Prompt: How can you get your students to move beyond the everyday issues to think more critically about their community and world they live in? What did these teachers do to help them reach success?
Chapter 17 was titled Engaging Students’ Social Imagination Without Telling Them What to Think: Two Curriculum Projects. This chapter was interesting because of how this teacher addressed issues and found resources to do these projects. One project was called "Fallen Heroes." Some issues that were addressed in this lesson were that of War, time and student engagement. In this lesson students learned about drawing portraits and their end assignment was to draw a fallen soldier. Students became very engaged and wanted to do more after this assignment.
The second lesson was titled "Hopes, Wishes, and Regrets." This lesson seemed to really grab the schools attention. Some issues addressed in this lesson were the power of art, the power of the students’ ideas, and topics that were raised in letters.
Overall the two projects were created/used in hopes to have students create their own meaning/understanding of issues around them but also to see that they are not alone. It also allowed the students to see how powerful art can be. Students were able to find meaning in every project. While some students may not have liked the projects they still found that they looked at issues differently or from another point of view.
Chapter 19 dealt with issues of race and trying to get students to put meaning into their work about who they are. This chapter dealt more with three artists and their work. But at the end of the chapter the teacher talked about what was expected of his/her students and how he/she felt it was important to put personal meaning into each work.
“We should create art about what we know, about who we essentially are.” 146
“Use skills to develop personal visual vocabularies and to use them for unadulterated self-expression, critical analysis, and problem solving.” 147
I feel that one way to get students to move beyond the everyday issues to thinking more critically about their community and world would be to first know the students interests etc. Then I think to involve them in the decision making as much as possible. To get them to think critically will be a challenge unless they can see the “why” or the impact it may have. I also believe it may take more time for students to think critically so the projects may take a little longer.
The more conversation that can be created in the classroom the more likely the students are to think about what their peers are saying. Also when students are asked to look at all sides of the issue or to look from different points of view a whole new world could be opened for them. As the teacher you have to find a point of interest, give the student’s choice, and start conversation then sit on the side and prompt questions as needed. Somehow you need to find the fuel that fires your students, and gets them to see the change they are capable of making in their school, community, and world through art.
I do however feel that it may be fairly challenging to get all students to think critically and how can you assess their level of thinking. I know that it is much easier to say/write than to do/perform. I feel that it will take some time and skill to get students to feel safe and comfortable enough to express their true thoughts. It is also hard because one has to deal with the school “cliques”. More than likely you will have a diverse group of students in your classroom that may not feel comfortable sharing things with each other. So another step that will be needed is to make your classroom feel like a equal community. But doing a service project as a group can be a great way to initiate this community feeling.
"Somehow you need to find the fuel that fires your students, and gets them to see the change they are capable of making in their school, community, and world through art." I think this quote about sums it up! It shows your desires to gear your curriculum towards your students' interests and to get them thinking about the bigger picture. I agree it will be very difficult to assess critical thinking, but that is where allowing students multiple means of representation to share their thoughts and ideas will come into play, to show us what they know and learned. Just as you suggested, it may require more than performance-based assessment to judge how critical thinking played a role in a students art processes.
ReplyDeleteKatie, just by being aware that it is challenging to assess this kind of work means you are reflecting on it and already thinking of how. Good teachers must challenge their students to try new ideas and new ways of thinking to STRETCH OUR MINDS.... This assessment may be in the form of a statement that reflects their new understanding. It is challenging but that's part of the fun!
ReplyDeleteKelly's on the right track- performance-based assessment is what art is all about. Just keep thinking what's most important is that students are connecting to their community and their world and how they are a part of it and can bring it into their work to help them understand it better! Great job both of you!