Be not but a feared of me
I feel a have been possessed of the author
It is a passion and a madness
A drug a jewel
Commit these words to mind tongue body soul
For then you can explore the world of play
As if you had built these playhouses
Commit each phrase as a blessed brick in the shrine of thousand years has passed
We again again again play out this world all the world.
If you be willing I do imagine this will be for you as is me.
By lines to mind you can explore time
Feel history come to life through your word and deed in this world this class this school
We study life
To be continued
This is a link to a bundle of links. Since posting “poor man’s photo-shop” I received many tips and I compiled a list to share. I am suggesting a seminar style task where students work in smallish groups and explore one or two features of some these open ware art programs. They can collaborate to help each other, receive help from you and also work through online tutorials. The previous post links to a podcast that explains coloring comics within gimp. Photoshop lady is a massive connective resource to tutorials. Psykopaint (very fun) has automated tutorials that stream in from You Tube when open the program. These programs are fairly sophisticated but any variation on this activity would go along way to inspiring the fisherman rather than the fish in a school.
A Genuine Thanks to Art 2.0 and the devoted professional participants
This is a podcast about some of the features of “gimp” a free piece of software. I am thinking out a rich performance task where students teach each other about, four or five features within a piece of shareware that they research. You might be saying how can they teach themselves. I would respond that I think this is the kind of inquiry based learning that teaches students to be fisherman rather than just providing fish.
Vodpod videos no longer available.
Are you with me? I look to these images and I get a little angry. I think of the younger ones in grade one getting marked on their understanding of concepts based on their drawings. Drawing development doesn’t match exemplars. Drawing developments don’t even match in facts. And think about gender, boys don’t naturally draw this way, it is inculcated. I am not claiming that I understand how children draw. But I resent this clear misconception. Don’t structure the way that children draw. Let them teach you and unlock the heart. please look on.
” We are all creative but by the time we are three or four years old, someone has knocked the creativity out of us. Some people shut their kids up who tell stories. Kids dance in their cribs but someone insists they sit still. By the time the creative people are ten or twelve they want to be like everyone else.”
Feel free to comment. This is learning for me. I have some misgiving about the post. Please know understand I am not exactly suggesting that children teach themselves, more like— children should not be evaluated on their drawing as a means of demonstrating their understanding of concepts. I feel there is no training in drawing but merely evaluation and expectations. The influence I have had on my child’s drawing is fairly worldly. When I look to exemplars in the curriculum I get discouraged. Lots of children particularly boys draw things that are absolutely incomprehensible b/c they draw things move and work, b/c that is what they are attracted to. I feel that some educators don’t appreciate that and mark static drawings with captions underneath as correct. A practice that discourages creativity and can be one of the reasons that so many of us turn away from the arts as something they don’t relate to. Drawing can be away to communicate your understanding but I’m not sure this is being executed in a way that doesn’t discourage some of our youngsters. thank you
Another Resource on the same topic
Are you with me? I look to these images and I get a little angry. I think of the younger ones in grade one getting marked on their understanding of concepts based on their drawings. Drawing development doesn’t match exemplars. And think about gender; boys don’t naturally draw this way, it is inculcated. I am not claiming that I understand how children draw. But I resent this clear misconception. Don’t structure the way that children draw. Let them teach you and unlock the heart.
Sometimes I feel compelled to quote myself…
“It doesn’t matter what you’re using; its about teaching literacies, numeracies, fluencies, learning skills, preparing students for the world. It doesn’t matter if you’re using a chisel and rock. be essential.” (Weir, Thursday)
I am really attracted to the visual tension created when we combine ancient sources in a modern context.
For those who like to think about what they see. Check out this blog. This blog is resetting all the terms and aligning them with our pictorial realm.The idea of virtual space is not new but is completely re-purposed in this Digital Renaissance. In the case of this video it is interesting to consider who the high- paying patrons are and who they used to be.
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In grade nine visual arts, the students taught me just what it means to be clear. If you want them to draw a plan for a project you must structure that as a step by step exercise. Most of the time the students didn’t plan but they did produce work.
I would stop that process at different points and get them to sketch out their ideas, for the next steps. I would provide various resources for ideas. This is an important skill to work on. When a project gets planned and not merely executed the outcome is so much more complex.
Teaching students to plan a project in any discipline is teaching a learning skill that is so important. I showed students my “good examples” where maker used blog to document their planning, execution, and products in application.