"The most important things in life-love,beauty,and one's own uniqueness-are constantly being overlooked. " -Pablo Casals
As I've been looking through some art advocacy websites, and reflecting on class discussions.. I ran across this quote in some searching online and it really struck me. I think the biggest goal of my advocacy will be to keep art (aka the love, beauty, and individual uniqueness of life) from being overlooked. Advocacy does not mean that you are putting paintbrushes in everyones hand and turning our entire world into practicing artists, but it is all about increasing awareness of the art world. As an art educator, I will naturally be in a position to advocate art; to promote art in the community, involving businesses and individuals in my classroom, spreading the art around town, promoting galleries and art shows in the area. It's hard to think of legitimate risks when promoting something you are passionate about, other than risking other people's criticism if they don't agree or believe with the importance of art. If advocating means taking official steps through school boards or city councils for programs, the risk would be not going in prepared-which you should avoid by getting your stuff together and entering in well thought out ideas. I'm enjoying making the advocacy zines in class, and look forward to handing them out. I'm giving a campus tour on the 12th, so I already know of an audience I will be able to share with.. :)
Sunday, March 28, 2010
Sunday, March 21, 2010
Community Based Art-Curriculum
When I saw the subject and title of this blog/chapter before reading it, I got really excited. I love involving the community in the classroom. After reading, I realize this community took it to a whole new level by creating their own curriculum. I don't know if I am fully on board, honestly in part because of the work it took to put in place and to see how time could change it as people came and left. (time preparing/implementing=con) However, I did really enjoy the four points the book included as the four major pros: maximizing local resources, developing pride in local community's heritage, creating support for art education, and connecting art with the local culture. Those are huge pros to me, but I feel as though my goals as an art educator involve them within the curriculum I teach. I don't know if developing an entirely new/separate system is necessarily most effective or time efficient. Interesting reading nonetheless...
Sunday, March 7, 2010
IDEAs...
Describe an experience you have had with a person who has a disability. How did your interactions with this person change your perspective on teaching?
The first memory that popped into my mind is a collection of memories from my first year in Art Education methods courses two years ago at UNI. There was a student who open enrolled in our class who had a physical disability. Working with a student and peer in a wheelchair opened my mind to accessiblity of supplies aroudn the room, as well as the room layout. Things such as washing his hands, reaching the dry racks, or finding supplies on the shelves in the closet required assistance. I was paired with him for many partner assignments and meetings outside of classtime around campus and the town gave me a new realization of handicap accessibility (or lack there of). We have continued to remain very good friends, but to this day he is unable to visit me where I live because I am on the third floor of a dorm that is not handicap accessible.
The one thing that I absolutely love about this individual however, is how real he is and how alive his passion for art it. He will not let anyone look down on him or expect less than the most creative outlet of artistic ability. My favorite experiences have been painting ceramics at pursuing picasso and comparing sketchbooks. Chapter 10 in Adolescents at School talks about the idea of people with disabilities being considered "eternal children", and how society rarely expects them to grow up, get a job, or get married. I feel guilty to admit it but I too fell into this subconscious perception before I got to know my friend through art classes and now I have repaired my view as I know about his dreams and goals and what he values in life.
At the end of the day, it all comes down to teaching every student and to valuing every student. The chapter in Real-World-Readings was a very interesting concept to me, that of teaching nonvisual learners. I think it would be a challenge but I would welcome the opportunity to push my skills as a teacher and learn to look beyond the visual properties of art. My personal art philosophy has always revolved around the idea that art is about the process, not the product.
The first memory that popped into my mind is a collection of memories from my first year in Art Education methods courses two years ago at UNI. There was a student who open enrolled in our class who had a physical disability. Working with a student and peer in a wheelchair opened my mind to accessiblity of supplies aroudn the room, as well as the room layout. Things such as washing his hands, reaching the dry racks, or finding supplies on the shelves in the closet required assistance. I was paired with him for many partner assignments and meetings outside of classtime around campus and the town gave me a new realization of handicap accessibility (or lack there of). We have continued to remain very good friends, but to this day he is unable to visit me where I live because I am on the third floor of a dorm that is not handicap accessible.
