tag:blogger.com,1999:blog-75563322024-03-18T07:03:39.229-07:00Transition To Choice Based Art EducationClyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.comBlogger179125tag:blogger.com,1999:blog-7556332.post-3890058718822561012023-10-23T14:05:00.007-07:002023-10-23T14:19:36.383-07:00In Search of Generative Experience <p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit8kMgJMRn-ZBY0j_Y_hffDjuObzduGmYvPhvQzAuK-MlIYNY9PTrYDiBIpM80BlBkwT1djXYv9g2-U1o7k2V5cca6VrzrJDYNF-Dp2zFdEO6RmDYblxEYuMeS7Bou0ytm2adq68jGqmFEcgQCQbOblw1xmyS1KssFWXtE0jHCxYX_Kc3K-SNW/s1919/895870FD-6997-4C5D-99F7-DCF0B47CD797.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1919" data-original-width="1284" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit8kMgJMRn-ZBY0j_Y_hffDjuObzduGmYvPhvQzAuK-MlIYNY9PTrYDiBIpM80BlBkwT1djXYv9g2-U1o7k2V5cca6VrzrJDYNF-Dp2zFdEO6RmDYblxEYuMeS7Bou0ytm2adq68jGqmFEcgQCQbOblw1xmyS1KssFWXtE0jHCxYX_Kc3K-SNW/s320/895870FD-6997-4C5D-99F7-DCF0B47CD797.jpeg" width="214" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV0lishgh5CYjxRRQBkzVLFrLiTPOlYMAlC3NNrBJnTLjVvt_OubzbfsOfingKNiu0NQLTekFTMvnJKLdxNoXjzn0CzGddabFetk09uPGw3AtS8apRQIQKRFaG3E12XuR8HTiiL0DwkLc_SdhJUgy0H8GJndGkWrsz9F7ruFHLcIn2hyphenhyphen08IboB/s1791/A529332D-CBCC-4267-8EC4-18F0EEF60C2B.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1791" data-original-width="1440" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV0lishgh5CYjxRRQBkzVLFrLiTPOlYMAlC3NNrBJnTLjVvt_OubzbfsOfingKNiu0NQLTekFTMvnJKLdxNoXjzn0CzGddabFetk09uPGw3AtS8apRQIQKRFaG3E12XuR8HTiiL0DwkLc_SdhJUgy0H8GJndGkWrsz9F7ruFHLcIn2hyphenhyphen08IboB/s320/A529332D-CBCC-4267-8EC4-18F0EEF60C2B.jpeg" width="257" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAWlFauCKO2dhQZulMs5MnDXdwg7j013DE1xtetY3r-WeY_gBxUT4EA5JKm1-HUCcozdrLSBxKq4SfgaeMIj9_BcpvoOx3yAEeT-kbo-CUfRESZNXY79_wUphh7SMu-l2QQu5MZdwMqlL51ZWlQhG7IC7Ms_-XdQZGp8sA8ziOxdexNi-CT99T/s4032/77A0990E-9DD2-4D58-8D1C-18821F800498.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAWlFauCKO2dhQZulMs5MnDXdwg7j013DE1xtetY3r-WeY_gBxUT4EA5JKm1-HUCcozdrLSBxKq4SfgaeMIj9_BcpvoOx3yAEeT-kbo-CUfRESZNXY79_wUphh7SMu-l2QQu5MZdwMqlL51ZWlQhG7IC7Ms_-XdQZGp8sA8ziOxdexNi-CT99T/s320/77A0990E-9DD2-4D58-8D1C-18821F800498.jpeg" width="320" /></a></div><br /><p></p><p>I was delighted when Professor Kelly Vaughn and Dr. Isabel Nunez invited me to participate in their book project, “Enacting Praxis: How Educators Embody Curriculum Studies.” In chapter 14 titled, “In Search of Generative Experience,” I utilize William Pinar’s method of currere to excavate memories related to childhood trauma, the beneficent affects of creativity and a journey of intellectual discovery. </p><p>I’ve taken revelations from those memories and applied them in my profession as curriculum worker and as a practitioner of Teaching for Artistic Behavior. The end result is an autobiography juxtaposed with lamentations for my late father whose school experiences unfolded in a different direction. </p><p>Chapter 14 is inside Kelly & Isabel’s book here: </p><p><a href="https://www.tcpress.com/enacting-praxis-9780807769065#:~:text=Enacting%20Praxis%20is%20part%20inspiration,page%20a%20call%20to%20action.">https://www.tcpress.com/enacting-praxis-9780807769065#:~:text=Enacting%20Praxis%20is%20part%20inspiration,page%20a%20call%20to%20action.</a></p><p>Many thanks to Professor Vaughn who suggested we use one of my paintings on the cover design!</p>Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com1tag:blogger.com,1999:blog-7556332.post-7439740540681583582023-02-17T04:51:00.000-08:002023-02-17T04:51:05.395-08:00Check Out March Edition of School Arts Magazine Here!<p> It was my good fortune that Nancy Walkup asked me to co-edit the March edition of School Arts Magazine. Needless to say, this edition is devoted to choice-based Art Education and Teaching for Artistic Behavior.</p><p>I am privileged to know so many wonderful art teachers, many of whom made contributions to this publication.</p><p>Please enjoy the March digital version of School Arts Magazine here:</p><p><a href="https://lsc-pagepro.mydigitalpublication.com/publication/?i=781810&p=1&view=issueViewer&pp=1" target="_blank">School Arts/March 2023</a> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv5L5Ryc8PcXK7V_4sBpUeYPqpaOVgpTsHp7kTmS9doWNcKoYgfiYZjuhPg6VHie_J4Igv3t8XrIsA3fwCfS6u7zMVxmf1UziMXcyLHr0mqQCM0NR83pQ91DCSZ1xUXd6XpPupdOsh5scAsISMidN66sOZa_Zq5yhg2DJc_wuldJzO27LnHw/s960/B63428EE-FF0F-459A-9282-41EAF7A85179.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv5L5Ryc8PcXK7V_4sBpUeYPqpaOVgpTsHp7kTmS9doWNcKoYgfiYZjuhPg6VHie_J4Igv3t8XrIsA3fwCfS6u7zMVxmf1UziMXcyLHr0mqQCM0NR83pQ91DCSZ1xUXd6XpPupdOsh5scAsISMidN66sOZa_Zq5yhg2DJc_wuldJzO27LnHw/s320/B63428EE-FF0F-459A-9282-41EAF7A85179.jpeg" width="320" /></a></div><br /><p><br /></p>Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-51413364839834062692021-01-24T07:24:00.020-08:002023-09-17T06:38:30.469-07:00The Abject Failure of Test-Centered Education To Inform and Sustain the United States Democratic-Republic <div class="separator">Elliot Eisner reminds us in his book, "Arts and the Creation of Mind," that curriculum is a mind altering instrument. </div><p>When education reformers tell us,<a href="https://rowman.com/ISBN/9781475802078" target="_blank"> "we will do what's best for kids,"</a> then turn around and use radical behaviorist, "efficiency-based" curriculum experiences on the child, one has a recipe for authoritarian educational experience. </p><p>As I examine the kinds of school experiences American children have endured over the past several decades, one can see how standardized testing, competition, data-driven education and a general narrowing of the curricula has dominated the US K-12 educational landscape. </p><p>Democratic education is not as it has been characterized by corporate education reformers as a parental choice of placing a child inside a charter school, public school or private school where the bulk of classroom experience remains dependent on rote memorization and cognitive skill exercises for selected response assessments on standardized tests. That kind of choice is Orwellian. The adults have predetermined the educational outcomes in all three of these learning situations and the curriculum is designed to pressurize the experience of children through external motivations. Grades are generated by data. Data becomes a form of classroom currency. Children are situated in the role of "worker bee" laboring for grades, compliant to instructional and task directives. School becomes a place for workplace preparation.</p><p>Democratic education is powered by classroom experiences where curriculum is generative, student-driven and authentically creative, <a href="http://clydegaw.blogspot.com/2016/03/teaching-for-artistic-behavior-is.html" target="_blank">a laboratory</a> of democracy where communities, relationships, collaboration and student's ideas are nurtured and generated within a culture of care.</p><p>The importance of compassion, intellectual freedom and shared experience in the development of our understanding of the human condition cannot be understated when considering foundational experiences of children in preparation to live in democratic society as adults. This experience comes from observing, communicating, sharing, working, creating and connecting with fellow human beings during one's formative years. This shared experience must come authentically for empathic intelligence to take hold. </p><p>Where curricula is standardized, mechanized, bureaucratized and children are pitted against each other and their teachers in a scheme to see who can race to the top, understanding of one another's unique humanity is not attainable. Inside this pressurized authoritarian structure, participants inevitably view fellow human beings as "the other." It's the worst way to develop citizens for participation in democratic society because participants leave the experience susceptible to authoritarianism. </p><p>Ronald Reagan's report on public education, "A Nation At Risk," was a political attack on American public education and the intellectual and academic freedom of teachers in it's schools. This report spearheaded the legislative and policy assault from conservatives and neo-liberals to squelch the <a href="http://www.trilateral.org/download/doc/crisis_of_democracy.pdf" target="_blank">excess of democracy </a> and educational practices that place child development and unique inborn endowments at the forefront of educational experience. </p><p>We are reminded by Jane Healy, Ph.D. about the damage curricula can cause when it ignores childhood and the constant evolving present in the life of the child: "<i>Driving the cold hard spike of inappropriate pressure into the malleable heart of a child's learning may seriously distort the unfolding of the child's intellect and motivation. This self-serving intellectual assault, increasingly condemned by teachers who see it's warped product.... in a society that reveres the speed with which a product can be extruded from the system that has become impatient with the essential process of childhood, that measures children's mental growth like meat on a butcher's scale, and that deifies test scores instead of taking the time to respect developmental needs. Every child is potentially in jeopardy.</i>"</p><p>Eisner reminds us also that authentic creative learning experience in the school setting is not just the domain of art teachers, but of all teachers.</p><p>I am not confident democratic society in the USA can survive with an electorate educated on test and punish accountability schemes. Individuals who endure and survive 16000 hours of test and punish curricula experience during their formative years of childhood are highly susceptible to authoritarian directives, because that is what they have been behaviorally conditioned to do. Defenders of democracy viewing the events of January 6th must ask the question, "How did this happen?" We should remember the educational seeds for the events leading up to the invasion of the U.S. Capitol building were sown long ago. </p><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwflopqfcA4HntAvgqdY8fE187lP73kLL2fZFrFrHl9UCVrORFaIsszx1_m3RQCdsbKUGZMajSHAq2V4djeBOsd69LokFqrkzJm-Ou4dE2aWDifbBzmlT5HrTNEA2OI6qXix7h/s1040/Screen+Shot+2021-01-24+at+9.16.30+AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="485" data-original-width="1040" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwflopqfcA4HntAvgqdY8fE187lP73kLL2fZFrFrHl9UCVrORFaIsszx1_m3RQCdsbKUGZMajSHAq2V4djeBOsd69LokFqrkzJm-Ou4dE2aWDifbBzmlT5HrTNEA2OI6qXix7h/s320/Screen+Shot+2021-01-24+at+9.16.30+AM.png" width="320" /></a></div><div style="text-align: center;"><span style="color: #0000ee; text-decoration-line: underline;"><a href="https://projects.propublica.org/parler-capitol-videos/">https://projects.propublica.org/parler-capitol-videos/</a></span></div><div style="text-align: center;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDvPMF4aJgdrP-tFCDUzeJoN6z83MA7lJyR7nMxBNZpwSpBIsd_miqTF1ff4OQ5W8_T6-eGPJ58FN5CKqg-GnvRMZ-rL3ypsh-AKbjikezxeQrFjbAKcUdVQzxFxE_sXCEKoK9/s734/Screen+Shot+2021-01-20+at+12.10.46+PM.png" style="margin-left: auto; margin-right: auto;"><img alt="https://projects.propublica.org/parler-capitol-videos/" border="0" data-original-height="425" data-original-width="734" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDvPMF4aJgdrP-tFCDUzeJoN6z83MA7lJyR7nMxBNZpwSpBIsd_miqTF1ff4OQ5W8_T6-eGPJ58FN5CKqg-GnvRMZ-rL3ypsh-AKbjikezxeQrFjbAKcUdVQzxFxE_sXCEKoK9/w320-h185/Screen+Shot+2021-01-20+at+12.10.46+PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://projects.propublica.org/parler-capitol-videos/">https://projects.propublica.org/parler-capitol-videos/</a></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3qAzECcGMyXvkj4zKw5VjZ4e33QH5FLPBXnZHkTHqXpzX5PTYxO0x6GKaSvumE1jz1_lzvu5shyDufzL0IUpVbcJe66M8a3cImYqZclBwe6lZgQsxkuIiQFCI2D9uCE6HqFtY/s1426/Screen+Shot+2021-01-24+at+9.06.20+AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="801" data-original-width="1426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3qAzECcGMyXvkj4zKw5VjZ4e33QH5FLPBXnZHkTHqXpzX5PTYxO0x6GKaSvumE1jz1_lzvu5shyDufzL0IUpVbcJe66M8a3cImYqZclBwe6lZgQsxkuIiQFCI2D9uCE6HqFtY/s320/Screen+Shot+2021-01-24+at+9.06.20+AM.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><span style="color: #0000ee; text-decoration-line: underline;"><a href="https://projects.propublica.org/parler-capitol-videos">https://projects.propublica.org/parler-capitol-videos</a></span></div><br /><div class="separator" style="clear: both; text-align: center;"><b><a href="https://projects.propublica.org/parler-capitol-videos/"><span style="font-size: large;">"Pelosi you b****! Pence! We're coming for you, you f****** traitor!"</span></a></b></div><div class="separator" style="clear: both; text-align: center;"><span style="font-size: medium;"><b><br /></b></span></div>Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com10tag:blogger.com,1999:blog-7556332.post-8755838036441458922020-07-26T10:15:00.000-07:002020-07-26T16:38:04.433-07:00It's Complex: Teaching for Artistic Behavior In the Age of #Covid19Despite <a href="https://covid19.who.int/">leading the World</a> in #Covid19 <a href="https://www.cdc.gov/coronavirus/2019-ncov/cases-updates/us-cases-deaths.html">infections and deaths</a>, the U.S. will be sending K-12 students <a href="https://abcnews.go.com/Politics/education-secretary-faces-backlash-demanding-schools-reopen-full/story?id=71752468">back to their classrooms</a> for the 2020-21 school year. The US Department of Education has prioritized sending children and their teachers back to school this fall. School and public education is an <a href="https://www.cnn.com/2020/04/15/politics/what-matters-april-14/index.html">integral part </a>of reopening and maintaining the US economy.<br />
