When it comes to what and how I teach ....I find it
difficult to put in to words, however I have often said I use the multiple-scatter-gun
effect. This is done to try and facilitate for as many student learning styles
as possible.
I used old fashioned “chalk
and talk” , with top of the class demonstrations and students repeating the
exercise. I remind students of the discipline that it takes to develop a skill
like drawing painting etc. "Remember practice makes perfect!"
However I try and use as many new programmes as possible
depending on their suitability etc.
Animation: We use a variety of different editing programmes to create animations, even winning awards from RTE and BROWNBAG Studios.
Animation: We use a variety of different editing programmes to create animations, even winning awards from RTE and BROWNBAG Studios.
I engage them with creative projects that allow for
self-directed research and learning and encourage creative outcomes (without
restrictions: just because the part you need to make your design work does not
exist yet, should not limit your imagination)
Although I do like “Voice-thread”, I think I have my current
Top 3 Tools below (in no particular
order)
Top Three Tools
1:Prezi : I love
when new programmes come out like “Prezi”. This site has taken some of my stale
Power-Points and really breathed new life in to them.
2.Google Earth : allows
me and my students to take virtual trips around the world to study the
development of architecture, I can record a tour, take snap shots or down load
3D versions of many of the buildings
3.Blogs: By far and
away my new favourite thing! As well as setting up a blog for the Art
Department (http://artdesignccc.blogspot.ie/ )
I have also set up an individual blog for each student doing Art in the school . All members of a class group are linked by this/ each one following the other. The blogs are used as “artistic diaries” and record their classwork, project development and creative interests. Also some student continue to use the same blogs when they move on to college.
I have also set up an individual blog for each student doing Art in the school . All members of a class group are linked by this/ each one following the other. The blogs are used as “artistic diaries” and record their classwork, project development and creative interests. Also some student continue to use the same blogs when they move on to college.
Education En-Route ( a journey to find ourselves)
“ The contemporary explosion of new forms of visual expression and visual production in a variety of media almost begs the question how is it possible to understand and theorise art practice today, what does the term mean? Indeed what was once thought as a discrete and fundamental body of knowledge and practice which students studying art should receive, has become, in the words of John swift(1999), a more “contest field of study”. This visual explosion invokes a questioning of traditional values and practices; it introduces different semiotic orders that feed of themselves constantly thereby generating an ever-increasing process of visual iteration.”
Also in his writings Atkinson argues the need to re-evaluate the different pedagogical identities of the past. Such identities include departments that are ‘skill and technique’ orientated and ones that are based around ‘conceptual, social and developing personal response’. These identities need to begin to merge and become less definite and final as the information, knowledge, experience, its direction and destination are in constant change and flux. The very idea that it has a destination is also subject to examination and discussion as the flow of learning could and should be seen to be without end. Do we not hope that when our students finish their classes and exams continue to practice, think about and view art?
Recent studies show the need for teachers to be eternally vigilant of the criteria used to evaluate themselves, their students and the work created by all parties developing a new identity. (Vygotsky’s (1962, 1978) or Brunner :Adopt diverse (heterogeneity /variety/heterodoxy) forms of scaffolding)
Other current studies that look at the identities of the teacher and learner argue the need to remove the over exclusive boundaries that separate them educationally on that unending journey to that “horizon of infinites”. We need to see all partners in education as learners or journeymen on the un-ending quest for knowledge. Gadamer 1989, “ we enter a “dialogical conversation” a “fusion of horizons, a creative communication between reader and text”(Gallagher 1992,p 9). We must be aware that the number of starting points for these journeys and the way of travelling will be as numerous as those on the quest. We must endeavour to try and see it from our students side. (Hermeneutic: study of interpretation (particular Gadamer (1989) and Ricoeur (1976,1981) We must encourage dialog to achieve understanding and development. We also must realise that we can’t stand outside the world to view it fresh and new with the hope to understand it.