The one thing that I absolutely love about this individual however, is how real he is and how alive his passion for art it. He will not let anyone look down on him or expect less than the most creative outlet of artistic ability. My favorite experiences have been painting ceramics at pursuing picasso and comparing sketchbooks. Chapter 10 in Adolescents at School talks about the idea of people with disabilities being considered "eternal children", and how society rarely expects them to grow up, get a job, or get married. I feel guilty to admit it but I too fell into this subconscious perception before I got to know my friend through art classes and now I have repaired my view as I know about his dreams and goals and what he values in life.
At the end of the day, it all comes down to teaching every student and to valuing every student. The chapter in Real-World-Readings was a very interesting concept to me, that of teaching nonvisual learners. I think it would be a challenge but I would welcome the opportunity to push my skills as a teacher and learn to look beyond the visual properties of art. My personal art philosophy has always revolved around the idea that art is about the process, not the product.
Sunday, February 21, 2010
Safe Space
I try to hold myself back from responding to every reflection, what-if scenario, or interview question relating back directly to my work as an RA, but it's such an all inclusive job that has influenced me in nearly every situation. I come at this week's blog with the perspective of someone who has been in the role of being in charge of/guiding/mentoring groups of 30-50 young females in the dorms. I have had students come and share many confidential things with me, and thus my best guesses as to how i'd handle things in the classroom is a result of how I have dealt with situations in the past.
If a student "came out" to me, I would first thank them for trusting me and reassuring them that what they told me would not be repeated to others without their permission. I would ask them if there was anything i could do for them to support them, classroom atmosphere etc.. If the student hadn't come out to their family and friends, I would suggest they consider why they hadn't, and how they could come to the point of being open to that idea in order to be honest with the most important people in their life. Depending on the school or community, I could ask or recommend counseling if the student was interested, if they wanted to share with someone else.
As far as making sure my art room was a safe space, I would encourage students to carry themselves with an attitude of acceptance. In the dorms, I have done a lot of passive programming (bulletin boards, bathroom stall fliers etc) that educate students on how to use accepting language and how to avoid offending someone-intentionally or accidentally). Hanging a safe space sign could help students identify me as someone they can trust (interesting side note, the Department of Residence at UNI offers training sessions on safe space allies, but they created their own logo...I don't know if it was part of a national trend? but perhaps the pink triangle is changing? does anyone know?). In the chapter we read for this topic, there were many instances of teachers not defending students, or stopping offensive language or behavior. I would hope that I would never fall into that behavior myself and that I would stop harassment if/when it occurred in my presence, classroom, or school.
If a student "came out" to me, I would first thank them for trusting me and reassuring them that what they told me would not be repeated to others without their permission. I would ask them if there was anything i could do for them to support them, classroom atmosphere etc.. If the student hadn't come out to their family and friends, I would suggest they consider why they hadn't, and how they could come to the point of being open to that idea in order to be honest with the most important people in their life. Depending on the school or community, I could ask or recommend counseling if the student was interested, if they wanted to share with someone else.
As far as making sure my art room was a safe space, I would encourage students to carry themselves with an attitude of acceptance. In the dorms, I have done a lot of passive programming (bulletin boards, bathroom stall fliers etc) that educate students on how to use accepting language and how to avoid offending someone-intentionally or accidentally). Hanging a safe space sign could help students identify me as someone they can trust (interesting side note, the Department of Residence at UNI offers training sessions on safe space allies, but they created their own logo...I don't know if it was part of a national trend? but perhaps the pink triangle is changing? does anyone know?). In the chapter we read for this topic, there were many instances of teachers not defending students, or stopping offensive language or behavior. I would hope that I would never fall into that behavior myself and that I would stop harassment if/when it occurred in my presence, classroom, or school.
Sunday, February 14, 2010
discrimination
Through extensive traveling in central and south America, I have often experienced the feeling of being the minority. I'm considered a blond in Chile and stick out like a sore thumb, I've had vendors insist on communicating with me in their very poor broken English because they couldn't fathom my ability to speak Spanish, and I have felt the attention of a pale skinned young woman in a Latino community.