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My initial thought on this situation is the idea that federal and state departments of education, their lieutenants and system functionaries would send children and teachers back to crowded, indoor confines during the #Covid19 pandemic without doing exhaustive research and preparation for their health and safety, <a href="https://www.msnbc.com/rachel-maddow/watch/white-house-school-reopening-push-hazy-on-money-testing-reality-88262725924">is unconscionable</a>. Let's be clear, public schools in the U.S. are already operating on shoestring budgets with overcrowded conditions. I foresee immense problems here. The spread of #Covid19 from home to child to school then back home is a very real concern.<br />
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Compounding this situation for K-12 public education is that waiting in the wings of the #Covid19 pandemia, are proponents of <a href="https://wrenchinthegears.com/2017/07/13/smart-cities-social-impact-bonds-public-educations-hostile-takeover-part-ii/">school privatization and data-driven ed-tech</a>. Eliminating brick and mortar public schools and teacher unions has been a dream of public education <a href="https://abcnews.go.com/US/bill-gates-education-microsoft-founder-schools-teaching-teachers/story?id=13051251">deformers</a>. Never mind there are immense <a href="https://jamanetwork.com/journals/jamapediatrics/fullarticle/2722666">neuro-developmental problems</a> related to children <a href="https://pubmed.ncbi.nlm.nih.gov/29499467/">staring into computer screens</a> for hours at a time, remote online learning platforms are being pushed as viable substitutes for brick and mortar K-12 school experience.<br />
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From my perspective, technology is a two edged sword. In K-12 settings, digitized media can enhance constructivist and creative learning experience. Writing, researching and reflecting on art, photography, video, audio and interactive experience through digital media is quite meaningful and provides immense personal satisfaction. Conversely, I believe sequestering children for extended periods of time in virtual or hybrid digital realms, locked inside adult designed data-driven, information processing learning programs is <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6326346/">problematic</a>.<br />
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I look at the call to go back to school as a challenge that I readily accept. I am not fearful. I will answer the call to go back knowing that their is no substitute for in-person educational experience and in particular, Teaching for Artistic Behavior.<br />
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<span style="font-size: large;">The Subjective Realm and Emergent Curricula</span><br />
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I don’t want to enter into this situation with naive exuberance. I will be there for my students and to provide the very best educational experiences that American public education can provide. For better or worse, children and their teachers are heading back to school in the midst of the worst pandemic in over 100 years. I am determined to make a difference in the educational lives of my students. Consequently, going back to school is going to generate stress and distress on untold numbers of children. In order to counteract that certainty, I am going to double down on my pedagogical practice. The gift that keeps on giving is the fact that Teaching for Artistic Behavior means students have opportunities to take their subjective realm and situate it for investigation and exploration. I will be there to facilitate this process for my students.<br />
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If state and federal lawmakers think increased numbers of children are not going to experience toxic stress in school during this pandemic, they are mistaken. Ameliorating children's stress through cognitive behavioral therapy is problematic. Children should not be conditioned to be passive about their situation. The curriculum becomes inconsequential to the real issue that confronts children and that is the situation of their lives. The curricula should be centered upon the child's lived and experienced reality, their concerns, interests, fears and ideas. In a TAB classroom, these realms can be addressed, investigated and extrapolated upon.<br />
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TAB philosophy and pedagogy is all about strengthening pathways to intellectual, creative, literary, social and emotional development within the heterogeneous school settings in which they occur. TAB curriculum experiences practiced from a school, hybrid or remote setting can be <a href="https://clydegaw.blogspot.com/2018/06/dueling-experiences-part-v-rhizomes.html">emergent and rhizomatic</a>. I will be utilizing more dialogue with students, offering more content, suggestions for investigation and possibilities for study. I am prepared to offer more interdisciplinary exploration. If I could paraphrase Nan Hathaway, "In a TAB classroom, the behaviorist objective of creating an art object like the one modeled by a teacher is not the thing. The child and their subjective learning experience is the thing." The development of and capacity to utilize one's agency, to learn about one's creative capabilities, to learn about one's capacity to collaborate, to connect with one's interests and concerns to art and the world of art around us and to learn about one's identity, that is the hallmark of Teaching for Artistic Behavior.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNDVvo8shDKXb1Jl2qnB0xb2Iw5AUUBrWuCJ3hruDnYs7jY_PNCmyTcZht6v0OhzGRbu0EYxXC0vT_fleZ27f4U9cFkTIh4ois6odijYptz_7uJ0vYM-firNIgIw757PLr9jcg/s1600/RhizomeUnleashed1%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNDVvo8shDKXb1Jl2qnB0xb2Iw5AUUBrWuCJ3hruDnYs7jY_PNCmyTcZht6v0OhzGRbu0EYxXC0vT_fleZ27f4U9cFkTIh4ois6odijYptz_7uJ0vYM-firNIgIw757PLr9jcg/s320/RhizomeUnleashed1%25281%2529.jpg" width="320" /></a></div>
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TAB Resources for #Covid19:<br />
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<a href="https://teachingforartisticbehavior.org/resources.html">https://teachingforartisticbehavior.org/resources.html</a><br />
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<a href="https://college2book.com/Art-Themes-Choices-in-Art-Learning-and-Making-p187691069">https://college2book.com/Art-Themes-Choices-in-Art-Learning-and-Making-p187691069</a><br />
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<a href="https://catalog.davisart.com/Promotions/PDF/choice-based-instruction-for-secondary-level-art-education.pdf">https://catalog.davisart.com/Promotions/PDF/choice-based-instruction-for-secondary-level-art-education.pdf</a><br />
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<a href="https://www.davisart.com/art-education-resources/making-artists/">https://www.davisart.com/art-education-resources/making-artists/</a><br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com4tag:blogger.com,1999:blog-7556332.post-15726978802778234892020-05-29T06:03:00.023-07:002020-05-30T05:22:13.714-07:00Beyond the Art Room: Remote TAB Studio Learning In Pandemia<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><font color="#eeeeee">
<span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">#RemoteEducation, #RemoteArtEducation #RemoteTAB #RemoteTeachingforArtisticBehavior #Covid19 #DistanceLearningArtExperience #distancelearningselfexpression .</span></span></span></font></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><font color="#eeeeee">
<span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">K-12 educators across the World faced a new challenge at the beginning of Spring this March. With little warning, teachers reinvented or made major readjustments to their educational programs to accommodate remote learning mandates in a matter of hours. Instead of face to face interactions with teachers, fellow classmates, school settings and the natural world, children would now be learning in isolation away from their peers and teachers. Educational experiences would be centered on virtual and mixed reality through digital screen interaction. </span></span></span></font></div><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><font color="#eeeeee"><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-tAZJw7phmKGpzB9LvksbzAaD7z5TChow5DEoR8rYMYOBNdyzvB-2WKK-vgmrytio766k9ykFsgnIuYlbmU5TVLtnNFg5xFnQFDwLEexg3IzAe0g6qjnUx7E-rfyGNCSJ5esO/" style="margin-left: 1em; margin-right: 1em;"><img alt="Teaching about the artistic process was the emphasis of our instruction." border="0" data-original-height="839" data-original-width="1438" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-tAZJw7phmKGpzB9LvksbzAaD7z5TChow5DEoR8rYMYOBNdyzvB-2WKK-vgmrytio766k9ykFsgnIuYlbmU5TVLtnNFg5xFnQFDwLEexg3IzAe0g6qjnUx7E-rfyGNCSJ5esO/w320-h187/Screen+Shot+2020-04-23+at+5.46.02+AM.png" width="320" /></a></div>
<div style="font-family: arial; white-space: pre;"><br /></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="color: #eeeeee;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Computer-based learning is not the educational program we signed up for but for now, it’s the one we must continue to utilize. From my perspective, #Covid19 did not significantly affect our learner-directed high school TAB art education program. We already had an electronic portfolio program in place. Kids basically kept adding on to existing portfolios through self-directed art making. </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_e94BJFzmaJD9AnHdf3w4Avimm67smZ9lYlBQCGSJzTPxttiStOZyLB3IN9aC1ErM-tXHurJG5nqI0GPQ49M7Yqz929tgj6LjeweazGxB2fSQlASFxlhSmut55sJr7iffmqXg/" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="655" data-original-width="1036" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_e94BJFzmaJD9AnHdf3w4Avimm67smZ9lYlBQCGSJzTPxttiStOZyLB3IN9aC1ErM-tXHurJG5nqI0GPQ49M7Yqz929tgj6LjeweazGxB2fSQlASFxlhSmut55sJr7iffmqXg/s320/Screen+Shot+2017-05-16+at+3.05.14+PM.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;">
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<span style="color: #eeeeee;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">My adjustment was to integrate <a href="https://www.youtube.com/watch?v=FrNg9YGTiKo">more online content</a> and suggest more possibilities for creative self-expression. Despite the extraordinary circumstances of the global pandemic, over 70 percent of our students were responding positively to this arrangement. They worked regularly at contributing art work to their portfolios and reflecting on those activities. There was little need to make wholesale changes to our program or utilize additional </span><a href="https://www.pbisrewards.com/blog/pbis-incentives-distance-learning/" style="text-decoration-line: none;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">behavior modification incentives to coerce</span></a><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"> children to make art. My main adjustment during remote learning time was to provide more open ended activities, more choices, daily content and more individual dialogue. </span></span></div><div class="separator" style="clear: both; text-align: center;"><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghZ306AhJoxR76pLSL9t3BnXF8si0Qu99EuUTapd5BSA99uvuuD3R-WzP7j66Y2BmdjlUwdhjf7nolLNoVgWGrpvtQwen75sTORLI0fZC6Ne2_cdYTxu19QRSbMXLfudUaundO/" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="760" data-original-width="1426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghZ306AhJoxR76pLSL9t3BnXF8si0Qu99EuUTapd5BSA99uvuuD3R-WzP7j66Y2BmdjlUwdhjf7nolLNoVgWGrpvtQwen75sTORLI0fZC6Ne2_cdYTxu19QRSbMXLfudUaundO/s320/Screen+Shot+2020-05-28+at+3.36.44+PM.png" width="320" /></a></div>
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</div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="color: #eeeeee;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Because human beings are predisposed to use their hands, children of all ages are quite adept at mark making with all kinds of materials and can initiate this process on their own. Similarly, children can play, manipulate and make assemblages and sculpture </span><span style="font-family: arial; font-size: 11pt; white-space: pre-wrap;">with all sorts of materials and objects they have <a href="https://twitter.com/cgawnphsart/status/1250505339851681793?s=21">at home</a>. We would use any materials or tools available to us, utilizing any ideas that came to us. We had our cameras, digital image making programs and desire. My interest with remote learning, was to help the children recognize their capacity for spontaneous art making, in which they would take the initiative with their ideas. Taking initiative without coercion is always a good thing. </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkoeauBBv0gL0RPky2-Yr-hlElGKvKO84k_TgpZBI4BhdDPSROJ5C4lNfKU5x04-jQ00Itd_4ZOlao7uxY1J2bmPM9smRiiDmfKSJbSVfshTuEvDwNDa_WM2W1Y0EFwGfTXE_C/" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="810" data-original-width="1410" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkoeauBBv0gL0RPky2-Yr-hlElGKvKO84k_TgpZBI4BhdDPSROJ5C4lNfKU5x04-jQ00Itd_4ZOlao7uxY1J2bmPM9smRiiDmfKSJbSVfshTuEvDwNDa_WM2W1Y0EFwGfTXE_C/s320/Screen+Shot+2020-05-07+at+7.52.43+AM.png" width="320" /></a></div>
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</div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">Our emphasis earlier in the year to provide support and structure for the development of autonomy and the practice of freedom served our students well during remote learning time. Students were already on their way to becoming self-directed artists, practicing creative freedom in our studio classroom. Now they would do it in make shift home-studios. I believed the important thing would be to provide children a connection to humanity that would sustain their self-confidence, energy and sense of agency. </span></span></div>
