Educating Youth on Ways to Express Themselves Through Art


Uploaded by HofstraUniversity on 19.02.2010

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Ü Ü Ü Ü Ü Ü Ü ’ › : Teachers from four high league school districts participated
in the program, 15 the first year and 23 the second year. We wanted these teachers to feel
what we feel as artists. Our expectation was that they would create well crafted, thoughtful,
and expressive art, and they did. In the workshops, teachers assumed a dual existence; they are
learning to think like teachers of the arts, and they are also proxies for young students,
experiencing the learning methods being taught. How can we connect abstract ideas to the students’
experience? The workshop is a constant weaving of the two strands of thinking like a teacher,
and experiencing and learning like a young child.
During the first year of the grant, I gave visual arts workshops on Saturday mornings,
and then visited each teacher twice in her classroom to provide support. In the workshops,
teachers develop fluency in painting, collage, and sculpture. After studying children’s
perceptual stages of development, teachers learn underlying characteristics of materials,
design of compositional elements, color theory, geometric concepts integral to sculpture.
Teachers explored approaches to motivation and creativity. How can we question children
about art? Stimulating them to think more deeply about the subject under review, engendering
creativity and perseverance? The teachers commented that they have underestimated their
student’s potential to sustain attention and create artwork demonstrating skill and
layered meaning, that they delighted in sharing with classmates and bringing home to parents.
Teachers presented art history prints as documents to understanding people and culture.
In our coaching sessions, there were children who produced art for the first time, lavishing
attention on their work and requesting more materials to try again. I modeled approaches
to talking to children about their artwork. The exploration of materials and the open
ended nature of the art project encouraged student to find deeper significance in their
subjects. Students could demonstrate mastery of concepts in diverse ways, showing their
understanding of the three dimensions, shapes, and balance. Children were encouraged to find personal
meaning in their work, and they were encouraged to talk about it and share it before the class,
their community of fellow learners. In the first music workshop, Dr. Lori Custodero
introduced teachers to ways to help children musically engage with their voices, their
bodies, and with musical instruments. ¤
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