Alexandra Weinholtz
EDU 431
“Chairs, Cars and Bridges”
“The aesthetic experience may involve viewing something in a new way; provoking an instinctive response that promotes well being; reflecting personal goals and a hope to fulfill those goals; and/or leading to deeper knowledge.” In the article “Chairs, Cars and Bridges,” Robin Vande Zande discusses the importance of bringing aesthetics into the classroom. Seven components to frame the discussion about design aesthetics include, use, method, need, standards, association, milieu, and aesthetics. Each component causes the student to think through each point of art or objects allowing them to respond and reflect. These components are powerful communication tools that can relate messages to others through senses; this creates an awareness of the influences that play on our thinking and decision making. Aesthetics can enrich our classrooms and the lives of our students.
“Design function and the integration of aesthetic factors enrich life; they support the values of a community or an individual by making tangible examples of ideas and beliefs of the community or individual.” We as future teachers can integrate aesthetic ideas common to design that parallel to art. We can use aesthetics through context from which the object emerged, the creation, and responses to the created object in society, and the standards for judging the objects significance and interpreting its meaning. If we ask the right questions we can push our students thinking into different areas of the classroom such as, psychology, biology, sociology, and elements of art.
Monday, February 16, 2009
Monday, February 9, 2009
Alexandra Weinholtz
Alexandra Weinholtz
EDU 431: Art in Literacy
The article by Amy Shultz enforces the role of art in education dealing with writing. As future teachers we need to understand the different learning styles of our students. Some children are verbal learners and process information through words; some students are visual learners that process information through images. Our lessons must support all types of learners so that all children have the opportunity to succeed in education.
Allowing children to move back and forth between their words and images support their ability to “read pictures” and understand key concepts. Other techniques that we can use to support each learning style includes, the creating of colleges, orally rehearsing stories, incorporating writing, and practicing reading them aloud. Through those stages we are working on movement, expression, writing, and verbal communication which I think are strong aids in learning. Introducing a different medium will also give students the ability to experience new forms of art and expression. I believe that art is important in all areas of the classroom and especially when dealing with writing.
Across the world art is used to pass on stories, tell of events that have occurred, and used portray a certain culture. In my culture we use art to tell stories, express our ideas about those stories, and identity the nation of the artist. We incorporate these images and stories in pots, clay, beadwork, paint, and other common modern mediums used today. Since most of our traditions, beliefs, stories, and how we came to be upon this earth have been passed on orally, we use art to convey our ideas or the images that we see. Writing is a form of expression and art is a natural form that must be included to fully communicate. Art in the classroom will allow teachers to recognize if the student understands the lesson.
EDU 431: Art in Literacy
The article by Amy Shultz enforces the role of art in education dealing with writing. As future teachers we need to understand the different learning styles of our students. Some children are verbal learners and process information through words; some students are visual learners that process information through images. Our lessons must support all types of learners so that all children have the opportunity to succeed in education.
Allowing children to move back and forth between their words and images support their ability to “read pictures” and understand key concepts. Other techniques that we can use to support each learning style includes, the creating of colleges, orally rehearsing stories, incorporating writing, and practicing reading them aloud. Through those stages we are working on movement, expression, writing, and verbal communication which I think are strong aids in learning. Introducing a different medium will also give students the ability to experience new forms of art and expression. I believe that art is important in all areas of the classroom and especially when dealing with writing.
Across the world art is used to pass on stories, tell of events that have occurred, and used portray a certain culture. In my culture we use art to tell stories, express our ideas about those stories, and identity the nation of the artist. We incorporate these images and stories in pots, clay, beadwork, paint, and other common modern mediums used today. Since most of our traditions, beliefs, stories, and how we came to be upon this earth have been passed on orally, we use art to convey our ideas or the images that we see. Writing is a form of expression and art is a natural form that must be included to fully communicate. Art in the classroom will allow teachers to recognize if the student understands the lesson.
Monday, February 2, 2009
Tattoos carry deep roots within the Hawaiian and Polynesian cultures commonly used for celebration or self expression. The tattoos are applied through a sharp claw, beak or fish tooth dripping with ink made from plant matterials or burned nuts, that is plunged into the skin. This tattooing method goes well into early Hawaiian society that takes the form of identification and the representation of a particular tribe. The designs are usually gemotric patterns that reflect nature.
Alexandra Weinholtz
Alexandra Weinholtz
EDU431: Tattoos
Tattoos act as a blank living canvas that represent and communicate an individual’s hopes, values or beliefs. After reading this article, tattoos are not different today in comparison to before, they convey important rites of passage, indicate group membership, and sometimes declare love. “Teenagers explore their identity through experimentation with their outward appearances.”
As future teachers we can utilize the desire of our students to investigate tattoos, to create meaningful lessons. As Blair discuses, we must offer multiple ways to include identity development, diversity issues such as class, oppression, privilege, since this teen-age stage is primarily about the construction of identity. We can use tattoos in the classroom and create opportunity to think “critically about their own and their group’s actions and who they are empowering or disenfranchising through their personal lives, actions, and work…” Tattoos can allow students to study and understand the significance of history. They must also learn the responsibility of obtaining a tattoo since multiple messages can be derived from them. Tattoos are not simply an image; they carry social responsibility, culture, and the reflection of self image.
Our job is to educate students using multiple effective learning styles that will appeal most. Tattoos offer a different approach to understanding history and other subject areas using modern culture, while educating them on the impacts of tattoos. We are not supporting tattoos but dealing with this established part of youth culture by bringing them into the classroom and instructing our students about the responsibility, health risks, and deeper meanings of tattooing.
EDU431: Tattoos
Tattoos act as a blank living canvas that represent and communicate an individual’s hopes, values or beliefs. After reading this article, tattoos are not different today in comparison to before, they convey important rites of passage, indicate group membership, and sometimes declare love. “Teenagers explore their identity through experimentation with their outward appearances.”
As future teachers we can utilize the desire of our students to investigate tattoos, to create meaningful lessons. As Blair discuses, we must offer multiple ways to include identity development, diversity issues such as class, oppression, privilege, since this teen-age stage is primarily about the construction of identity. We can use tattoos in the classroom and create opportunity to think “critically about their own and their group’s actions and who they are empowering or disenfranchising through their personal lives, actions, and work…” Tattoos can allow students to study and understand the significance of history. They must also learn the responsibility of obtaining a tattoo since multiple messages can be derived from them. Tattoos are not simply an image; they carry social responsibility, culture, and the reflection of self image.
Our job is to educate students using multiple effective learning styles that will appeal most. Tattoos offer a different approach to understanding history and other subject areas using modern culture, while educating them on the impacts of tattoos. We are not supporting tattoos but dealing with this established part of youth culture by bringing them into the classroom and instructing our students about the responsibility, health risks, and deeper meanings of tattooing.
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