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<span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">We are now confronted with the distinct possibility of beginning the school year in a remote learning setting again. I think whatever one’s learning management platform might be, <a href="https://www.youtube.com/watch?v=VhRdx4OCZE8&t=4s">leading by example</a> and establishing expertise in your subject matter is critical for the students to believe in their educational experiences and establish a relationship of trust. Understanding my students are unique individuals, instructional goals remain the same. Continue sharing new insights and pathways to art making and maintain dialogue with students about their work, ideas and creative process. Personal interaction between children and their teachers is critical for the process of intellectual development to unfold. </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
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<span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">During #Covid19 remote learning time, I did not want to burden children with tasks that caused undo stress. All activities were centered upon minimal portfolio contributions. I would accept most creative efforts by students, including their <a href="http://clydegaw.blogspot.com/2014/" target="_blank">feral art,</a> they could document through photography, video or other means. Our dialogue was mainly through written correspondence instead of remote meetup/interaction. </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ5rtNbR7UU_W0k-ufWKdDABc9GkmekqN4R58HVekB47VsDgFJmHiG6379ZXW_fANKVv14gbXiDtoLOLFBjLQSzvZ2NZtkmf6Wxe_qfRLXZp8zaUndH3a5yH_wOov3zGKkGEwI/" style="font-size: 14.6667px; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="804" data-original-width="1430" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ5rtNbR7UU_W0k-ufWKdDABc9GkmekqN4R58HVekB47VsDgFJmHiG6379ZXW_fANKVv14gbXiDtoLOLFBjLQSzvZ2NZtkmf6Wxe_qfRLXZp8zaUndH3a5yH_wOov3zGKkGEwI/s320/Screen+Shot+2020-05-12+at+5.07.49+AM.png" width="320" /></a></div>
<div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><br /></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="color: #eeeeee;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Questions going through my mind during the month of March centered around mental health, “What is the affect of distance learning on the child and the family? “Is distance learning benign or harmful to the family’s cohesion?” “Does distance learning have adverse affects on the relationships of children and their caregivers?” Anecdotally, conversations with busy parents who are participating in distance learning, lead me to believe there are serious problems when it comes to distance learning, tasking of children and remote education. </span><a href="https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1596823" style="text-decoration-line: none;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Research</span></a><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"> reveals there are significant negative impacts to student’s emotional health when it comes to academic learning. Would these stresses be transmitted and experienced to other members of the family? I wanted our art experiences to have minimal extemporaneous impact on students and their families. </span></span></div><span style="color: #eeeeee;"><br /></span><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
<span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">Their are differences between traditional TAB inside a K-12 studio setting and #RemoteTAB but both forms can provide potent intellectual and creative learning experiences for children when facilitated by an art teacher who is willing to adhere to the TAB curriculum structure. These questions led me back to Kathy Douglas’ statement, “What is the least amount of information I can give children to support their autonomous artmaking?” To answer that question, and facilitate TAB distance learning I continued to offer at least four activity choices every instructional day we were observing class. </span></span></div><span style="color: #eeeeee;"><br /></span><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
<span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">Could student’s remote art activities be self-generated and self-sustaining as they were in our authentic TAB art studio? Can children carry out remote, self-directed art activities at home without adult support? Short answer: Yes! Can students generate ideas, realize them, reflect and report their findings back to me? Absolutely! With a Canvas learning management platform already in place we continued to communicate instruction in several modalities. I used text, images, video and live meetings regularly for demonstrations, criticism, art history and class announcements. Students need to be comfortable with photographing their work and transmitting the files back to their teacher. They need to be comfortable writing or recording reflective thought. From my experience with electronic portfolios back in 1998, children as young as eight years old can participate in this process. At the beginning of the 2020 pandemic, my goal was for students to continue to operate as autonomous agents just as they were in our regular classroom. </span></span></div>
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<span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">I cannot understate how important the human and natural-world connection is during this extraordinary time. Human beings are biologically hardwired for experiential, hands-on learning. Personal interaction is critical to the development of creativity and intellectual capacity. </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCt0WS1NbZ2Iv0_OJrzSjQG6ZNMeZMFxhPRyvWowbswxTwB36ZovGVIWotXpOaB4Lk_VJFBrvKXx6p5llP0UNbDsrMOUdymjm3T3hi0IeSFGg9WFgoTe7jtnC1E3bc5NprDlmQ/" style="font-size: 14.6667px; margin-left: 1em; margin-right: 1em; text-align: center; white-space: pre;"><img border="0" data-original-height="712" data-original-width="1047" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCt0WS1NbZ2Iv0_OJrzSjQG6ZNMeZMFxhPRyvWowbswxTwB36ZovGVIWotXpOaB4Lk_VJFBrvKXx6p5llP0UNbDsrMOUdymjm3T3hi0IeSFGg9WFgoTe7jtnC1E3bc5NprDlmQ/s320/Screen+Shot+2019-08-18+at+9.23.43+AM.png" width="320" /></a></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><br /></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
<span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">Many of my colleagues were monitoring this educational paradigm shift on social media platforms like Facebook, Twitter and Instagram. It is my view, this shift was successful, mainly because TAB and choice based teachers and their students are a resourceful group. Their efforts already three quarters of the way into the year, set the stage for a successful completion of home based artmaking experiences for hundreds of thousands of children in learner-directed art programs.</span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><br /></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="font-family: arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #eeeeee;">It seems that for now, remote learning will be a new normal. Having facilitated #RemoteTAB over the past eight weeks, I want to offer some observations and analysis.</span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><br /></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="color: #eeeeee;">Silicon Valley, Wall Street and other advocates of machine-based learning may advertise computer </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="color: #eeeeee;">programs as essential to the new educational normal, but as a long-term alternative to educate </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="color: #eeeeee;">children for participation in democratic society, there is the question of how behavior modification </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="color: #eeeeee;">methods written into these programs, debases a child’s capacity for critical thinking and agency while </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="color: #eeeeee;">reinforcing apathy and alienation. Then there is the question of how remote</span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="color: #eeeeee;">learning <a href="https://www.cdc.gov/nccdphp/dnpao/multimedia/infographics/getmoving.html" target="_blank">exacerbates screen addiction</a> in the hundreds of thousands of children who suffer from this </span></span></div><div dir="ltr" style="font-family: arial; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;"><span style="background-color: transparent; color: black; font-family: arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="color: #eeeeee;">condition.</span></span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="color: #eeeeee;"><span style="font-family: arial;"><span style="white-space: pre-wrap;">Make no mistake, there is no substitute for real-world interaction and authentic relationships with human beings. Altered reality, virtual reality, hybrid reality, mixed reality is not the same thing as reality. Interfacing with a digital screen for long periods of time causes atrophy of the mind, body and human spirit. I am not happy (horrified is more like it) living in pandemia and fear for the future of public education and art education programs. The pandemia has laid bare a national failure to imagine and prepare for this situation. I look forward to going back to school and working with children inside my TAB studio classroom. Art education is more important now than ever before. </span></span><span style="font-family: arial; font-size: 14.6667px; white-space: pre-wrap;">We cannot afford more future failures of imagination. </span></span></div><div dir="ltr" style="color: #9e9e9e; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div class="separator" style="clear: both; color: #9e9e9e; text-align: center;">
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Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com1tag:blogger.com,1999:blog-7556332.post-74875335773485287582020-05-12T10:36:00.001-07:002020-05-12T10:36:16.016-07:00The Importance of Learning Subjectives: School Arts Magazine ArticleMy sincerest thanks to Nancy Walkup for publishing my essay on learning subjectives.<br />
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I have spoken to Nancy on several occasions and she cares as deeply about art advocacy and the power of art education to positively affect children's well being and intellectual development as I do.<br />
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I think about learning subjectives quite a bit in the classroom, particularly how they relate to individual student's interest in creative activity.<br />
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Here is a <a href="https://lsc-pagepro.mydigitalpublication.com/publication/?m=60985&i=659129&p=0&ver=html5&fbclid=IwAR36ZKE5ElWZuSDgYeUSVFbRQGUXf7LEozaa-FxlkHMylM2CynbHOmJi0sU">link to School Arts magazine</a> and the article below:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjceBIER__zTpPzugn9pX82utxHEmhp-Kt378cVRI8-GeNJUquJUi-KhdnHJIH4oSBlbvtf01wrTETOTL6Us5U5naa02I07K0hwZzQLIBgOAa9bTiBnE8cUvmpq53TMiEGO5vzw/s1600/SchoolArtsPointofViewTAB.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="811" data-original-width="821" height="315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjceBIER__zTpPzugn9pX82utxHEmhp-Kt378cVRI8-GeNJUquJUi-KhdnHJIH4oSBlbvtf01wrTETOTL6Us5U5naa02I07K0hwZzQLIBgOAa9bTiBnE8cUvmpq53TMiEGO5vzw/s320/SchoolArtsPointofViewTAB.png" width="320" /></a></div>
<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com1tag:blogger.com,1999:blog-7556332.post-19333135390863634632019-06-28T10:45:00.001-07:002019-08-11T05:00:38.645-07:00Trauma Informed Education: Teaching for Artistic Behavior Curriculum Experience<div style="text-align: center;">
<span style="font-size: large;">A Curriculum That Addresses Adverse Childhood Experience</span></div>
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Twenty one percent of all children in the USA under the age of 18 live in poverty.<br />
Approximately 50% of all children in the USA will experience their parents separation or divorce.<br />
Approximately 1 in 5 children will suffer from a significant form of mental illness during their school years.<br />
More than 1 in 5 children are targeted regularly for bullying.<br />
Thirty percent of all children in the <a href="https://search.nih.gov/search?utf8=%E2%9C%93&affiliate=nih&query=child+trauma&commit=Search">USA</a> will have experienced three or more adverse childhood experiences before the age of 18.<br />
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Disaffected, disengaged, disruptive, angry and alienated children <a href="https://blockspaperscissors.podbean.com/e/13-ten-things-every-new-tab-teacher-needs-to-do-or-not-do-part-2/">exist</a> in vast numbers within America. In the USA, statistically significant numbers of children experience trauma in one form or another. The school inherits the affect of the trauma experiences those children carry with them.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0-aavm-ntmtZD8u0PJ-EKiS0wBKosqSFtPxIs-WtOn_FxlON0S3k5VSYl3694DyV_CQ1aQtfKguGW4QUqMb3Lw5UQEX4YuUGWtt_BXN0Pf_aCi2ee-F9GQapZdqY9yIRiLogj/s1600/DcjZKI9XUAAAXtd.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="813" data-original-width="1200" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0-aavm-ntmtZD8u0PJ-EKiS0wBKosqSFtPxIs-WtOn_FxlON0S3k5VSYl3694DyV_CQ1aQtfKguGW4QUqMb3Lw5UQEX4YuUGWtt_BXN0Pf_aCi2ee-F9GQapZdqY9yIRiLogj/s320/DcjZKI9XUAAAXtd.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Does the mechanization of school curricula structured around behavioral objectives exacerbate the problem of children affected by adverse childhood trauma?</td></tr>
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How are schools in the USA doing responding to the needs of students who suffer from adverse childhood trauma?<br />
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My answer: Not very well.<br />
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Why is there a school bullying epidemic?<br />
Why are school districts continuously reporting thousands of student behavioral infractions each year to their state departments of education?<br />
Why is the USA's high school drop out rate at or above 10% across the country?<br />
