Week8

Aileen brought up the Blurb and she showed us several examples including her sons work. It seems like a very professional and exciting project to children. I think students would love it. (I used the example to create a lesson plan requiring students to make their own book cover at teaching at PS 183.)

I really enjoyed the "Eco Books": Inventive Projects From the Recycling Bin by Terry Taylor. It was so impressive to make a book cover with wood blocks, disks, CD cases, debit cards and metro maps, etc.
We watched everyone's final "Alphabets” videos and I gained some ideas of how to improve my letters and video. However, because I did not have any knowledge of using Mac and their program, I really had a hard time making the video. I had to make an appointment with Alison (the art lab instructor) and spend extra time learning to use MAC. I felt this was too much. It would have been better if we had had a computer (creating blog and skills) workshop before we started the project or, perhaps if we were working with a partner (providing that one of the two was proficient in using MAC) would also have made the project less taxing and time consuming.

 Though enjoyable, watching the videos for a protracted period became a little tedious as I had seem the same videos the week before. Perhaps, if we had themes for particular letters, watching the videos would have proven less arduous. Perhaps the project, for class management sake, could have been staggered into sets of three with 5 fives students showing their work over three weeks. Taking in all 15 videos t once however was very difficult.

Alphabets

Drawing

Classroom

Week 7

Students shared their "alphabet" works. Unfortunately, my works was not prepared because I listed the incorrect due day. I had planned to present a slideshow. I felt that everyone‘s works were good though some expressed having difficulties. Several students presented their work using PowerPoint or flicker. Others employed I-movie. All the works presented were appeared professional.

During presentations we provided reflections and feedbacks among ourselves. We discussed ideas such as changing and arraigning the size of pictures and adding music. We also talked about the quality of photos and angles. After sharing our I was encouraged.

Finally, we painted book covers, clipped the finished product and fashioned it into a makeshift book. I imagined my cover was for an art book comparing Asian and Western works.

Drawing

Classroom

Week 6 Shift language we use....

 We made and displayed our letters in the center of the room and shared our opinions about such matters as the materials and our impressions. It was remarkable that we came up with so many different ideas and works despite the fact that our individual projects were done using materials and within the same boundaries.

During the critique of our works our instructor, Aileen, did not say offer an opinion. She later explained that her role was to listen to our discussion, take photographs and observe. She explained that this is “the pedagogy of listening” based on the teaching of Reggio Emilia.

Aileen asked the class the following questions “How should we discuss children’s works? What should we ask and look at in their work? How should we answer their questions?” “What is a critique? What is the boundary of critique? How should I critique a student‘s work?” 

　

In my mind ＂critique＂ is when teachers tell students what they did wrong and/or incorrectly, what could use improving and then helping them to improve. When I critique my own work I automatically consider what I did wrong and consider how to make improvement. It is the time of thinking over what I have done. That is why ＂critique＂ for me is at times painful and embarrassing. From this reason, I try to make “critique” of student’s work positive and to reassure them.

Aileen pointed out that  teachers often say to students that “everything is great.” These words can damage children‘s creativity and imagination because they are not receiving substantive feedback. Aileen suggested that we “try to use a more objective and unbiased vocabulary.”

  　

Finally, we discussed the difference of the meaning of teaching and training however, I am not sure about the differentiation of each other.

Following the discussion we started the bookmaking project by using candles. I enjoyed the process of rubbing and transforming textures from handrails onto paper.

　A Pedagogy Listening This is a term that was coined by Carla Rinaldi, Pedagogical adviser to Reggio Children. The Pedagogy of Listening underpins the Pedagogy of Relationships.
There are two broad aspects to this approach, but both involve relationships with the social and physical environments.
One aspect relates to learning and teaching, and involves children's and adult's search for meaning and understanding through listening. The second encompasses a political approach, which involves a democratic dialogue with families, the broader community, and culture.
Listening to children’s theories enhances the possibility of discovering how children think and how they both question and develop a relationship with reality. This possibility is magnified when it occurs within a group context that allows for the experience of others to be shared and debated.
“Why do we forget so easily that in order to talk, we first had to learn to listen? (Eulalia Bosch)
This principle together with that of a pedagogy of relationship and communication and collaboration are referred to by the educators in Reggio Emilia as Interdependence, Exchange & Collaboration: a pedagogy of relationships & listening.

Source:http://www.reggioaustralia.org.au/index.phpoption=com_content&view=article&id=59&Itemid=74




 

Week5 (09282010)

                                                                          Drawing

John Vandebrooke

Today, we discussed creating a responsive classroom through “emergent curriculum＂and how to manage challenge cases in a classroom. Romina, a fellow student, shared a story regarding a difficult time she had with 45 students for 5 hours in an auditorium. It was very Interesting. Class in Korea have more than 50 students. I was surprised to learn of problems of behavior or discipline in American schools because Korean students are very respectful to teachers. Korean students behave in the classroom and discipline is not an issue. I am wondering, has lowering the number of students in the classroom resulted in a positive effect in classroom management. In this example, we looked for various textures in/out of classroom and rub with a white candle on a paper. We could not see the exact shapes upon rubbing wax upon certain textures or surfaces. For a more complete picture we painted using watercolors.
This exercise was fun and exciting. I thought this could be a great motivation for students.
 Rubbing artist: http://www.hawaiibeachcombers.com/gyotaku.html

Week 4 (09212010)

Drawing

Tyvek Project "Tree Languages" By Alana Kim

“Tyvek” is a thin and soft yet strong type of paper. It felt like fabric. Some classmates were fascinated with the paper. However, I did not feel particularly special to me perhaps it is commonly used in Korea for drawing. I have a lot of experience using this type of paper in production of my art works. I enjoyed transforming the “tyvek” to windows and projectors. Taking pictures and using a projector could be a great motivational technique. Cheryl moved around the projector in the room and it was awesome. I rather felt like I was in an I-Max movie. Aileen brought black paper frames and laid them over our drawings. Using the frames makes the art work really different. It looked like zooming one area and erasing other areas.