Log 9

Written by: Christine Anderson

Jess- next week I will have a few slides for us. We should have some stuff prepared and see who is doing what.

The idea is an authentic picture of the world, the news as an interface to decifer information and we want to see the students transform the news and thinking about bias and social context. Also, how materials can speak to the issue (i.e. replacing text). Also, replacing newspaper into the stand and what that means. So in abstract we are critically looking at media.

Michael: Are we going to talk about Duchamp? What is the one lady who did graphic work?

Christine: yes and Barbra Kruger

Jess: We will be in two groups- 3 to the presentation, 4 to the activity.

Ana: We need to include examples.

Jess: presentation is including of art history and the way we critically look at media.

Michael: Activity is explaining is how the presentation connects.

Ana: After the presentation, we will have the introduction to the activity and then split into seven groups where each of us will faciaite and give feedback and aid. In the end we will have the groups present artwork.

Michael: Do we want to do the exact same newspaper for the groups?

Consensus: lets mix it up (Red eye, Chicago Reader, Chicago Tribune)

Jess: What do we want them to come away with?

April: the distortion of media, to critically look at media

Christine: Lets talk about the presentation, who is doing it?

Ana: Gabe and April, and Jess

Christine: So Michael, Ana, Danny and myself will do the activity

Ana: So we will make one example of the news paper distortion.

Michael: Our group will connect and how to apply what the students just learned, we will show them an example and introduce the activity.

Christine: After we explain the activity we will each break off into a group.

Christine:  We need to think about supplies?

Ana: Scissors, stick glue, newspapers, pencils

Jess: After we finish the activity we will have a group critique

Christine: How long will we allow for the activity?

Michael: The power point is 10 minutes, 5 minutes to introduce the activity, 15 minutes for the project, 10 minute critique

Gabe: We should make a sheet explaining the activity.

Michael: The sheet should also should have some questions asking them what they are thinking about it?

Log 8

Log by Ana Sotomayor

How to incorporate diversity in the art setting?

Christine : if we have a short lecture on artists we can incorporate different diverse artisst with different backgrounds, so students aren’t only informed about art only coming from European men.

Mike: just follow the holidays

Christine: I think that idea is suitable for elementary kids its yet it will not produce metacognition and deeper critical thinking skills in high schoolers.

April: put people in different settings or genres for them to work with

Jess: more than likely we are going to be given an art program like art 1 so its better to give a material diversity.  Incorporate different materials instead of the typical paper mache

April: I agree my teacher did that, he incorporated graphic design, metal workshop,ect. It’s a good way to teach

Jess: cultural diversity is to research the culture and do some project based on it

Christine: If we become more aware of the reality of the ice berg we can incorporate the bottom half or the root of culture

April: propaganda

Gabe: aspect of their culture to incorporate into their project

Jess: most projects then will be diverse and different. Maybe teaching them about critiques and how to take it well without getting offended. Maybe we can teach just in the nature of it since everything is already going to be personal in art

Christine: what if they had to explore some other person’s life?

Gabe: maybe if it was gender diversity. If you place different races they might get offended

Christine: I think we could work with that; it will help students learn the value of different culture as well as learn tolerance.

Danny learning occurs through conflict.

Gabe: these are high school students..

April: you can also diversify art by taking away the senses, exchanging how they process their art, incorporate music

Danny: today we see sculpture and everything is so diverse. It’s the same class but everyone has different topics and interest that it’s very broad.

Mike: we should have the students follow the seasons

Christine: how about having the students select a topic from the news or something that is happening in the country.

Mike: I would just tell the kids to draw something from home and has regards to their culture. Then they can explain their subjective culture. Having them explain where it comes from?

Ana: maybe have them look into current controversies and make projects.

April: searching for problems within the school, what they would like to change it

Christine: what issues are underlined in the school?

Danny: I feel that when it comes to diversity some schools are over emphasized. In my hs it was mostly Hispanic. Most of the celebrations were Puerto rican but they never offered anything new. The students already know what to expect. If you are surrounded by the same culture then there is nothing to learn

Christine: it would be stimulating and interesting to have a classroom  exchange

Danny: Oprah did that, she took kids from low poverty schools and changed them with high economic schools. They were overwhelmed and it was very interesting.

Gabe: maybe in the art classroom you can create diversity by bringing a chinese cultural technique and integrate it in the classroom which makes them look at art in a different way

Jess: I like the events on local artists

Danny: you still need to have the fundings to take kids to places, I think I had a total of 2 fieldtrips in high schools

Gabe: there are a lot of policies in order to do this

Danny: the field museum is very cool there are a lot of different cultures stuff in there

Mike: it would be cool to have a wheel full of cultures and spin it and learn about the specific culture that came in and make a project of them. A culture wheel! You can select a different era in which students can choose and then have them learn

Danny: we didn’t mention food, it might not have to do with art but I wouldn’t mind having a day where the students bring in food. It could really work out, maybe during midterms, it gives them a moment to relax

Jess: integrating culture in a week by week system where they can learn new things

Log 7: Group Project Discussion

log 7

Oct. 31

April Clark, Christine Anderson, Gabriel Dominguez, Danny Penna, Jess Rogawski, Ana Sotomayor, Michael Abeja

Topic for Final Project

-30 Minutes

-Lecture

-Activity

-Site specificity

-Critique

Materials:

-Scissors

-Newspaper

-Glue

Intuition

-Kevin Greenberg

-Blind Drawing, Perception

Activity (all contributed)

Jimmy and Jack

Jimmy

Newspapers, articles can incorporate all his interest.