Why is teen suicide the second highest cause of death in the USA?<br />
Why do significant numbers of children hate school?<br />
Why do vast numbers of young people who are eligible to vote, not vote?<br />
Why are children bringing guns to school?<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvAaqPRfx4GVBe8Xrp2CatsjJCTa7SPVWldsmI9JYD2BdLibNuQwnvi7xnZs4WNhZDl4lhEu3XAfKz0KpK9P5yuvAuccabePQT_nZAm6tHqyP2wtkz17Ba9_7rlpIbwTJhRFIP/s1600/23376322_10214754783366663_979139784414022195_n.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="474" data-original-width="960" height="158" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvAaqPRfx4GVBe8Xrp2CatsjJCTa7SPVWldsmI9JYD2BdLibNuQwnvi7xnZs4WNhZDl4lhEu3XAfKz0KpK9P5yuvAuccabePQT_nZAm6tHqyP2wtkz17Ba9_7rlpIbwTJhRFIP/s320/23376322_10214754783366663_979139784414022195_n.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">What is the affect of increased computer screen time on the developing minds of children? Is increased school-based screen time neurologically and socially beneficial to children?</td></tr>
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Trauma in the lives of children is a problematic conundrum for school districts to address because administrators and educators are under great pressure to assess children's learning with high stakes standardized tests regularly (10-20 standardized test events) throughout the school year.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM9GEpP1auyoWFHASWrzAyt_GzcpOTUsit0S-4KzGWWlvTyLkgE4QgtV7GtC_fr_H9-n_n8_RR-gHtjbkepxUAlTuDta7VQbWnySsbwGQHmbS7pyQteIcsAFHALtvZoqE3uRnM/s1600/ColonizedMinds.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="544" data-original-width="722" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM9GEpP1auyoWFHASWrzAyt_GzcpOTUsit0S-4KzGWWlvTyLkgE4QgtV7GtC_fr_H9-n_n8_RR-gHtjbkepxUAlTuDta7VQbWnySsbwGQHmbS7pyQteIcsAFHALtvZoqE3uRnM/s320/ColonizedMinds.png" width="320" /></a></div>
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This means the curricula, the reason for the school's existence and single greatest activity event experienced by the child in school, is structured around high stakes standardized testing content. Make no mistake, wherever schools are judged by the state with student test data, the curricula is fundamentally a standardized test preparation experience centered upon information processing activities and learning objectives the child has had little or no part in developing.<br />
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The school counselor, nurse or concerned educator might consider the child's psycho-emotional conditions and constant evolving present but does the curricula?<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjla1GUWvqg134Z37yVDbw5yAFey6E14mPLhCPMEB4citYsRCaOBPlpEpp4CgTBFtmZaeNIojJmZYrCd8jOPH-cRYMY6iAl7TrmQEEqah7Vs5Kn2LxUE9KCpnaYTf1xF-gpu9xb/s1600/Screen+Shot+2018-10-09+at+2.16.14+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="738" data-original-width="547" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjla1GUWvqg134Z37yVDbw5yAFey6E14mPLhCPMEB4citYsRCaOBPlpEpp4CgTBFtmZaeNIojJmZYrCd8jOPH-cRYMY6iAl7TrmQEEqah7Vs5Kn2LxUE9KCpnaYTf1xF-gpu9xb/s320/Screen+Shot+2018-10-09+at+2.16.14+PM.png" width="237" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A child volunteers to work on a <a href="https://clydegaw.blogspot.com/2018/10/a-tab-studio-center-as-community-art.html">public art project</a> set up inside our Teaching for Artistic Behavior art room.</td></tr>
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If we are to recognize the biological nature of the human condition (mind), one that concludes the architecture of the child's mind (and all humans) is based in the emotional realm, then we recognize that TAB is a responsive educational experience that responds to<a href="https://blockspaperscissors.podbean.com/e/conditions-of-creativity-time/"> time sensitive</a> and <a href="https://blockspaperscissors.podbean.com/e/constructivism-in-a-tab-classroom/">emotional needs </a>of the learner.<br />
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<span style="font-size: large;">The TAB curriculum IS designed by art teachers for child autonomy from a multiplicity of entry points.</span></div>
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<span style="font-size: large;">There is a whole lot of learning and possibilities for creative activity going on in TAB classrooms!</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioTiY9ZUlmdzungQpLD32LXsqv16v-VvElD7CvUYELZ58dH4XXLhjjhTdTx8AMhSGp-NEVIFBqWWwryrDGzNm0CDnbuyTl2Gzwyw56RmjojbAWrr2DQlTRZ6cdiNgvcbJ8nGSL/s1600/Screen+Shot+2018-05-11+at+12.03.09+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="476" data-original-width="631" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioTiY9ZUlmdzungQpLD32LXsqv16v-VvElD7CvUYELZ58dH4XXLhjjhTdTx8AMhSGp-NEVIFBqWWwryrDGzNm0CDnbuyTl2Gzwyw56RmjojbAWrr2DQlTRZ6cdiNgvcbJ8nGSL/s320/Screen+Shot+2018-05-11+at+12.03.09+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">TAB classroom art studios feature learning centers and instructional menus that facilitate children's time sensitive desire to learn at their own pace and schedule.</td></tr>
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There are many factors involved in effectively alleviating, treating and caring for children affected by trauma. The TAB classroom offers a safe, supportive, nurturing environment, opportunities for empowerment, self-expression and affirmation of the individual through the pursuit of personal art ideas. Considering the work of trauma care specialists Roger D. Fallot, Ph.D. and Maxine Harris, Ph.D, Teaching for Artistic Behavior learning environments and curriculum structures meet or exceed the core values utilized to ameliorate and care for trauma affected individuals. Those values are safety, trustworthiness, choice, collaboration, and empowerment. <a href="https://www.theannainstitute.org/CCTICSELFASSPP.pdf">https://www.theannainstitute.org/CCTICSELFASSPP.pdf</a><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOCvItlvhDDHtiT8g5GyydsSLY0KMPDIE9wAkNfjajl5nzW_2Vn_FR-tp_MoPa9GaBfqLBbEISMWc_ak_BSadp0_TzWKOjP97bBxTsOYClx7o_vJyKtXUS_kbVWGsFsCI1LdL0/s1600/Screen+Shot+2018-10-09+at+11.30.50+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="715" data-original-width="1221" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOCvItlvhDDHtiT8g5GyydsSLY0KMPDIE9wAkNfjajl5nzW_2Vn_FR-tp_MoPa9GaBfqLBbEISMWc_ak_BSadp0_TzWKOjP97bBxTsOYClx7o_vJyKtXUS_kbVWGsFsCI1LdL0/s320/Screen+Shot+2018-10-09+at+11.30.50+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">TAB studio learning environments are designed for student autonomy and the stimulation of student agency, creative collaboration and alternative forms of creative learning experience. The primary curriculum is always focused on art.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6Mmj9326x7mhOVQpCC-UMwnoHwsngjffjPadHqvWGQYC_1GHjjqc6NJTspST9vxquHpkygk3VKUBcXFH0VKYdABFFwF3zNKddxHiF_3-0KWPH70fQWGdpmF8_y6oa74n8r2vq/s1600/Screen+Shot+2018-10-09+at+1.46.03+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="650" data-original-width="866" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6Mmj9326x7mhOVQpCC-UMwnoHwsngjffjPadHqvWGQYC_1GHjjqc6NJTspST9vxquHpkygk3VKUBcXFH0VKYdABFFwF3zNKddxHiF_3-0KWPH70fQWGdpmF8_y6oa74n8r2vq/s320/Screen+Shot+2018-10-09+at+1.46.03+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">In a TAB classroom, students have choices to direct their learning. In this photograph children examine research, develop special projects, engage in individual projects or collaborate.</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Collaboration and art play are a natural feature of TAB learning activities.</td></tr>
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<span style="font-size: 12.8px;"><br />Because TAB curriculum experiences can be learner driven and are consensual, the child has control over the content, schedule, learning objectives, methods and materials of their learning activity. </span></div>
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Teaching for Artistic Behavior educational practice <a href="https://clydegaw.blogspot.com/2005/09/district-article.html">features</a> the core values of Fallot's and Harris' trauma informed care protocol as a way to access, develop and <a href="https://clydegaw.blogspot.com/2011/10/wooden-marble-run.html">enhance</a> an individual's <a href="https://clydegaw.blogspot.com/2010/08/fantasy-violence-in-childrens-art.html">unique</a> creative capacity. TAB learning environments are special places where all children, including trauma affected individuals succeed and learn naturally. The conditions for authentic creativity that exist in TAB classrooms are not a periodic subset in week long intervals but exist round-the-clock. This environment is inclusive, provides unconditional regard for the individual's creative ideas, and offers abundant learning opportunities.</div>
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In a TAB classroom, trauma affected children can regain self-confidence and repair their human spirit within the context of <a href="https://clydegaw.blogspot.com/2018/06/dueling-experiences-part-v-rhizomes.html">authentic</a> creative learning experience.</div>
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Resource:<br />
The Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences Study<br />
<a href="https://www.ajpmonline.org/article/S0749-3797(98)00017-8/pdf">https://www.ajpmonline.org/article/S0749-3797(98)00017-8/pdf</a><br />
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For mental health professionals:<br />
Creating Cultures of Trauma Informed Care<br />
<a href="https://www.theannainstitute.org/CCTICSELFASSPP.pdf">https://www.theannainstitute.org/CCTICSELFASSPP.pdf</a><br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-49855995057573068242019-06-27T09:52:00.003-07:002019-06-27T13:41:26.993-07:00Indiana State Museum Cardboard Engineering Experience: Part 3Stephanie Nold Thomas was so kind to us. She and Gail Brown provided us with everything we needed to build including excellent double and triple-ply cardboard we would integrate into the recycled materials we had brought. Our idea to recreate an extinct pre-historic animal out of cardboard was received enthusiastically. One catch. Could the animal be based on an extinct species from the museum's collection? Our answer? Absolutely! Bethany suggested we consider a saber tooth lion, a giant ground sloth or perhaps a mammoth or a mastodon? Clark and I mulled it over. A mastodon? Indiana is a mastodon state!<br />
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There are over 300 mastodon excavation sites in Indiana! Farmers will plow their fields or heavy equipment operators will dig into the soil and then <a href="https://www.bueschings.com/about1">"clank!"</a> Giant bones from these distant relatives of elephants emerge from the soil. As a child I remember going to the Walkerton Public Library in search of books on dinosaurs. The small library had an excellent collection of fossilized mastodon teeth, vertebrae, skull and leg fragments. My imagination and desire to learn more about ancient life was fired up every time I looked at those specimens!<br />
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The mastodon challenge was on. We needed a lot of cardboard. We were going into uncharted territory. We had never built something this large before. We knew we would need a sturdy framework to support the exterior of the sculpture. Our sculpture method of connecting sticks of cardboard to a reinforced skeletal framework would work just as well for a mastodon as it would for an apatosaur. We just needed to begin. Over Winter Break, I transformed the neck piece of the apatosaur into a mastodon spinal column. Hips, head, shoulders and leg sections would come next. We had a primary structure to begin attaching, connecting and weaving cardboard sticks that would become Fred Jr. Off and on, over the course of three months, whenever we could put in time, we fleshed our life size mastodon sculpture out.<br />
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<tr><td class="tr-caption" style="text-align: center;">We estimate Fred Jr. the cardboard mastodon weighs about 190 lbs. </td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Clark reinforces new cardboard to Fred Jr's back leg.</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsGojLuQgt5s6rGvdzgeiW-Asbwh-4imkY5r7cvVlMV1snUpa6i94RTL5nXwJxl-W3oay0N4_2bLC-i9OT8L6xHd9o-OaRE_LLKKcWGJ8VfWu3vVgEh2t1Zatf5kWXWtYGZBVq/s1600/Screen+Shot+2019-06-05+at+2.06.28+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><br />
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<tr><td class="tr-caption" style="text-align: center;">Fred Jr. is 9.5 feet tall and nearly 20 feet long with his tusks!</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Fred Jr. with two jubilant sculptors!</td></tr>
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More on Fred Jr's creative process soon!Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-69019248064019507922019-06-26T05:19:00.001-07:002019-06-26T08:49:18.555-07:00Indiana State Museum Cardboard Engineering Experience: Part 2<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaxEuZtptmOqokyQzyeJHZWP1DElMI7RJjhQMWWlb3_xRvODtP7fj43tFCJeg_jG7lLa-g8p4zphuK1vHbloUruZLnuy9zMTxARRoA8dVP_sjyiRq6TFs7BZTPVFBLvMJdA30B/s1600/IMG_3091.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaxEuZtptmOqokyQzyeJHZWP1DElMI7RJjhQMWWlb3_xRvODtP7fj43tFCJeg_jG7lLa-g8p4zphuK1vHbloUruZLnuy9zMTxARRoA8dVP_sjyiRq6TFs7BZTPVFBLvMJdA30B/s320/IMG_3091.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Clark Fralick (standing on ladder) and I, artists in residence at the Indiana State Museum (2019).</td></tr>
