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Inquiry project mindmap EDUC 450B, How does knowing one's identity…

- - - - To be more exposed to aesthetics (european) can generate new ideas for connections in the arts
        
        People can then think about life in forms of art and make personal connections
  - - - How do teachers make identity something that is a part of teaching art?
  - - - What can teachers do to aid in teaching students about art critique?
        
        Teachers can become kind. and ask questions that lead the student to thinking about new ways of viewing the art. In Marie-Frances Class, we as TCs were led through a critique with her and she kept asking us about a specific part of the art piece. After questioning for quite some time about the art piece by Susan Point of a couple of frogs in a circle, she kept saying "push your idea". She wanted to hear a specific answer to that art piece.
        
        This honestly reminds me of scaffolding in teaching, like you first learn the basics of "WHAT IS THIS" and then you delve deeper into the details the more you spend time on a critique of an art piece.
        
        It's better to not say there is "no wrong answer" because then students might just come up with silly answers that are not really telling the story or moving the critique along and it stays quite surface level.
- - - - "We need to open ourselves up to what the artist is telling us" (113)
        
        Art makes us question our own perspectives on life.
        
        If students know their identity, can they question their identity with creating art? Would that lead to a life crisis?
  - - - Art Educator are role of expectation to mean what does the better place? Where is this better place?
    - - Social Practice in Art, can there be social practice in commercial illustration?
        
        I think so, as commercial artists you just have to become culturally aware of the social, political and current events in the world and create work that is personal work
    - - What is it that makes me cringe? INVESTIGATE
      - Honestly as art TCs I'm agreeing to so many things. I'm just truly agree with most of what is being said. The only thing I don't agree with right now, is how art critique is done. I don't really know if I like the idea of saying "Push your idea" I don't think that is really my style. Maybe I'll come up with a different phrase.
        
        Sometimes I worry if my art critiques might just stay surface level if I don't add some new things to the conversation, but if art critique is a conversation with the art, what if my students are not yet well versed in the language of art critique?
        
        That's where the teacher comes in, and then the students would be able to better have a conversation with the art piece.
- - - - Are we just putting on a show to our students, about equality, and never practicing it ourselves? Or how do we as educators inherently possess this quality of equality when encountering artworks?
        
        How do we as educators possess equaity in our teachings?
        
        I think you need to be able to tell the students that you are putting in the thought and effort into making diversity, race and cultures a main point in your class curriculum.
  - - - If we teach who we are that means that I need to improve myself first and foremost
  - - - self-awareness
      - respectful
      - open to new experiences
      - be responsible
      - compassionate
  - - - I like this idea of being reflective in teaching, having a moment to think about what we are learning and how we are learning
  - - - How do you navigate the space between discomfort and pleasure in teaching? How do you make sure the student learns but enjoys themselves at the same time?
- - - - focus on the development of understanding through "reframing"
        
        What is reframing?
        
        Link: Positive Reframing
        
        rethinking about a situation in a positive way
        
        We can reframe our thoughts to make them less about the negatives and more about the positives, to be flexible in your own interpretation of the the word
  - - - failures lead to valuable insight to change
    - - PEEL (Project for the Enhancement of Effective Learning) (Flack and Osler 1999)
        
        PEEL Website
        
        INDEX in PEEL
        
        Getting Students to have confidence in their own ideas Issue 75, page 7, March 2005 Kate Thornburn, PLC
        
        Teacher's Example was to use Art Periods and comparing them together Year 11 and 12 in Australia (16 years old)
        
        Students can learn the skills to make their own interpretations
        
        to implement, ask a question, use at least 3 sources to find the answer and include the research in their final mark (emphasis on the visual documentation research)
        
        Students had brilliant ideas but were afraid to say the wrong thing
        
        challenge to develop a note taking system they feel they can trust (in case of art, an art practice)
    - - passive learning (Mitchell 1993) [more research]
        
        Link: PDF to Attempting to Document Teacher's Professional Knowledge
        
        perspective of teacher's knowledge in practice
        
        PAVOT grew out of the Project for Enhancement of Effective Learning (PEEL)
        
        Teacher Knowledge
        
        Share intellectual control with students.
        
        Create occasions when students can work out part (or all) of the content
        
        Provide opportunities for choice and independent decision making.
        
        Provide a diverse range of ways of experiencing success.
        
        Promote talk which is exploratory, tentative, and hypothetical.
        
        Encourage students to learn from other students’ questions and comments
        
        Build a classroom environment that supports risk-taking.
        
        Use a wide variety of intellectually challenging teaching procedures.
        
        Use teaching procedures that are designed to promote specific aspects of quality learning
        
        Develop students’ awareness of the big picture: how the various activities fit together and into the big idea.
        
