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o this approach serves only to dehumanize (contradicts reality)present way of life is irreconcilable with the vocation to be fully
human
o dichotomy btw human beings & world (person I merely in the
world, not with the world or othersindividual is spectator not
re-creator)
o human being is not conscious; he just possesses consciousness
an empty mind passive to deposits of reality from the world
outside
o teachers task is to regulate the way the world enters into the
students, fill students with deposits of info which she constitutes
to be true knowledge
o children are taught to adapt to the world, fit into it without
questioning it-lack purpose
o live with others in solidarity-distance between teachers & the
taught
o verbalistic lessons & methods of evaluation are bad
o produces necrophily: love for things that do not grow
(mechanical)-as if all living person were things, memory rather
than experience, having not being is what counts, relates to
items that he possesses (loses a possession-loses contact with
the world), loves control thus kills life)
o controls thinking & action
o identify themselves with charismatic leaders to feel that they are
active & effective
o threatened by the specter of reaction
o transferrals of information
o students dont need to know, just memorize contents narrated
by teacher
o students do practice acts of cognition (no critical reflection)
-dont achieve true knowledge or culture
o education = practice of freedom
Raison detre of libertarian education
Knowledge emerges through invention & re-invention & through
inquiry with the world & each other
Solution of teacher-student contractionteachers &students form
education simultaneously
Children intervent in the world & are aware that they can transform it,
develop critical consciousness
Reality is really a process undergoing constant
transformationif people undergo existential experiences they will
realize that banking system keeps them from reality thus they will
struggle for liberation
Jackson reading: Inside the gray of gang: Reflections on the arts and
youth violence
What do the elements and principles of design have to do with development?
Class 3:
Theories, concepts and collaboration
Intervention Art
Monday, September 21, 2015
2:49 PM
Portfolio:
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What to put in our "resource website?
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Class notes in creative way
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Lexicon
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Reading notes
Inspiring artists
Good ideas from Pinterest for projects
Photos from class work
Art lessons
Art inspirations
Class concepts/conversations
Key Concepts
What is the QEP actually all about?
Seeing potential, invisible implications/every detail matters
Stay in motion/surfaces & purposes
Themes & prompts
Theme (prompt/providing question) + materials/tools/gestures + art
appreciation + VA language = Meaningful art project
Seeing Potential
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o
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Principles of design
Candy Sushi
Surprise, humor, timing & concern for audience reaction is important &
involvement
Each class presentation should bring best of the environment & art
world to children
Objects & artworks can have rich personal messages for students (intro
the lesson, rich memories & impressions
Materials: pay attention to shape, size, color, smoothness, hardness->must be touched, manipulated & rearranged
Music/noise
Visual plan: experience that shows process of thought that artist went
through in making it
QEP
Class 5
Creative act: Developing creative capacity
kids create their own little business (my blog) -with items
LES
Rationale: why this les is meaningful to students
Surprising elements
1 large entrance
Cartooning: Indian ink
What are all the things kids need to know to successfully accomplish a
project?
o
What do they need to pay close attention to? Whats a fun way
we can get them to do that? Reflection- expression
o
Theme + materials/tools/gestures+VA language + art
appreciation=meaningful artwork
o
Politics + Indian ink + emphasis + assortment of
cartoonists-same politician=political cartoon
o
Attention/question-reflection-expression
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Technique: specific way of doing something
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Teacher demonstrations-modelling/scaffolding/banking education
o
Toolbox: make kids explore textures, make connections w
elements & principles & apply 5 marks to another art pieceway of
evaluating technique
Surfaces & purposes: walls, windows, floor --> Surface gives the wall a
purpose
Why do we have a guiding question: helps focus the LES & contributes
to a deeper meaning/meaningful learning
Guiding questions helps students figure out who they are & what their
interests are
Sleep/rest there
Safe space
Play with toys
Best Friend
Share secrets
Amazing
Play with everything together
Brain
Girl is like a tree because she is strong (similar to how their roots
are engrained in the ground)
Girl's stand tall like a tree
Girl's bloom with time like a tree
Girl's minds flourish just like the buds/leaves come out of a tree
Girl's emotions are similar to the way a tree changes with seasons
Mouse is like a lion in the sense that they both eat, they both are
quick, they are both
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Juxtaposition: take two things that dont go together & put them
together to break our habitual ways of thinking & helps us reflect in new
ways
Comp 3: art critic-students and us figuring out how to talk about art, of
their own art & other artists
Art purpose: Create critical thinkers & active engaged citizens & be able to
appreciate artistic work around them (critical thinking, appreciation,
communication)
Importance for children to learn how to have freedom, fine motor skills
Meaningful/creative
Professional/organized
Clear instruction
Each group decorate a ball & given a paper to glue on to the ball. (What do Water,
u think a zoo environment should have?)
love, safe
Interactive: put main ideas in center, meh ideas are hanging on side