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Clark and I still have our capacity to play (thank goodness). If you put the two of us together in a room, it will result in playful conversation or playful story telling or playful art making. Sometimes our conversations start out playful but end up very serious (see Clark's <a href="https://blockspaperscissors.podbean.com/">podcast</a>). We are each our own individual with unique characteristics that are different yet similar. One of our similarities is play. Another is building with our hands.<br />
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After we completed "The Beast," I suggested (playfully) we create a marble run inside a cardboard dinosaur. I even drew a picture of one with Clark in it for fun!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrqlfzNLzBmLOX2eYBabCeYlbh89ZryoYCY1oysLIt4LJmJlTgxShtb-slYPHB66U5Pqmrr2cEOyVysmXlIk8wAPClV1DInIiFoIxTYonk5FZ48Qcx4WwspbCmAQm46JzUpx89/s1600/Steve+the+Apatosaur+with+Friend.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="433" data-original-width="707" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrqlfzNLzBmLOX2eYBabCeYlbh89ZryoYCY1oysLIt4LJmJlTgxShtb-slYPHB66U5Pqmrr2cEOyVysmXlIk8wAPClV1DInIiFoIxTYonk5FZ48Qcx4WwspbCmAQm46JzUpx89/s320/Steve+the+Apatosaur+with+Friend.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Concept drawing of our new idea.</td></tr>
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If a dinosaur sculpture was woven with sticks of cardboard, conceptually, we could easily situate the marble run inside the structure. I was certain this idea would work if given a chance. I created a model apatosaur at school to look at design possibilities. Clark was open to the idea.</div>
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<tr><td class="tr-caption" style="text-align: center;">A cardboard apatosaurus experiment.</td></tr>
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I was so excited about building a cardboard dinosaur, I began laminating neck sections of cardboard with medieval book binding glue (a secret recipe). Children in our class kept asking me, "What are you going to do with that cardboard Mr. Gaw?" My response, "Wait and see!"<br />
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<tr><td class="tr-caption" style="text-align: center;">Boxes rescued from the trash/recycle dumpster wold form the basis for our new creation!</td></tr>
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Before my zeal took me any further, I thought it might be a good idea to contact Stephanie and ask her if it would be ok if we could build this monster. Would the museum be receptive to a 40 foot apatosaurus in the gallery space? I realized after our communication, I had made a mistake in selecting a creature from the Mesozoic era. Because the Indiana State Museum had one of the World's greatest collections of pre-historic mammals in their building. It would be more appropriate if a creature from the Cenozoic era, whose fossilized remains were discovered in Indiana, was created. The challenge was on!<br />
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<tr><td class="tr-caption" style="text-align: center;">Indiana State Museum's "Fred the Mastodon" awaits!</td></tr>
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Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-47530636392895608112019-06-25T06:23:00.002-07:002019-06-26T05:24:50.930-07:00Indiana State Museum Cardboard Engineering Experience: Part 1Clark Fralick and I have been collaborating for some time now (1996 to be exact). We have explored, analyzed and conversed on all manner of subjects related to art education including creativity (<a href="https://blockspaperscissors.podbean.com/">https://blockspaperscissors.podbean.com</a>).<br />
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One of our habits is to "play" around. In the summer of 2016, we were invited to play at Dr. Christopher Nunn's maker space in downtown Indianapolis! Christopher had an amazing maker space/community art studio that included a laser cutter and all kinds of wonderful tools and materials, including cardboard! On the day we visited Christopher, one of his dear friends, Bethany Nold Thomas stopped in to visit. Bethany is the executive director of education programs at the Indiana State Museum! Bethany joined in the creative fun-making and watched Clark and I play with a cardboard marble run that we were working on. We had a marvelous morning of conversation and creative experience!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVmhsC2Y0z-Jkh_sCGes_uV9kvxS_j3A5L5IY15Ik60kjwwUar1ukOrK31BYYniOHSOIoUSz19HvE5PCZuv4HVlB8faP1cC1QZENXXT9s3lplS26pcTBJPEpJjs4DYYrVd_gWb/s1600/Screen+Shot+2019-06-07+at+10.41.04+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="570" data-original-width="774" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVmhsC2Y0z-Jkh_sCGes_uV9kvxS_j3A5L5IY15Ik60kjwwUar1ukOrK31BYYniOHSOIoUSz19HvE5PCZuv4HVlB8faP1cC1QZENXXT9s3lplS26pcTBJPEpJjs4DYYrVd_gWb/s320/Screen+Shot+2019-06-07+at+10.41.04+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Clark with Bethany Nold Thomas and Dr. Christopher Nunn!</td></tr>
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In August of 2018 Bethany contacted Clark and I. She wanted to know if we would be interested in working inside a cardboard engineering exhibit she and Gail Brown, the ISM's director of Public and Family Engagement were putting together. Our answer? YES!<br />
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Clark and I arrived at the ISM in early September. The Cardboard Engineering Exhibit was a fabulous maker space loaded with materials, informational menus, tools, works spaces, ancillary supplies and examples of cardboard engineering! Clark and I would provide the inspiration. We were the artists in residence!<br />
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What we observed during our time inside the exhibit was the human capacity for natural creativity, <a href="https://clydegaw.blogspot.com/2019/02/">or emergence</a>. Museum visitors walked into that exhibit cold without preconceived notions of what they might create. After embarking on a creative experience with cardboard, they walked out with fascinating, imaginative sculpture objects!<br />
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<tr><td class="tr-caption" style="text-align: center;">Children create cardboard wings at the ISM's Cardboard Engineering Exhibit in order to fly inside their imaginary play space!</td></tr>
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Our job during the exhibit was to provide inspiration for museum goers. Our first large sculpture was a pichinko game Clark titled, "The Mesmerizer!"<br />
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The Mesmerizer was a big hit the day we made it. Lots of folks were passing by to see what we were up to and when it was ready, we encouraged families and their children to give it a try. Ping pong balls powered by gravity would bounce through a maze of obstacles on their way to numbered slots where the player could score points! Folks were mesmerized by the balls bouncing at high speeds inside the labyrinth! The Mesmerizer was a big hit!<br />
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There is something about moving orbs, cardboard tracks, engineering and structures. Clark had an idea for a marble run for the exhibit. Not just any marble run, but a monstrosity of a marble run! Clark and I came in one morning in October and we began to build. Over three days we worked on a structure titled, "The Beast!" This creature was 12 feet tall, and had multiple track possibilities. Clark built a "scrambler" that would bounce the marble around different obstacles creating chance entry points for the marbles depending on Newton's laws of gravity. Clark even built a hand powered marble elevator. It was a center point of interest inside the exhibit!<br />
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<tr><td class="tr-caption" style="text-align: center;">Clark works on "The Beast" in the back of the Cardboard Engineering exhibit space during a busy Saturday afternoon at the Indiana State Museum!</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">A player watches his marble travel through the gravity twister inside the belly of "The Beast!"</td></tr>
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After our work on The Beast, we realized our time at the ISM would soon be over. By the end of Spring the exhibit would be closing. We had to come up with something new. What could it be? </div>
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We had built large cardboard sculptures before including a thirteen foot eagle puppet that was a huge hit at the Lawrence, Indiana 4th of July Parade. What was possible and what would the museum allow us to do? We had some ideas!</div>
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<tr><td class="tr-caption" style="text-align: center;">"Fred" the mastodon of the Indiana State Museum, was excavated near Fort Wayne in 1998 and has been at the ISM since 2013.</td></tr>
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Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-41927524252498291272019-06-14T07:39:00.003-07:002019-06-15T05:03:19.325-07:00TAB Teacher Roles: Art GamesMy association with Clark Fralick goes back to 1996 when I first met this new hot shot art teacher out of Purdue University who was hired into our district! Clark and I began to teach a gifted and talented class on Wednesdays early in the morning where we would develop one of the first electronic portfolio programs in our state. Later, Clark was putting together summer art camps and invited me to teach in one of them in 2005. That experience evolved into our <a href="https://blockspaperscissorscamp.blogspot.com/">Blocks Paper Scissors Summer Art Camp</a> program.<br />
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One of the learning strategies that came out of our camp experience was the concept of the "art game." Art games can be developed or directed by the teacher or the students. Art games can be implemented individually or collaboratively. Art games are wonderful interventions for students who for one reason or another are not creating art.<br />
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One of the art games that Clark developed that exploded my mind, was marble painting. Marble painting is a one of a kind experience that is multifaceted and can easily be developed with some simple tools. Of course one needs marbles, paper, bottle caps filled with paint and a cardboard box!<br />
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<tr><td class="tr-caption" style="text-align: center;">The cardboard box is tilted from side to side, back and forth, creating gravitational forces to move the paint-covered marbles across the surface of the paper.</td></tr>
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Plop the marbles into the caps of paint, drop them onto the surface of the paper, now tilt the marble painting box from side to side. Let's see where this activity will lead us? What will happen if I move the box this way or another way? Is this a game? Or is it something else? Marble paintings work with little kids, and they work with big kids! What other mark making games can be devised by the teacher or the students?</div>
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After I began working at New Palestine High School in 2014, I began experimenting with the facilitation of collaborative games. One group of boys who were energetic varsity baseball players, were very responsive to a game we developed called "U-Draw, I-Draw." This game can be played with simple materials, including pencils, rulers, paints, stamps, stencils and any other mark making material one can get their hands on.</div>
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The game is simple. I take a turn at drawing a mark or an image on a large piece of paper. I could have a time constraint in order to move the game along. Once I make my mark, I pass it on to the next player. Everybody takes a turn. Now the marks can be connected to other marks. Once we have drawn enough marks, we can begin to paint the spaces. What will the image look like once the spaces have all been painted? The painting process can be achieved with students working simultaneously. Once the work is done, what kind of conversation can we have about this experience? What could we write about this experience? The artist statements will be very interesting!</div>
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<tr><td class="tr-caption" style="text-align: center;">"I draw, U draw," can be played with very simple rules including rules the players create on their own. In this example, the players were very interested in painting in the spaces they had created so they took turns to paint a space so the other players could critique their painting method. This led to a very tightly painted abstract work with lots of hard geometric edges. During the event, we talked about "duende" and it's meaning to the Surrealists.</td></tr>
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The role of the TAB art teacher is to facilitate art learning that is meaningful to the student. This often means consensual learning. What Clark and I discovered is that when children have ownership of their activity, whether it be a game or an experimental format, consent and the sharing of power about how one directs their activity is incredibly important. What other art games could be developed for children who are reluctant to participate in traditional studio centered art making? Is there power in a collaborative art making experience that affects certain children as opposed to singular activities?</div>
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<tr><td class="tr-caption" style="text-align: center;">The teacher collaborates with a student in a game of "I-Do, U-Do. The teacher introduces the student to stenciling and the concept of layering mark making materials."</td></tr>
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-57612890073355202282019-06-13T22:06:00.003-07:002019-06-15T05:07:50.376-07:00TAB Teacher Roles: The Art Trap"If things don't work well, do it differently. Be the scientist in the laboratory of learning."<br />
