Disciplinary, Pluralistic, Collaborative (Big words that contain the same sentiments: We cannot assume that there is one right way to learn or to teach, and we must absolutely be working together, allowing each other to observe each other's classes, and care for all students, not just the ones in our class.) New scientific studies
that tell us more about
the brain and learning: There is no "left" brain, "right" brain thinkers,
both work in tandem, one can also change what we percieve
as particularly being more creative or better at math... Talent is like a garden,
the more you tend to it
the more it grows.
Strategies Elliot Eisner's
10 things the Arts Teach Rachel My parents My friends Ryan, Andy T, Janine, Kelly, Ian, David, Callie, Anna, Mike, Tanya, Janie, Guillaume, Simeon, Amy... so many more Strong teachers Gary, my therapist Decent people (good bosses)
that held me to my duties Dealing with randomness, complexity, flux Recognizing patterns RISK Approaching the unknown Facing your fears / going from being aware of your
weaknesses to approaching them proactively... Being attentive, polite
or respectful to the chain of command Placebo effect is real, and effective,
although, requires a kind of faith
See: Hypnotism Rewards do not work as incentives,
celebrations are fine however. Our brain is more complex
than we give it credit for... Eating food before taking a test
improves test scores In regards to poverty, minorities
and the disadvantaged: Sometimes they prove what
social activists have said for years: Telling students that this is a different kind of IQ test that measures something else, improves IQ scores Not reminding students of their race before taking a test improves their scores Telling students how the brain works, (regardless of race) also improves their ability to work. Calculated Risks:
Goal-Oriented, but open to change... What is Art? According to Anthropology:
Although difficult to define, art may be understood
as the creative use of the human imagination
to aestehtically interpret, express, and engage life,
modifying experienced reality in the process. Many contemporary Western peoples (us.) consider art as exclusively aesthetic, serving no practical purpose, but most societies past and present have used art to give meaningful expression to almost every part of their culture, including ideas about religion, kinship, and ethnic identity. What are the functions of art:
Aside from adding beauty and pleasure to everyday life, art serves a number of functions.
Myths for example, may offer basic explanations about the world and set cultural standards for right behavior.
The verbal arts generally transmit and preserve a culture's customs and values. Songs, too, may do this within the structures imposed by musical form. And any art form, to the degree that it is characteristic of a particular society, may contribute to the cohesiveness or solidarity of that society. Yet, art may also express political themes and be used to influence events and create social change. Often is is created for religious purposes, to honor or beseech the aid of a divine power, a sacred being, an ancestral spirit, or an animal spirit. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.

The arts teach children that problems can have more than one solution and that questions can have more than one answer.

The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.

The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds. Pressure to perform Set up to fail... Anxiety My experience student teaching Questions Every Educator Should be Asking Themselves: Based on Corporate Models Memorization does strenghthen the brain,
(the brain needs exercise like a muscle)
but taking a test does more for learning,
than studying for a test.
Hmm... (some people just have to practice more. Life IS unfair!) standardized tests,
attendance is strict,
but you can be kicked out,
select people select what is important information to know,
many students to a single teacher,
the "mcdonaldization of education" It rewards Good Qualities in workers
that are not expected to overthink the job at hand Procrastination = Perfectionist I cannot regret my past experiences,
as they have indeed helped me,
but I wish I had known more
about what I was getting myself into
and what alternatives existed...

Someone with less priveledges than I,
with less safety nets, and less people
that cared, may not have made it. My philosophy:

Ideas in Art and
Ideas in Education
go hand in hand

however there are very few,
if any, examples of visual art depicting education that are good. Most are just cynical. I was also interested in social justice, philosophy, anthropology,
dancing, drumming, girlfriends, and the human mind. We are in the service of the students.
We teach EVERYONE,
not just identifying who needs extra help and
who are the ones who are capable of great growth. coined by psychologist
Mihaly Csikszentmihalyi 1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.

2. We should teach people to transcend their cultural conditioning and become world citizens.

3. We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.

4. We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.

5. We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.

6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.

7. We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.

8. We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.

9. We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.

10. We must teach people to be good choosers. They must be given practice in making good choices. 1. Let's take a minute to look at this work.

2. What's going on in this picture?

3. What do you see that makes you say that?

4. What more can we find? (responding neutrally while pointing) (repeat this step until satisfied) A written down goal is 30% more
likely of being accomplished.


Goals made in the future, when written down, tend to be accomplished in a third of the time you gave yourself.

Meaning if you penciled something to be a goal you work on for 5 years, often times it is accomplished in 2 years. “Everyone is learning disabled in some way.”
– Bill Hodges, MSU special education teacher The arts make vivid the fact that neither words in their literal form nor number exhaust what we can know. The limits of our language do not define the limits of our cognition.

The arts teach students that small differences can have large effects. The arts traffic in subtleties.

The arts teach students to think through and within a material. All art forms employ some means through which images become real.

The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

The arts’ position in the school curriculum symbolizes to the young what adults believe is important. The brain atrophies, when it becomes bored,
it requires constant engagement,
it can take up to two weeks to repair the damage. There is word that NY Public Schools are combating
what they considered failed Art Education curriculum
by hiring actual working artists to set up their studios
in the classroom in conjunction with there being an art teacher The Best Education (Me teaching me how to be more like me...) As educators are we simply propagating our values through our students? Math & Science need to be taught like an art class, visually and hands-on.

Perhaps a Prezi Presentation could help show the details AND the bigger picture?
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