We must build a framework of information and understanding, a construct of data with structured supports but perhaps a structure with undefined edges. We must treat our students as equal partners in their education. This removal of identity-boundaries (teacher/student) can have an empowering effect on the students
“ Learners of any age empowered to argue their case, using the same criteria as the teachers, have increased self-direction in their studies and rapidly acquire a critical vocabulary. Electronic leaning is largely based on notions of self-direction and personal ownership.” (T.Davies and P.Worrall.1999: page 17. Electric Studio: New Practice in ICT Art and Design, Norwich: Anglia Multimedia)
A.Moore (1999,pp.88-97) “Teaching multicultural students” (Falmer Press) Describes incidents around an observational drawing class that produces mixed results and drawings that in the past may have been considered inadequate from the perspective of the teacher (and perhaps from the student) but assessing it with a different set of criteria helps Moore to understand why the student made the work the way they did. It is advisable to be aware that the art language of the teacher may be different to that of the student but that does not mean it is wrong. We however must recognise this and endeavor to find commonalities in order to have a dialog between the different art languages. These commonalities act as a “ground” or “codex”. They must be inclusive rather than exclusive as the nature of the students cultivated understanding can’t be wrong, but rather is just not yet finished (education en-route).: Pierces writings on triadic nature of semiosis, of sign, interpretent and ground : Semiotics: the study of signs and symbols
D. Pascall in 1992 argues that although we live in a multicultural society there is no dominant society. I think that may change however as the IT culture removes social barriers and a virtual society emerges further. “The Cultural Dimension in Education, Speech delivered to the National Foundation for Arts Education at the Royal Society for Arts: London 20th of November 191
We need to embrace a culture that is available and inclusive. With the access to technology my student body can find and interact with information that would take me un-measureable amounts of time to find for them. Having set up each of them with an Art blog has actually created over 100 researchers for me and 24 approx for each of them. (depending on their class size). On the back of that success I am going to get the different groups to follow all the other art students too. This has given me a more in-depth view into their reasons for choosing to do art as well as their current interests and future hopes.
We must find a common language that will develop a base communication structure, usable to all parties, that can be “of today” but still be looking to “tomorrow”. We must extend this search for a common language to the very mechanisms of communication used by the students, blogs, twitter, social sites etc. However we must be fluid in this approach as these mechanisms are subject to change at a rapidly increasing rate (going out of fashion, being bettered etc).
The constant idea of identity in my reading so far and my own interest in portraits etc has begun to formulate several ideas for class-work. For my action based research for the “Facebook portrait” We the students and I will have to investigate, set up and execute certain structures/classes etc. to participate in a open-ended inquiry in to the theme. We will look at such social sites and acknowledge the perception of reality built with a construct of words, images and “said” experiences. This is something that facebook is perfect for as it is the current fore-runner of social sites with over 800 million users worldwide. Each member saying to the world... “This is who I am” based on what I like/dislike, my image and the experiences I am sharing.
We will examine other social media and its usage and effects, for example the use of Twitter to help organise events from flash-mobs up to the riots in Egypt. I hope to raise awareness amongst them of the nature and issues of the things they are oblivious to or take for granted.
“ The contemporary explosion of new forms of visual expression and visual production in a variety of media almost begs the question how is it possible to understand and theorise art practice today, what does the term mean? Indeed what was once thought as a discrete and fundamental body of knowledge and practice which students studying art should receive, has become, in the words of John swift(1999), a more “contest field of study”. This visual explosion invokes a questioning of traditional values and practices; it introduces different semiotic orders that feed of themselves constantly thereby generating an ever-increasing process of visual iteration.”
Page13. Art in Education: Identity
and practice by Dennis Atkinson
The practice of teaching used to bring to mind the idea of a river (teacher)
being fed by many tributaries, gathering volume and strength which upon reaching
the mouth of the river would impart the knowledge on to the sea of students. It
was all one directional with a fixed termination point. This inchoate pedagogy
no longer holds true. With the current nature of adaption to social and
technological development we must now view the collection and flow of
information like a network of fiber optic cable streams with information coming
and going in all directions. The tributary meeting points are replaced by
connection nodes creating a structure of pathways and knowledge depositories. WE
must realise that we are both part of the node/depositories and also the the
stream. Also in his writings Atkinson argues the need to re-evaluate the different pedagogical identities of the past. Such identities include departments that are ‘skill and technique’ orientated and ones that are based around ‘conceptual, social and developing personal response’. These identities need to begin to merge and become less definite and final as the information, knowledge, experience, its direction and destination are in constant change and flux. The very idea that it has a destination is also subject to examination and discussion as the flow of learning could and should be seen to be without end. Do we not hope that when our students finish their classes and exams continue to practice, think about and view art?