K. Douglas 2019<br />
<a href="https://blockspaperscissors.podbean.com/e/14-a-conversation-with-katherine-douglas/">https://blockspaperscissors.podbean.com/e/14-a-conversation-with-katherine-douglas/</a><br />
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At the 2015 NAEA National Convention in Chicago, Nan Hathaway presented a concept she described as the "art trap." Nan's idea took many TAB art teacher's breath away. I know it did mine. The art trap is a method of gaining a reluctant student's consent to participate freely in an art activity or in the creative process.<br />
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The art trap is a way of providing students with fail-safe creative learning activity that has a high probability of enjoyment and success.<br />
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As Diane Jaquith explains, "An art trap is a simple provocation, something unusual and unexpected set up in an area where students will happen upon it and choose to engage or not engage."<br />
<a href="https://www.facebook.com/groups/178282718971259/">https://www.facebook.com/groups/178282718971259/</a><br />
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One of our favorite art traps at New Palestine High School is the "sacred square." I will have introduced the concept of symmetry and the square as a structure to facilitate symmetrical mark making in a previous lesson, however, I will not impede students desire to utilize asymmetry or other design concepts if they so choose. Our favorite material for this art trap? Cardboard.<br />
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<tr><td class="tr-caption" style="text-align: center;">This student chose to experiment with value, space and form.</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">After making one sacred square, this elevated her practice, wanting to create many, many more. Her work figured significantly in the completion of the wall pieces as she gained confidence in her abilities to initiate art.</td></tr>
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As I do with all my classes, I observe which students might be reluctant to participate in art activities. There are numerous opportunities to make art or engage in research or self-reflect. Unfortunately, there are students (for reasons I will not discuss here) who choose not to participate in art making despite my efforts at inculcating this activity. I often have informal conferences with them. I do not want to draw attention to them, but in our classes, I am having conversations with all of our students throughout the week as much as possible.<br />
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<tr><td class="tr-caption" style="text-align: center;">If six squares look good together, what would happen with 36? Now we begin to play with the concept of emergence.<br />
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The "sacred square" art trap begins with me walking up to the unsuspecting student, and dropping off a water bottle cap of tempera paint, a skinny brush and a 5 to 9 inch square near the vicinity of their seating area. Then, I walk away. I have observed, the invitation rate for painting on the cardboard square is quite good, about 90%. Sometimes the child becomes very competent at painting squares, and the cardboard square becomes their new go-to activity.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipvmH1shbN40TKRUJJOUk8r3ZRbf1-Z-2O21vOO8YT6Ekg81yO0G9Wo1sgLm32Js6rda-OksuYCpsqNTHzSIlx13GG4i971WfhlwZQ_tHctE4gxu34oveDIriy3s6e5h-IgwGg/s1600/Screen+Shot+2019-06-14+at+12.47.18+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="408" data-original-width="830" height="157" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipvmH1shbN40TKRUJJOUk8r3ZRbf1-Z-2O21vOO8YT6Ekg81yO0G9Wo1sgLm32Js6rda-OksuYCpsqNTHzSIlx13GG4i971WfhlwZQ_tHctE4gxu34oveDIriy3s6e5h-IgwGg/s320/Screen+Shot+2019-06-14+at+12.47.18+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The painted cardboard squares look great hung as 2-D images grouped together. What would happen if we used the square as a sculptural module? </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI-Ye_xFS5X0to3teVgEtWrHQCDtYyq9l_DyEJF8PgLOfQ-xoQV_F9nBJObsCU-pjCOjJAc-zL7ndK5V8Ao3gKi3V3yycYQlgjzfWwMVNcTNt2Zcbn1GatAtx29unCuQP2wJQR/s1600/Screen+Shot+2019-06-14+at+12.47.36+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="441" data-original-width="790" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI-Ye_xFS5X0to3teVgEtWrHQCDtYyq9l_DyEJF8PgLOfQ-xoQV_F9nBJObsCU-pjCOjJAc-zL7ndK5V8Ao3gKi3V3yycYQlgjzfWwMVNcTNt2Zcbn1GatAtx29unCuQP2wJQR/s320/Screen+Shot+2019-06-14+at+12.47.36+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">These modules will look better if they are connected systematically.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinUa6PfU6xnsj63ZrZN7vOCbtfCfYCzhbtspLn2C1QirwgjQaysRJ7ZEgnk783qknANrXfCoflEUJKuhsPxjQyYMmJejzINsPKW65GTqNju_ocrBf3Rstf8h16yw6FGBJLVu-w/s1600/Screen+Shot+2019-06-14+at+12.48.10+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="722" data-original-width="397" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinUa6PfU6xnsj63ZrZN7vOCbtfCfYCzhbtspLn2C1QirwgjQaysRJ7ZEgnk783qknANrXfCoflEUJKuhsPxjQyYMmJejzINsPKW65GTqNju_ocrBf3Rstf8h16yw6FGBJLVu-w/s320/Screen+Shot+2019-06-14+at+12.48.10+AM.png" width="175" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">With direct instruction, students can help glue the modules together.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrHOH_sMCEITFmfrdtkAzBhHb56aqTcNAzQqXGYfGi_vduZEpryVD6-Bg5U0k8pDcyKrvCoMqEA7epoXoGgufrDL3UAofBKDsX6BgMa8ZWT9dB25bOt38JaEfTqRVSOqLXBRqu/s1600/Screen+Shot+2019-06-14+at+12.48.26+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="472" data-original-width="824" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrHOH_sMCEITFmfrdtkAzBhHb56aqTcNAzQqXGYfGi_vduZEpryVD6-Bg5U0k8pDcyKrvCoMqEA7epoXoGgufrDL3UAofBKDsX6BgMa8ZWT9dB25bOt38JaEfTqRVSOqLXBRqu/s320/Screen+Shot+2019-06-14+at+12.48.26+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">There are other configurations we can explore.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5njXsGdTA_KOF3ZMsiyiajyew-5AWK6a2JWUfFnE1-h-rICHaUbkQ2cW-4Xjk34RtcM8Khjl5W2yswhP9jxylQd2wZAitAe5QNQ-1CDsesJMlSyqCySXWvx5f5QQIFV7rSakv/s1600/Screen+Shot+2019-06-14+at+12.48.56+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="706" data-original-width="399" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5njXsGdTA_KOF3ZMsiyiajyew-5AWK6a2JWUfFnE1-h-rICHaUbkQ2cW-4Xjk34RtcM8Khjl5W2yswhP9jxylQd2wZAitAe5QNQ-1CDsesJMlSyqCySXWvx5f5QQIFV7rSakv/s320/Screen+Shot+2019-06-14+at+12.48.56+AM.png" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The more we build, the more students want to paint squares.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG8T8XigZjR_zc7H4sNfmmecqajf2UhqOc7gSeAYkVFbMDuEbAr5ueFbZHbCpScTDDvVErVntr-bj6sNo7y5MZ3UkpBYUIzAkEQ78yRZ5vD8itZnGEhk9M8iQeOvPRVuQlBXmm/s1600/Screen+Shot+2019-06-14+at+12.49.13+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="660" data-original-width="410" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG8T8XigZjR_zc7H4sNfmmecqajf2UhqOc7gSeAYkVFbMDuEbAr5ueFbZHbCpScTDDvVErVntr-bj6sNo7y5MZ3UkpBYUIzAkEQ78yRZ5vD8itZnGEhk9M8iQeOvPRVuQlBXmm/s320/Screen+Shot+2019-06-14+at+12.49.13+AM.png" width="198" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Another view of two sculptures made entirely of scrap cardboard squares painted by students.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJcR8w47iDXkAWWPYKI_MJS-XGXk4JG69ee6enQrTgkKlqRzGz02T1yrsNkLLC_XAkqH_FuR6G3LmcpUafaFLymslQD26hTrzssVlfXXxgCZEO43pEGoDpiSLOOY7HfjsasFye/s1600/Screen+Shot+2019-06-14+at+12.48.42+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="723" data-original-width="399" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJcR8w47iDXkAWWPYKI_MJS-XGXk4JG69ee6enQrTgkKlqRzGz02T1yrsNkLLC_XAkqH_FuR6G3LmcpUafaFLymslQD26hTrzssVlfXXxgCZEO43pEGoDpiSLOOY7HfjsasFye/s320/Screen+Shot+2019-06-14+at+12.48.42+AM.png" width="176" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">What's next?</td></tr>
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What are some other art traps that teachers might conceive of to help students overcome their fear of failure or reluctance to create art?<br />
What else could emerge from a TAB laboratory of learning? Are outcomes fixed in a TAB classroom? How did the concept of <a href="https://clydegaw.blogspot.com/2016/09/what-is-ethical-pedagogy.html">emergence </a>figure into this kind of activity?<br />
<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-77140551157958279002019-03-29T08:38:00.003-07:002019-03-30T12:18:22.043-07:00The TAB Classroom Is A Laboratory of LearningMy essential question to students:<br />
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If I am the artist and if this art room is my studio, what should I be doing (K.Douglas, D. Jaquith, J. Toole 2017)?<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy-EAOmEHO_bxFUih8kreOqSUwolBetrufBymflDWO819rjgl0yOHZHQ-xsi-XCkk_j_zhhjsR150pOVDWzUxZwkjC_eWHzfvgjV3dGIp60kurm-b0hjbFI0b6OZyslwLJsBeU/s1600/IMG_5555.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy-EAOmEHO_bxFUih8kreOqSUwolBetrufBymflDWO819rjgl0yOHZHQ-xsi-XCkk_j_zhhjsR150pOVDWzUxZwkjC_eWHzfvgjV3dGIp60kurm-b0hjbFI0b6OZyslwLJsBeU/s320/IMG_5555.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Three sentence curriculum of TAB from Kathy Douglas, Diane Jaquith and Julie Toole spins emergent curriculum learning pathways and the creativity cycle endlessly.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguMgwi-pzeqOgjPZpPGfQLBtaQQxkUNUBYx9cZOUQJcGRDFbLLcrlYKgLHM3l10M4580goxUxfMDl0Gd4g2kfor-VK4idk1UokMNR4pL_MTAocLJAgRw4X8yGHAEd50aZPUXtU/s1600/Screen+Shot+2017-11-02+at+10.24.09+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="636" data-original-width="483" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguMgwi-pzeqOgjPZpPGfQLBtaQQxkUNUBYx9cZOUQJcGRDFbLLcrlYKgLHM3l10M4580goxUxfMDl0Gd4g2kfor-VK4idk1UokMNR4pL_MTAocLJAgRw4X8yGHAEd50aZPUXtU/s320/Screen+Shot+2017-11-02+at+10.24.09+AM.png" width="242" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Creativity Cycle developed for students at New Palestine High School.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMGcQRH6QQ7mruhqSZuG_pKUheTQBNZaBw6c-AsDNPD8k6QFIXo_tLIKnjD3jOjot4vMIpr_uFw4WigZfOVTAE6FHSPoVk-qwPGXl5G-3TcdxjfbD57HsJpPBffdi64h6pDMbl/s1600/Screen+Shot+2019-03-29+at+11.36.42+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="727" data-original-width="986" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMGcQRH6QQ7mruhqSZuG_pKUheTQBNZaBw6c-AsDNPD8k6QFIXo_tLIKnjD3jOjot4vMIpr_uFw4WigZfOVTAE6FHSPoVk-qwPGXl5G-3TcdxjfbD57HsJpPBffdi64h6pDMbl/s320/Screen+Shot+2019-03-29+at+11.36.42+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">TAB art room organization and design encourages student autonomy, experimentation and self-directed action.</td></tr>
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<span style="font-family: "arialmt"; font-size: 11.000000pt;"><span style="font-size: large;">On Becoming a Choice Based Art Teacher</span><br /><span style="font-size: 11pt;">Adapted from In Search of Understanding: The Case for Constructivist Classrooms by Jacqueline Grennon Brooks and Martin G. Brooks <a href="http://www.ascd.org/publications/books/199234.aspx">http://www.ascd.org/publications/books/199234.aspx</a></span></span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">Presentation to the Association of Constructivist Teachers, K. Douglas, C. Gaw, 2010, Chicago</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">1.Choice based art teachers encourage and accept student autonomy and initiative.</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">2. Because of the very nature of visual arts education, choice based art teachers use primary sources and raw, physical, manipulative and </span><span style="font-family: "arialmt"; font-size: 11pt;">interactive materials to inspire and catalyze learners.</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">3. </span><span style="font-family: "arialmt"; font-size: 11pt;">Choice based art teachers encourage students to generate, utilize and create their own ideas and artistic problems when engaged in art making activities.</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">4. In order to facilitate ownership, choice based art teachers allow students to drive artistic activity, shift instructional strategies and alter instructional content.</span><br />
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<span style="font-family: "arialmt"; font-size: 11pt;">5. Choice based art teachers make inquiries into student’s previous knowledge of artistic content and encourage students to express their knowledge before sharing their own understandings.</span><br />
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<span style="font-family: "arialmt"; font-size: 11pt;">6. Choice based art teachers encourage students to engage in dialogue and artful conversation, communicating art ideas, knowledge and creative processes with one another.</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">7. </span><span style="font-family: "arialmt"; font-size: 11pt;">Choice based art teachers encourage students to research their art and ideas.</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">8. </span><span style="font-family: "arialmt"; font-size: 11pt;">Choice based art teachers seek and encourage student reflective thinking expressed through ongoing dialogue, reflective writing</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;">and artist statements.</span><br />