        Regularly raise students’ awareness of the nature of different components
        
        Assess for different aspects of quality learning, not for rote learning.
        
        comes from sharing of experiences and critical mistakes and how they fixed it
      - teaching for better understanding of science concepts (Berry and Milroy 2002)
      - How can "big picture" topics be brought into the classroom?
    - - example of Jeff and Students
        
        students thoughts
        
        enjoyment is not with learning
        
        learning is done TO students and majority is from teachers
        
        learning and thinking about learning is hard to connect with textbooks
        
        learning is about right answer
        
        linking experiences is very demanding and unreasonable
        
        final grade is most important
        
        PEEL philosophy
        
        effort and involvement should be encouraged and gain credits
        
        enjoyment and satisfaction are important
        
        linking experiences within and outside of school benefits learning
        
        students should gain confidence in learning and skills to become learners
        
        students should be able to think about learning experiences
  - - - experience can have more power, also help teaching improved based on professional practices
      - no educational change without teacher change
- - - - Is there a way to combine both the expression and very strict and organized art room?
  - - - I would love to wander the world, looking, feeling, breathing in the surroundings to ponder on life and about teacher
        
        Amour mundi, to love the world. But in order to know that I need to understand different types of love. The different types of love could be with a student that is more of a "I care for you as a personal and a individual." kind of love.
        
        What is love?
        
        To love the world, can I just say that it is a hard task? The world is so big, yet I'm so small, how can I fall in love with such a big world? I think it means to be compassionate and to be respectful, to see every human being and society in it's greatest light yet it's darkest shadow. To know that there are things in this world that are not right, but to bring light to these problems and let people really see how the world is.
  - - - If I were to understand myself as a person, I would say that my relationship building comes on the surface, I don't usually go deep
        
        I just need to see each student as individual with own personalities
- - - - Instead, art can be seen as combined with other arts, such as poetry, or dance integrated into curriculum
    - - Realms of meaning means that there is a context and meaning behind the work, the reason why it is created to express an opinion or view
      - Aesthetic domain is that it is purely the process of creating an aesthetic piece of art that is the only reasoning behind art making
  - - - Twyla Tarp dance, that it can be seen as not very progressive
- - - - I'm sure are educators would have trouble with students that don't know what to make. I guess we can just tell them that it's a part of the process. just start somewhere and see where it takes you.
    - - I think this quote stood out to me because it's what I think the whole program so far has been for me. It is all this, embracing uncertainty, ambiguity, knowing that there is never one right way to do things and trusting in the process of learning the way you would trust in the process of art making. IT's all CONNECTS.
  - - - People going to area, changing places and leaving
        
        People do they really care or just photos on the way
        
        youth initiatives led by adults, it's social responsibility and educational. but....is it really good for them?
        
        home schooling in America documentary, what learns that the kid can become manipulated and controlled.
        
        How much power should we give to parents of school?
        
        Example: The lady has a dignity on how the person works.
  - - - Can an art teacher produce meaning in the art classroom? How do they do that?
        
        When creating rubrics. does that mean teachers should be using more "whishy washy" language such as "looks great" or making it more concrete?
        
        Personally, I think more concrete the better. That way we can solidify that this is how this harder form of visual culture can be broken down so that everyone is on the same page.
        
        learning to facilitate art critique as an art teacher? RESOURCES?
    - - this means arts are hard to describe in terms of academic language?
    - - This translated to the classroom, means that the students need to respect one another's works of art in order for it to become a work of art.
        
        meaning, that as a teacher, knowing how to facilitate critique is an invaluable part of teaching art and visual culture.
    - - this differing perspectives shows that students will also know how to display and that it is an important part of creating a piece of work as well
    - - these 2 screens seem to reflect the Teacher Candidate Experience. In one way you are in a position that will give you power, but another is unease because you don't know how the curriculum you prepared would go with the students.
    - - How can teachers generate art ideas with students?
  - - - I have personally collected a series of artists from the readings that I think would be beneficial for the students to learn about, and my classmates have created a database about these art resources as well.
        
        LINK to My Artists
        
        DATABASE OF ARTISTS
  - - - How can art educators incorporate the visual journal/sketchbook idea into the classroom while making it fun and not seem like an assignment for marks?
        
        Honestly, when I was a student everything there is a sketchbook assignment I'm just like, "I don't want to do this" mainly because my sketchbook is to become judged by others and I really just like to draw in my personal sketchbook for fun. So maybe as art instructors we can grade some pages and not for others.
        
        Another less specific question is, What can art educators do to inspire creativity and inspiration among students?
        
        I think that knowing your "TEACHER KNOWLEDGE" background can help with this, but at the same time, know your audience. If I were a grade 8 student, I wouldn't really care about contemporary art because I don't really understand the reasoning behind it (many times it's more of an abstract concept that the artist doesn't search for) but if it were to be an artist that is more of a pop culture phenomenon, they might relate more because of aesthetics. Finding a balance is a good way of doing this.
- - - - Teaching and how to focus on what to curate for your teachers?
        
        I think that I really need to dig deeper.
        
        more research on identity, or racial discrimination
        
        Methods for Analyzing Art
        
        Why does the artist want that to be your focal point?
        
        This makes me feel----because of this reason.
        
        2 more items...
        
        I wish I can ask this artist about.....
        