Engage him with movement; engage different stations for different supplies.

Jack:

Hands-on.

Improve his reading and writing skills.

Newspaper- Visually appealing; Keeps the student engaged.

Bring in outdoor materials and newspapers of his interests to hold his attention; engaged.

Inquiry

What if the student cannot read, then that’s when we would step in an assist them?

Log 6: Final Project Premise Inquiry

log 6 April Clark

Oct. 24

April Clark, Christine Anderson

Premise Inquiry:

April: What topic do you think we can cover?

Christine: Well it’s a lot of things we can cover because we are art students.

April: Well I think we can cover art history section?

Christine: Color theory?

April: Perspective is probably a more reasonable lesson plan on a how to level.

Christine: What if we did talk about an artist, not just an artist but also their style. We could also go into exploring the styles artwork and exploring other artist that are similar to that. And in order to sustain their motivation by getting them actually engaged somehow, actively engaged.

April: What if we engaged them into an in depth conversation about what they think of the artist; what they would ask the artist themselves? I think we could do this by personalizing the lesson and learning experience.

Christine: What age?

April: High School Students

Christine: Juniors and senior, liberating. What if we talked about Beethoven and contrast with an artist with different stimuli?

LOG 5- Sex Education

OK guys, so since we didn't really have much time during class to write about this log, we are going to try something new this time. Written below is the log topic, read it, analyze it, and then on the bottom comment on it. Then the next person does the same thing and try to keep this somewhat conversational...This isn't facebook but maybe it might work and if so this might be an easier way to document our logs.
Sex education is common in almost all educational institutions throughout the U.S. However, recent years have been witness to controversy over the content (abstinence only vs. general theoretical knowledge) and impact of such programs (increase in teen pregnancy rates after decades of decline) in schools.
Problem: Do you believe that Sex Education in High Schools has an impact on adolescents? What content do you believe should be included in such a program? Draw on your understandings of students through the explicit principles of Behaviorism, Information Processing and Complex Cognitive Processes as well as on the implicit knowledge of your own personal experiences and beliefs in order to evaluate the issue and provide solutions.

Gabe: My issue with sex education in school is that it is obviously designed to scare students about sex and instill in their minds that sex is bad, at least in my experience with schooling and sex education.

Mike: yeah that true, Sex Education in school has been around for many years, which began as a general theoretical knowledge class that was to make kids abstinence, has been forced to pick a side. sex education should be taught in high schools because it will have a positive impact on adolescents.

Gabe: Parents should accept the fact that their children are going to grow up, and that sex is just another aspect of life they need to accept. If the subject were treated maturely, then the outcome would be a positive response. The age of the adolescent is a huge factor and should be considered when teaching about sex education.

Ana: I agree to this because since sex is considered a taboo this will increase the curiosity in students to go out and do it. I believe that teachers should teach students abstinence but also how to avoid catching STDs and different birth control techniques

Gabe: I do believe adolescents need to be aware of the harmful dangers of sexually transmitted diseases, but I disagree that this should be the primary focus when presenting a student who has no knowledge of what sex actually is.

Log 4

Written By: Gabriel Dominguez

Do you believe that drills, practices and rote memorizations have a place in your future classrooms? If yes, then in what circumstances would you use these strategies? Please authenticate your answers based on learning strategies we discussed in class.

Danny: I don’t agree with drills, when I see drills, it is more like a surprise exam; I guess it depends on the weight of the drill. It may be pretty stressful, it may encourage or paranoid.

Ana: I agree with practices, not drills. In order to develop skills like in Art. Repetition helps

Christy: In terms of drills and practices, what are drills, in terms of discussing work with others, such as mega cognitive thinking. Working on other peoples work to develop your own. That retrospect will help the student develop his or her own work

Danny: When I was saying drills, Drills and practices are different; practice is very essential, especially in art. And drills more like being caught off guard/being forced to do something, when you are not primed for it

Mike: The way i see drills are as a method of learning in which you constantly repeat the information to the students, while in practices is when you try to accomplish what your doing, you have a certain method and you constantly reuse it. drills are use to learn and practice is to test you knowledge.

Christy: Practices is connecting your prior knowledge with new knowledge. But we also have to include all types of memory (sensory etc)

I agree with Danny but when they undergo drills it strengthens their memory

Gabe:

Danny: In terms of art, how to draw different objects, training your mind to develop an understanding of form, space.

April: Rote Memorization, in classroom procedures. Setting up a camera, preparing paint.

Christy: Drills, practices all have place

Danny/Ana: Art history would be the only applicable location where we can apply these strategies.