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<span style="font-family: "arialmt"; font-size: 11pt;">9. Choice based art teachers engage students in experiences that contradict their initial understandings of content or hypothesis and then initiate discussion for student’s further consideration. </span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">10. </span><span style="font-family: "arialmt"; font-size: 11pt;">Choice based art teachers afford students time for artistic ideas to incubate.</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">11. </span><span style="font-family: "arialmt"; font-size: 11pt;">Choice based art teachers allow students time to develop understandings of art content.</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span><span style="font-family: "arialmt"; font-size: 11pt;">12. </span><span style="font-family: "arialmt"; font-size: 11pt;">Choice based art teachers facilitate learning through the use of discovery, introduction of concepts and concept application. The </span><span style="font-family: "arialmt"; font-size: 11pt;">“Learning Cycle Model” (discovery learning) is a distinctive feature of choice based art education. </span><br />
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<span style="font-family: "arialmt"; font-size: 11pt;">www.teachingforartisticbehavior.org</span><br />
<span style="font-family: "arialmt"; font-size: 11pt;"><br /></span>"They will say that because I have no book learning I cannot properly express what I desire to describe-but they do not know that my subjects require experience rather than the words of others."<br />
Leonardo da Vinci<br />
<a href="https://www.simonandschuster.com/books/Leonardo-da-Vinci/Walter-Isaacson/9781501139161"><span style="font-size: xx-small;">https://www.simonandschuster.com/books/Leonardo-da-Vinci/Walter-Isaacson/9781501139161</span></a><br />
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<i>So what do artists do?</i><br />
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It depends....on the individual artist.<br />
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Art is a huge subject!<br />
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Should an art curriculum solely structure learning activities around artists whose work has been monetized for gallery sale? Is there an emphasis in K-12 art education curricula on the study of artists who have work on exhibit in museum collections. What does an emphasis of an art curriculum structured around gallery and museum art do to the motivation of children to produce their own art or creative ideas?<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIKxKgmv5Jo1p1gTP8SjMQKMSksLR_NSjpYcJ7s77TKdQDlCW0OR66d8zeerc4exHVXG2nL8UjxVWOelAfTDsg_NO9QTUEcu-CS8nqvj3jLicHP3MYW9lr0b4kuJhL8J4jxNW5/s1600/Screen+Shot+2019-03-29+at+9.44.06+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="747" data-original-width="999" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIKxKgmv5Jo1p1gTP8SjMQKMSksLR_NSjpYcJ7s77TKdQDlCW0OR66d8zeerc4exHVXG2nL8UjxVWOelAfTDsg_NO9QTUEcu-CS8nqvj3jLicHP3MYW9lr0b4kuJhL8J4jxNW5/s320/Screen+Shot+2019-03-29+at+9.44.06+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student's art idea centers around her project for a World History project.</td></tr>
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Throughout history, artists have been imagining, experimenting, creating and expressing multiple realms of the human condition in all kinds of societal, political, spiritual and individual contexts through art. One of my favorite forms of art is the work of outsiders, artists who are "unschooled," who create art for arts sake. Outsider artists are not particularly interested in the monetization of their art. Where might we find an outsider? Young children are outsider artists. Children are perfectly suited to continue their creative outsider activities inside my TAB art room. My teaching must include attempts to elevate the child's experience related to their existing art ideas. How can this next step be obtained? This is called emergent curriculum practice where I suggest new ideas, content or materials to enhance the child's current pathway.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJY0k5eu7dRYvZxmcdi63yZF-lIdld_YIVyRw_c1z4jNSFetR7rsDJWvELLEy1nFcTS-poDjDsvUHC3URkLzidQ1qLPmQ431CyvZ_t88PU2EqwfUS1UGRmW60qwOlzG-CgJgDS/s1600/Screen+Shot+2019-03-29+at+9.46.09+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="708" data-original-width="997" height="227" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJY0k5eu7dRYvZxmcdi63yZF-lIdld_YIVyRw_c1z4jNSFetR7rsDJWvELLEy1nFcTS-poDjDsvUHC3URkLzidQ1qLPmQ431CyvZ_t88PU2EqwfUS1UGRmW60qwOlzG-CgJgDS/s320/Screen+Shot+2019-03-29+at+9.46.09+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The teacher introduces new ideas to one individual while other children pursue existing ideas.</td></tr>
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In our TAB art room, the child is the artist. If the child is the artist, should I consider the innate neurological structures of the child? Yes, I should.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikkftIYBoLgp53kaLg240LW_o3k7CBaLUrjSBVtNiyOWDNxWcKb6WcxyjOiGTeqOu0XUIW8FzKxUoC3_XhbPdW-eDMRYuFAq1suTudIEZLLASQGIKM60d2RbWutQ8NIOrFsjR9/s1600/Screen+Shot+2019-03-29+at+9.45.01+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="487" data-original-width="645" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikkftIYBoLgp53kaLg240LW_o3k7CBaLUrjSBVtNiyOWDNxWcKb6WcxyjOiGTeqOu0XUIW8FzKxUoC3_XhbPdW-eDMRYuFAq1suTudIEZLLASQGIKM60d2RbWutQ8NIOrFsjR9/s320/Screen+Shot+2019-03-29+at+9.45.01+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">If the child is an innately active individual, how can the teacher enhance the child's proclivities for movement and kinesthetic experience?</td></tr>
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If K-12 educators are going to take seriously the creative needs of children, if we say we are going to do what is best for children, then accounting for the child's innate endowments and constant evolving present should be addressed through an abundant curriculum. The child's natural instinct for learning supported. The mind, eyes and hands catalyzed for creative activity.<br />
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We are not about breaking the will and subduing the spirit of the child but lighting the fire of the imagination.... R.W. Emerson<br />
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<span style="font-family: "\22 arialmt\22 "; font-size: 15px;"><a href="http://www.teachingforartisticbehavior.org/">www.teachingforartisticbehavior.org</a></span><br />
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On my discovery of constructivism:<br />
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I was first introduced to constructivist learning theory during my undergrad years at Indiana University back in 1979. Once I entered the public school system, it became apparent based on the political climate (the era of "A Nation At Risk") and the expectation of my administrators that <a href="https://clydegaw.blogspot.com/2017/06/dueling-experiences-part-ll-examining.html"><span style="color: #e06666;">behaviorism</span></a><span style="color: red;">,</span> tightly structured curriculum experiences, rewards, punishments and behavior modification would be the way my class experiences were organized. Besides, I had been the recipient of behavior modification experiences throughout most of my life, trained to write and implement curriculum experiences around behaviorism, so teaching and learning inside a radical behaviorist classroom was something I was familiar with and could do.<br />
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That changed after I began researching learning theory and team teaching with Clark Fralick in 1996-97.<br />
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I was taking educational psychology classes in pursuit of an M.A.E. degree while Clark and I were experimenting with assessment through electronic portfolios.<br />
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I began to look at constructivist curriculum experiences seriously after discovering Jacqueline and Martin Grennon's book in our faculty library at New Palestine Elementary. Piaget I soon discovered, had provided educators with a succinct <a href="http://s-f-walker.org.uk/pubsebooks/pdfs/Language_and_Thought_in_the_Child--Piaget.pdf"><span style="color: #e06666;">theory of mind, and philosophy of learning</span></a>. Constructivism, is a way of knowing, a way of learning. Individual's construct their knowledge at a personal level. Depending on the child's developmental stage, teachers should account for the individual's unique inborn endowments and their schema, or unique mental structures. It became apparent to me, my old ways of teaching art, through behaviorist learning paradigms, were problematic. Human beings are much more than blank slates. Changes in my approach to pedagogy would be forthcoming after a critical meeting with the founders of Teaching for Artistic Behavior. An abrupt shift in my curriculum design and teaching practice, would occur.<br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-38055040137808204702019-02-25T17:11:00.000-08:002019-02-26T02:58:21.133-08:00Advocacy For All K-12 Art Programs: 2019 Youth Art Month AddressIn 2006, Art Education Association of Indiana President Leah Morgan appointed me to be our state art education advocacy person. Since that time I have served 6 AEAI presidents. I have spoken with parents, governors, mayors, legislators, state and municipal school board members, corporate entities, law enforcement and lots of other citizens. Our Indiana Youth Art Month event brings in families from across the state each year to the capitol. The AEAI floods the first floor with all kinds of 2-D art where citizens and politicians are able to view the work and read the artists statements.<br />
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The YAM Celebration event is a one hour spectacle that includes art advocacy talks, music and a recognition ceremony for the children.<br />
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Here are pics and my comments from our 2019 YAM event:<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhce16zOQZpV9jSoYRBcbfOFsFhxwOyovjHXDsQ1-pNjZ70I-Ob9K6EPxcjQ3PfumsH08N4ZnQ08ahov03oirsryHZmY8kBL34wuB5k5oHtD5Pu1gyKFz6mfe2g0eKr6MQsQh6n/s1600/Screen+Shot+2019-02-25+at+8.32.27+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhce16zOQZpV9jSoYRBcbfOFsFhxwOyovjHXDsQ1-pNjZ70I-Ob9K6EPxcjQ3PfumsH08N4ZnQ08ahov03oirsryHZmY8kBL34wuB5k5oHtD5Pu1gyKFz6mfe2g0eKr6MQsQh6n/s320/Screen+Shot+2019-02-25+at+8.32.27+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">2019 YAM chair Carrie Wilson Billman addresses the crowd at the Indiana State Capitol.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifKb-FvWlGAWUwBYsfrdzvLkMocm5Q_Vycn3AP-OFMoWcK2j5FM7i0L3XMnHf6Nl2lGBL1_HQJ_9tmctaJeOIrSJFItEFid_xggx3D0oaOSjbvar3dqAR3lUHjzEbHXYXLOZdm/s1600/Screen+Shot+2019-02-25+at+8.39.04+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifKb-FvWlGAWUwBYsfrdzvLkMocm5Q_Vycn3AP-OFMoWcK2j5FM7i0L3XMnHf6Nl2lGBL1_HQJ_9tmctaJeOIrSJFItEFid_xggx3D0oaOSjbvar3dqAR3lUHjzEbHXYXLOZdm/s320/Screen+Shot+2019-02-25+at+8.39.04+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">AEAI President Elect Addie Thompson reads the proclamation from Governor Holcombe.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZwiAbeEEsp8SD0gcGD58nsdg_mObAqEOZhefTyq6sbkK3ixWmf0bMAtHDg3cjm51-dTe3TgnF8-QE8qQKm0kaNjVc6Y4RD4uOxUw-D6ichIfwbEE62je4B_GDw90car9P9Ejw/s1600/Screen+Shot+2019-02-25+at+8.32.46+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZwiAbeEEsp8SD0gcGD58nsdg_mObAqEOZhefTyq6sbkK3ixWmf0bMAtHDg3cjm51-dTe3TgnF8-QE8qQKm0kaNjVc6Y4RD4uOxUw-D6ichIfwbEE62je4B_GDw90car9P9Ejw/s320/Screen+Shot+2019-02-25+at+8.32.46+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Indianapolis First Lady Stephanie Hogsett addresses students, parents, citizens <br />
and reads a proclamation from Mayor Joe Hogsett.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyBF1ebwbxUTGvWFdqRgY5j-l2ncsbFMPHDy7I3_S2vjHqCS-eWlKPkYz7mMelpcvJuIlOMciVxgrgpKHwCwXi34MV3bJLc98KY7Y2aGmS5k-yFf69O9EMru_ps8vzTqSDvEDE/s1600/IMG_3834.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyBF1ebwbxUTGvWFdqRgY5j-l2ncsbFMPHDy7I3_S2vjHqCS-eWlKPkYz7mMelpcvJuIlOMciVxgrgpKHwCwXi34MV3bJLc98KY7Y2aGmS5k-yFf69O9EMru_ps8vzTqSDvEDE/s320/IMG_3834.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo by Karen Hagen Kincaid, with Carrie Wilson Billman</td></tr>
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It was my pleasure to accept Indiana Youth Art Month Chair, Mrs. Carrie Wilson Billman's invitation to speak at this years Indiana Youth Art Month celebration at the Indiana State Capitol on February 24th, 2019. Here are my remarks:<br />
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<span style="background-color: black; color: white; font-family: "arial"; white-space: pre-wrap;">"Greetings Students, Families, Teachers and Supporters of Youth Art Month!</span><br />