However the time in my life that has stuck with me the most as being treated differently or with less respect occurred on my beloved UNI campus. I am a resident assistant on campus, and hold this title with pride. Part of our job includes being health aids, so I am and have been certified in health aid and CPR for 3 years. I am trained to respond to medical emergencies in a variety of settings.
One day I was studying in the tables upstairs in Maucker Union when I noticed strange behavior from a woman in the CME. She did not appear responsive, and as someone tapped on her shoulder I knew medical help was needed. I tried to come to the aid of this worker, who clearly did not have training and did not know what to do. Quickly a group of adults appeared, called 911 and began to try to figure out what to do with this woman. I tried repeatedly to tell them the appropriate steps to care for her and place her to get blood pumping but everyone was in a panic and ushered me out saying that "the adults have it under control" and "we don't need to create a spectacle".
I was infuriated that they would not listen to me due to their conception that as a youth I could not possibly know how to help, even though I had repeatedly told them I was certified. I was kept at bay outside of the office space until paramedics arrived and immediately wrapped her in a blanket, and had her lay down on the couch, just as I had been trying to direct the adults to do.
Luckily the situation was not dangerously serious, and the medics were able to help her. However that day I felt completely undervalued as a young person and felt a great deal of indignation and anger that they had incorrectly judged me. This was discrimination based on age, and has not been ongoing in my life, nor is it the harshest example I have heard of, but it provoked the upset emotions of discrimination that are vivid to me to this day.
However the time in my life that has stuck with me the most as being treated differently or with less respect occurred on my beloved UNI campus. I am a resident assistant on campus, and hold this title with pride. Part of our job includes being health aids, so I am and have been certified in health aid and CPR for 3 years. I am trained to respond to medical emergencies in a variety of settings.
One day I was studying in the tables upstairs in Maucker Union when I noticed strange behavior from a woman in the CME. She did not appear responsive, and as someone tapped on her shoulder I knew medical help was needed. I tried to come to the aid of this worker, who clearly did not have training and did not know what to do. Quickly a group of adults appeared, called 911 and began to try to figure out what to do with this woman. I tried repeatedly to tell them the appropriate steps to care for her and place her to get blood pumping but everyone was in a panic and ushered me out saying that "the adults have it under control" and "we don't need to create a spectacle".
I was infuriated that they would not listen to me due to their conception that as a youth I could not possibly know how to help, even though I had repeatedly told them I was certified. I was kept at bay outside of the office space until paramedics arrived and immediately wrapped her in a blanket, and had her lay down on the couch, just as I had been trying to direct the adults to do.
Luckily the situation was not dangerously serious, and the medics were able to help her. However that day I felt completely undervalued as a young person and felt a great deal of indignation and anger that they had incorrectly judged me. This was discrimination based on age, and has not been ongoing in my life, nor is it the harshest example I have heard of, but it provoked the upset emotions of discrimination that are vivid to me to this day.
Monday, February 8, 2010
Artist Trading Cards
I grew up as an avid NBA card collector. My show and tell in 5th grade made all the boys jealous. Last semester I started reclaiming the hundreds of cards I had stored away; using them as a surface to print on. Now, I have eons of cool, altered, ex-NBA, now-ARTier, cards that make a great starting point for ATCs. Each one has a little piece of me; especially the most recent addition of the King Tut card. Enjoy!
Sunday, February 7, 2010
Week 4: scoping an audience lesson plan
Of the various scenarios and concepts present in the scoping the audience section of In the Making,1.h "Relating to the Audience: Indignation"stands out as the activity I have chosen. It discusses leaving behind art making that is strictly comforting and pleasant to look at and rather to delve into issues and topics that are unsettling or downright outrageous. I would encourage my students to look into current events; through magazines, newspapers etc. and find a story that evokes a strong emotion to them. Once they have considered, and written down how the story makes them feel, they would make a work of art that reflects those feelings in tandem with the issue that "warants inciting indignation". At this point, I believe it would be interesting to have them create mixed media collage that could incorporate images or text from new sources as well as their own personal drawing and color theory in the form or paint or print or however they feel they can best evoke the feelings of indignation.
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