Recent studies show the need for teachers to be eternally vigilant of the criteria used to evaluate themselves, their students and the work created by all parties developing a new identity. (Vygotsky’s (1962, 1978) or Brunner :Adopt diverse (heterogeneity /variety/heterodoxy) forms of scaffolding)
Other current studies that look at the identities of the teacher and learner argue the need to remove the over exclusive boundaries that separate them educationally on that unending journey to that “horizon of infinites”. We need to see all partners in education as learners or journeymen on the un-ending quest for knowledge. Gadamer 1989, “ we enter a “dialogical conversation” a “fusion of horizons, a creative communication between reader and text”(Gallagher 1992,p 9). We must be aware that the number of starting points for these journeys and the way of travelling will be as numerous as those on the quest. We must endeavour to try and see it from our students side. (Hermeneutic: study of interpretation (particular Gadamer (1989) and Ricoeur (1976,1981) We must encourage dialog to achieve understanding and development. We also must realise that we can’t stand outside the world to view it fresh and new with the hope to understand it.
We must build a framework of information and understanding, a construct of data with structured supports but perhaps a structure with undefined edges. We must treat our students as equal partners in their education. This removal of identity-boundaries (teacher/student) can have an empowering effect on the students
“ Learners of any age empowered to argue their case, using the same criteria as the teachers, have increased self-direction in their studies and rapidly acquire a critical vocabulary. Electronic leaning is largely based on notions of self-direction and personal ownership.” (T.Davies and P.Worrall.1999: page 17. Electric Studio: New Practice in ICT Art and Design, Norwich: Anglia Multimedia)
A.Moore (1999,pp.88-97) “Teaching multicultural students” (Falmer Press) Describes incidents around an observational drawing class that produces mixed results and drawings that in the past may have been considered inadequate from the perspective of the teacher (and perhaps from the student) but assessing it with a different set of criteria helps Moore to understand why the student made the work the way they did. It is advisable to be aware that the art language of the teacher may be different to that of the student but that does not mean it is wrong. We however must recognise this and endeavor to find commonalities in order to have a dialog between the different art languages. These commonalities act as a “ground” or “codex”. They must be inclusive rather than exclusive as the nature of the students cultivated understanding can’t be wrong, but rather is just not yet finished (education en-route).: Pierces writings on triadic nature of semiosis, of sign, interpretent and ground : Semiotics: the study of signs and symbols
“All understanding is filtered through previous understanding
socially and culturally formed. As new understanding develops both the
individual and the world are changed.”
Page29. Art in Education: Identity and practice by Dennis
Atkinson
For this I have also been looking at Elliot Eisner who writes on the
ongoing social-cultural dimension to learning in art, and the relationship
between the individual and society. D. Pascall in 1992 argues that although we live in a multicultural society there is no dominant society. I think that may change however as the IT culture removes social barriers and a virtual society emerges further. “The Cultural Dimension in Education, Speech delivered to the National Foundation for Arts Education at the Royal Society for Arts: London 20th of November 191
We need to embrace a culture that is available and inclusive. With the access to technology my student body can find and interact with information that would take me un-measureable amounts of time to find for them. Having set up each of them with an Art blog has actually created over 100 researchers for me and 24 approx for each of them. (depending on their class size). On the back of that success I am going to get the different groups to follow all the other art students too. This has given me a more in-depth view into their reasons for choosing to do art as well as their current interests and future hopes.
We must find a common language that will develop a base communication structure, usable to all parties, that can be “of today” but still be looking to “tomorrow”. We must extend this search for a common language to the very mechanisms of communication used by the students, blogs, twitter, social sites etc. However we must be fluid in this approach as these mechanisms are subject to change at a rapidly increasing rate (going out of fashion, being bettered etc).
The constant idea of identity in my reading so far and my own interest in portraits etc has begun to formulate several ideas for class-work. For my action based research for the “Facebook portrait” We the students and I will have to investigate, set up and execute certain structures/classes etc. to participate in a open-ended inquiry in to the theme. We will look at such social sites and acknowledge the perception of reality built with a construct of words, images and “said” experiences. This is something that facebook is perfect for as it is the current fore-runner of social sites with over 800 million users worldwide. Each member saying to the world... “This is who I am” based on what I like/dislike, my image and the experiences I am sharing.
We will examine other social media and its usage and effects, for example the use of Twitter to help organise events from flash-mobs up to the riots in Egypt. I hope to raise awareness amongst them of the nature and issues of the things they are oblivious to or take for granted.
The Facebook Portrait
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