Mike: As students use repetition in their practices they are developing skills in the fine arts, for example when they are practicing drawing different objects, they are training their mind to develop an understanding of form and space. Rote Memorization is used in classroom to remember procedures such as setting up a camera, preparing paint. Once the students are used to the guidelines, this allows them to explore these new skills, but without drilled foundation they will not know were to start.

Christy: Just like an author becomes a better author to develop their writing, critiquing art work allows you to become a better artist. Art classrooms allow the art teachers to bring something out of the students

Danny: In other classrooms the students are taking information in, and in the art classroom, we are releasing more, more interactive.

Ana: there is so many strategies to how we can make art that the basic would be a good start.

Christy: combing prior knowledge of how this----

Danny: I remember at UIC students were trying to be very technical. I recall I did blind drawing drew objects from memory, to understanding form

Christy: Drawing with two hands helps a student develop the technicality on how to draw, how to use your hand

Mike : Negative allow student to see what they are not drawing in order to understand why an object look like in its out line form. then they will practice to see how shading and value play curtail role in drawing and that developing the form.

- Expecting students to learn something specific

April: I hated perspective drawing; I think drills would help us enable students to learn how to understand perspective.

Gabe: I think for the most part that’s all were going to be doing-DRILLS

Danny: In a sense, yes, but only for the beginning. Once they are used to the guidelines, allow them to explore, but without foundation they wont know were to start.

Foundation courses.

Ana: Art is more of a cognitive setting. Everyone has a different style for art. At first everyone may think the classroom is easy. And At first everyone goes straight o error.

Mike: Student has the privilege to take a the knowledge they gain from the class and show their understanding buy using the different style. These style are their own, in which they depict what they have learn in lecture.

Christy: I high school we can challenge schema of what a class is going to be; Example: Jewelry class

Ana: In Diana’s class, at first we did something wit a stick, and after the concept came. So we were forced to have a conceptual approach after the hands on.

Danny: It depends in the environment, because if the environment does not have a lot of resources then maybe we are limited to art, so instead of cognitive, it may be behaviorism.

Log 3

Log 3

Jesse: Non-supportive parents can be stimuli in effect to a child’s learning. Different households can effect

Christine: How we could capitalize this though?

Danny: We can help and support; we can change due to household environment, void in guidance…

Christine: We can send students to a guidance counselor.

Gabe: Us as teachers can contribute just as much as a guidance counselor, but I do believe that there are certain things that are just out of our reach. 

Ana: I agree with Gabe in that maybe it is out of our reach. if the parents don't want us to help there is nothing we can do about it. It is our job to make sure the students learn but I feel like the parents might get offended or mad that we are telling them that their parenting skills are wrong and are affecting their child in school...

Jesse: Do you think it’s our place to incorporate the parents in finding out what is going on with the child? I.e.: Divorce effecting student’s performance.

Gabe: I do not believe I have any control over this stimulus of how a parent acts with their child because it occurs outside of the classroom. How can we ensure a child’s protection, or what kind of negative information they are being supplied with. 

Ana: That may be a good step however it may be a negative because you never know how parents may react.  

Jesse: Age also has an effect on it as well. In grammar school, as a teacher you may feel as though it’s a duty.

Gabe: Hey are we getting a bit off of subject? I feel that a stimulus would be for instance, if you raise your voice in class and the student reacts emotionally to the tone of your voice.  Maybe the Parents at home verbally abuse their child, and you being the adult in the classroom reflects the authoritative figure, this can affect the student in a negative manner. Outside the classroom there is an entirely different atmosphere of influences, and students tend to carry those influences from outside to inside.    

Jesse: Another environmental stimuli are using the restroom and the rules of it.  How it may effect the learning environment.  Then is come to the fact of whether it should be a question or factor to have leniency to go to the rest room it barriers. (I.e. pass or sign-out or responsibility left to the student)

Ana:  Age level is a huge factor, younger kids might not be able to wait a whole class period to use the bathroom, while older students might. 

Christine:  How about the students who do not care, are out of control, and aredisrupting the classroom. What do you?

Ana: You can also add projects..or make them do something else that interests them. For example, if the student is slacking and doesn't want to work on the project we are giving them, then we might be able to ask them what is it they want to do or what they feel would be an interesting project. That way we can incorporate it into the project and have them be involved.

Christine: We might give incentives: For example giving them choices.

Danny: Give the students choices, then it become their responsibility, And make it known they only have two options.

Jesse: I would not push or kick a kid out of my class but give an opportunity.

Christine: True.

Ana: You can alter their opinions by asking them their interest and what they find interesting and are willing to work on.

Michael: Well that can arise an issue where they can say that they are special and then the other students might start acting up in order to do what they want.

Danny: this is true. They are going to realize that one of the students are getting special treatment for being bad and they are going to think it’s not fair.

Christine: How about mixing it up a bit?

Ana: Give them guidelines.

Michael: Different paths but an income where they all come together and it’s not a big difference from all the other students.

Gabe: Different guidelines work, but are they necessary to supply each student different criteria’s, sort of catering to individuals.  Maybe working in different groups with the same one criteria.