        What I don't know is this....makes them think a little more critically.
        
        great prompt to get them diving into interpretation and what's going on and artist's interpretation.
  - - - "complex ecologies of visual, material affective, spatial and discursive insights" (168)
        
        material matters, context, material is together
        
        more connections = better
        
        lesson plan is like writing on essay, you need to create new connections to explain why it is a good lesson
        
        research essays investable to lesson plan further
        
        difference practices emphasize the effects on the students
        
        Who and what generate the curated space?
        
        What criteria were employed to make these choices? And who and what determined the criteria?
- - - - Summary: This book is about how the author started a project interviewing various people about what is Gender, and how they view it. It was an attempt to discover for themselves how they want to be viewed in the world, as what gender and race, and going into problems with housing, communities and other issues.
        
        I wanted to read this book because I have a question about identity in art education, and I'm wondering if this is a good resource for me. I think it's eye-opening to think of gender as performance, or fluid, and this book can bring about many ideas about identity and how to explore gender in the classroom, such as ideas and prompts for youth on their preferred gender pronouns, open acceptance towards their indecisions, getting them to question their identity and know that for certain it is what fits their worldview.
        
        I think knowing oneself more is one step closer to building relationships with others, because you know how to connect and how to respect yourself, enough to know your own personal boundaries and stand up for yourself as well as others. It's empowering for students to have a sense of identity, that they chose for themselves, instead of being presented by society on a sliver platter. I want my students to think critically about everything being presented, and take their own initiatives to learn. I think this would build better citizens for the future world.
      - For me, a big point I think in this reading is the sense of compassion towards other human beings. Knowing that there is no black or white answer, that sometimes there are no certain ways that things are. I really am intrigued by the grey spaces in life, in gender, in the world. Because people are complex, their brains and feelings change not just according to circumstances, but somethings by hormones, or other situations. This reading made me think about my students as complex individuals, to know that each person has their own struggles and that I need to be compassionate and not so quick to judge the situation. DON'T EVER JUDGE A BOOK BY ITS COVER.
        
        KEYTAKEAWAYS
        
        compassion for students
        
        NON-judgemental
        
        Identity as fluid and ever-changing
        
        critical thinking
        
        relationships
    - - Do they need to build a community? Why do art educators need to build the community?
      - Why should art educators tech digital media literacy? They aren't a technology teacher.
      - How can art educators create a virtual reality world that is better than the classroom space and more inclusive?
        
        Why would they do that? Can't you just stick to a regular classroom setting?
      - How does digital media play a role in art education?
        
        How can art education teach digital media literacy so that the new virtual world can be inviting spaces that are made through critical thinking and better than our spaces now?
        
        How can art education benefit from teaching digital media literacy to students?
        
        VIRTUAL REALITY
        
        Everyone is talking about it, but I don't get how they are only talking about the technical stuff and not WHAT you are creating??? Cause that can really cause an impact on society, especially if there are people who on the top are at power are controlling this new world that would soon be apart of our everyday. I really want to make a change in this, since it's still so new, along with AI art and all this I want to make a sense of it.
        
        How do art educators create a space that is better than the classroom in Virtual Reality?
        
        What is an inviting space for an art classroom?
        
        8 more items...
        
        AI art
        
        If AI art is already creating paintings that are so skilled, what is the point of creating art in classrooms? Why should we even learn how to draw?
        
        Why should art educators continue to teach art in a time where AI can draw better skilled paintings than teachers?
        
        How do art students benefit from learning art in a world full of virtual world and technology?
        
        develop critical thinking
        
        How can art educators teach identity and community using virtual reality?
        
        Why are we using virtual reality if we already have reality?
        
        How does virtual reality play a role in art education, and how can art educators teach students digital literary?
        
        How does digital media play a role in art education and how do we as visual educators teach students to become critical thinkers?
        
        How do we as art educators teach students to become critical thinkers in the digital media age?
        
        1 more item...
        
        How does digital media play a role in art education and how do we as visual educators teach students digital media literacy?
        
        How does virtual reality play a role in art education?
        
        How can virtual reality benefit art education?
        
        1 more item...
- - - - Artography is saying that yes, resources are important, but can I understand who you are?
        
        Can art teachers treat the classroom as an art piece? A symphony of some sort?
        
        Sometimes I feel like there are times in the classroom where each one has a different energy. I absolutely love how each one has it's own personality, I could be saying it is like materials that are new in the work of art.
  - - - Help people coming to understanding of themselves in different ways.
        
        This really resonates with me. It is what I want to do with my students.
      - JR and Munzi. They are both educators and have been and always been people. Education and Artist in some sense goes hand in hand. Self-portraits and murals have been created? They were there to be educational... A/r/t/ography is meant to be educational.
      - Learning to learn? Continuously learn to learn
        
        Always be back and forth, you will be fine with inturruptions
- - - - What problems did you face? What would you change? Small group critiques?
        
        How can connections be a part of the classroom?
  - - - BOOK
  - - - Projects with lower stakes promotes creativity
      - Topics that are sensitive, terrorism