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Would you do me a favor? </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Can we do a quick survey? </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If you can answer this question would you raise your hand?</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How many people here, young and old, like art class? </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Holy Smokes! There are a lot of you out here! </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I remember when I used to teach elementary art…..….When it was time to clean up...children would tell me… “We don’t want to clean up! We want to keep making art!”</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">That’s one of the mysteries I’d like to solve... “why do kids love art class so much?”</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Youth Art Month Exhibit at the State Capitol showcases some of the finest drawings, paintings, photographs and prints produced by children in K12 schools across the state of Indiana! What we have to show you in the South Atrium are beautiful examples of what we call, two-dimensional art. </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What I’d like to talk about now is a story about the power of three dimensional art…. Or sculpture.</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I have this friend who is also an art teacher, his name is Clark Fralick. Clark is the Art Education Association of Indiana’s 2003 teacher of the year. There’s Clark now!</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Clark and I have a friend at the Indiana State Museum. Her name is Bethany Nold Thomas. Bethany is director of educational programs</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and last September, Bethany invited Clark and I to create sculptures at the museum’s Cardboard Engineering exhibit.</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The best part about this exhibit is that kids get to build stuff!</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For the past 4 months, Clark and I have been in that gallery sculpting with cardboard...What we also have the opportunity to do is observe what goes on in there.</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What we see are lots of kids experiencing the joy of creativity and self-discovery with their families. The children realize they can successfully task themselves with the challenge of creating scary masks, wild hats, medieval suits of armor, swords, shields, funny puppets, miniature houses and buildings, costumes, boats, cars, trucks, ships, submarines even super-sonic space ships using cardboard, tape, scissors and little plastic saws.</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The third floor of the Indiana State Museum hums with all kinds of creative energy!</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Those kids and their families will build almost anything!</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of our observations ...and I feel bad about this...if an adult prematurely interrupts a young child from their sculpture making activity? </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There could be trouble. </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One time, we heard an adult say, “OK Johnny...it’s time to see the rest of the museum...it’s time to leave the exhibit.” Little Johnny said…”No...No...I don’t want to go!”</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So...I’m thinking….the reason the child doesn’t want to leave the art activity? They are in a biological state of creative bliss! </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Children are naturally endowed with the capacity for creativity! That’s why they love art!</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What we know about creativity, and scientists are just now discovering how powerful this experience is, is that it is the best time for learning. </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When the imagination, in concert with the mind, body and spirit all work together to achieve an idea or common goal, one remembers such experiences. There is no higher quality learning experience. </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This is the essence of art education. Art rooms are the centers of creativity inside the schools where they exist. </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Think of it, individuals who can develop ideas, and realize them in two, three or four dimensions, are like Leonardo da Vinci! They are super thinkers!</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">You would think elected officials who control education laws would understand this. They would make art education with expert art teachers more available to children in schools. </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Unfortunately….that is not the case.</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Instead, there are laws that have been written that cause schools to lose art teachers and children to lose time for art.</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Authentic fine arts learning experiences are powerful, trans-disciplinary experiences that provide important developmental pathways for the unique in-born endowments of the child to unfold. Fine arts experiences have the potential to ameliorate violent tendencies and unleash the emotional drive of children. Increasing fine arts education is in the best interest of the Nation and is the foundation of real education reform. </span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As a parent or citizen advocate, you have a powerful voice. I urge you to advocate for children’s K-12 fine arts programs wherever and whenever called upon.</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">No more failures of imagination!</span></div>
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<span style="background-color: black; color: white; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Art Education Association of Indiana thanks you for your support!"</span></div>
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Video by Clark Fralick</div>
Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com1tag:blogger.com,1999:blog-7556332.post-53216847372629372102018-10-09T11:47:00.000-07:002018-10-10T05:25:57.138-07:00A TAB Studio Center As Community Art Project<div class="separator" style="clear: both; text-align: center;">
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In March of 2017, Greenfield City Parks and Recreation Superintendent Ellen Kuker, Hancock County Arts Coalition member Steve Vail and professional artist Chris Sickels made a fascinating proposal to our art program at New Palestine High School. Could we create a large ceramic grid portrait mural, designed by Chris's 13 year old son Owen, of Indiana WWl hero Harvey Weir Cook. Weir Cook was born in nearby Wilkinson, Indiana in 1892 and was an American aviation pioneer. Indianapolis International Airport's terminal building is named after <a href="https://en.wikipedia.org/wiki/Harvey_Weir_Cook">Weir Cook</a>. I thought for a split second, "Yes! We can create a separate work space in the art room and include this project as an activity option for students in our TAB art program." The project would require the creation of 1247 2 inch ceramic tiles the twisting of 2494 three inch wires. The portrait tiles would be tethered to a 7.5 foot by 5 foot steel mesh grid, so the presentation of the image would be pixelated similar to a <a href="https://www.wikiart.org/en/chuck-close/phil-1976">Chuck Close</a> portrait. It would be our honor to honor Harvey Weir Cook, a legend in American aviation history.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2kI9jyFM6M9My5zEzvLEXI5aEmbdbyFn3mGsOhy9HRbKQ8q_1IG3X7xCN7oFT0Fgy_H28fur7vx0kypPrtmm86-Rt720ONrY3luYcBYD-QbE3raR0sLGH1LM5HY9orxSJU8nZ/s1600/muralsetup.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2kI9jyFM6M9My5zEzvLEXI5aEmbdbyFn3mGsOhy9HRbKQ8q_1IG3X7xCN7oFT0Fgy_H28fur7vx0kypPrtmm86-Rt720ONrY3luYcBYD-QbE3raR0sLGH1LM5HY9orxSJU8nZ/s320/muralsetup.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our TAB art room layout. Students could create tiles at any of our work tables while the wire mesh frame could be transformed into the image of Weir Cook at our mural center.</td></tr>
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Once the steel frame and grid was delivered to our room we began to experiment with the construction of the clay tiles. Considering the work would be exhibited outside, we consulted with <a href="https://www.amaco.com/">Amaco-Brent</a> Ceramics company for the best clay and glazes to use. They recommended White Clay </div>
#25 and Teachers Palette Glazes.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9ngUJsILTY5o8NCNxO5FCgma0IET9EOdI4pQLiBvf6MdBM7Naq9DD_EWSq4yj9Fd-GC2iOolmHw0N36DfOARkRrLKtE45WDmwtgQEWfMq_q3vI7jCHhq7Gn7h7u4m3-AIJt4-/s1600/Screen+Shot+2018-10-09+at+9.39.10+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="834" data-original-width="1119" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9ngUJsILTY5o8NCNxO5FCgma0IET9EOdI4pQLiBvf6MdBM7Naq9DD_EWSq4yj9Fd-GC2iOolmHw0N36DfOARkRrLKtE45WDmwtgQEWfMq_q3vI7jCHhq7Gn7h7u4m3-AIJt4-/s320/Screen+Shot+2018-10-09+at+9.39.10+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Building the tiles individually became too slow and cumbersome. I taught interested children how to roll clay slabs of the right thickness and then measure and cut the tiles in larger batches so we could expedite the tile creation process. Making the tiles was the first problem to overcome. Assembling them onto the right grid became the second problem we would tackle.</td></tr>
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I created portable menus for the project and a white board diagram for students to examine. I explained the project to our students. Their participation would provide them with an opportunity to be a part of something very special! Most of my students were involved in their own projects, but several seized on this opportunity and enthusiastically began producing clay squares. Unfortunately, a quality control problem soon became apparent. The tiles had to be perfect one and three quarter inch squares and a quarter inch thick. Not all of the tiles produced could be used for the mural. Some of the children, either because they lacked manual dexterity, focus or patience, were not able to execute with precision the square tiles that were required. More practice would be needed or a new method would need to be explored. We came up with a new method.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHcRdpKq6qf5NxMzXBMnT5WEHQFCdqA07b6G1BtVkGJNutQkIWFaJyx5MwwNmuNlHn2kiRHgRMGy2m0bLB-cwlu6AxpGevD-s80INBoNkU6NVEod6DezlNJEfZPpFxAQrLp5dO/s1600/Screen+Shot+2018-10-09+at+9.34.46+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="770" data-original-width="631" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHcRdpKq6qf5NxMzXBMnT5WEHQFCdqA07b6G1BtVkGJNutQkIWFaJyx5MwwNmuNlHn2kiRHgRMGy2m0bLB-cwlu6AxpGevD-s80INBoNkU6NVEod6DezlNJEfZPpFxAQrLp5dO/s320/Screen+Shot+2018-10-09+at+9.34.46+AM.png" width="262" /></a></div>
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The tiles would be rolled out into a large slab, trimmed, measured and re-cut into uniform tiles that would be perforated then glazed. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaSU_-jFPmVn62Em5eJQH4eU-eLcnuUYJ4kCgFmYT4ZEDm0BAdMe8MQLxj6eja7GF8gokYKY-LznOMT17-eG1w0tvjzBIPG6m3w8ApjszJoD_qq_B7p6INmqPFtvyOOf5ei1zT/s1600/Screen+Shot+2018-10-09+at+1.37.27+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="643" data-original-width="856" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaSU_-jFPmVn62Em5eJQH4eU-eLcnuUYJ4kCgFmYT4ZEDm0BAdMe8MQLxj6eja7GF8gokYKY-LznOMT17-eG1w0tvjzBIPG6m3w8ApjszJoD_qq_B7p6INmqPFtvyOOf5ei1zT/s320/Screen+Shot+2018-10-09+at+1.37.27+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Not only did we have to cut precision tiles, but we would have to create custom colors by mixing glazes together in numerous combinations. There were 14 custom colors that we would have to create for this composition.</td></tr>
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Working with larger batches of tiles became much more tenable. We loaded the kiln with glazed tiles in addition to our regular output of ceramic projects over the course of the project and fired our kiln up! Most of the time, we were happy with the results!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0iDbAd7dhQHEI06thVh-EHNs-Ile09QiQjacQnAO2r11V28OTADA0W5oq-jhUImYeaDBWBYPXPaFrC4h50EcBMLUQwNGayKTZVmTBxgqYMW1NYnl_oisxAPU5oI0Os0YvroqQ/s1600/Screen+Shot+2018-10-09+at+9.47.57+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="825" data-original-width="632" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0iDbAd7dhQHEI06thVh-EHNs-Ile09QiQjacQnAO2r11V28OTADA0W5oq-jhUImYeaDBWBYPXPaFrC4h50EcBMLUQwNGayKTZVmTBxgqYMW1NYnl_oisxAPU5oI0Os0YvroqQ/s320/Screen+Shot+2018-10-09+at+9.47.57+AM.png" width="245" /></a></div>
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The kiln was fired to a temperature of 1800 degrees. Temperatures lower than 1800 degrees did not produce a finished glaze quality to out satisfaction. Our kiln got quite a work out!</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4gwZeNxzYSs7fVgl9UPmHu2UdlxugW-jlPj0G1IcNHrTcXSMoOBSKCytfozNasKP3g3BaXiwclGjy9ltC3TExHleEkzUQZ4z9blAbPArfYoZRpNunZ86oTEQ4sHx7iRV31j5t/s1600/Screen+Shot+2018-10-09+at+12.56.38+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="668" data-original-width="511" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4gwZeNxzYSs7fVgl9UPmHu2UdlxugW-jlPj0G1IcNHrTcXSMoOBSKCytfozNasKP3g3BaXiwclGjy9ltC3TExHleEkzUQZ4z9blAbPArfYoZRpNunZ86oTEQ4sHx7iRV31j5t/s320/Screen+Shot+2018-10-09+at+12.56.38+PM.png" width="244" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tiles would have to be formed, hanging holes perforated, glazed, fired and then attached to the grid.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbIE5DYDoR8xsKASV0YfdDPQP2dgR8-3GwYlBgZ2bCxAT6DrcruIqZ7lZ0FmNVr8uVtr8qrxQz1T41O5_gObLflzF8W0c0IVgH-ndQePWgir5AhONo0QUznc9PBKrAIwYOzJZn/s1600/Screen+Shot+2018-10-09+at+9.39.32+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="830" data-original-width="630" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbIE5DYDoR8xsKASV0YfdDPQP2dgR8-3GwYlBgZ2bCxAT6DrcruIqZ7lZ0FmNVr8uVtr8qrxQz1T41O5_gObLflzF8W0c0IVgH-ndQePWgir5AhONo0QUznc9PBKrAIwYOzJZn/s320/Screen+Shot+2018-10-09+at+9.39.32+AM.png" width="242" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student on the right is rolling out a clay slab while another student attaches a tile to the grid.</td></tr>
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Finding the correct position on the grid and selecting the right color for the grid position and the tile was a complex mental task that several of the children enjoyed doing. It only had to be done 1247 times. Twisting two wires to attach each tile required hand strength and dexterity that may of the children did not have so I did some recruiting. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDdwj-J9Lapp76nH5fALKwNr676LS1GG4BYDffWzJNLQN7JFXsXd860htoEPOVIpVSq83iIs6WrAYtS8IT7i19kB8jsGtgfkcLdhkgzeetrAMdTUrL_KyGZj1gt3YvuuYkGdS5/s1600/Screen+Shot+2018-10-09+at+2.16.14+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="738" data-original-width="547" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDdwj-J9Lapp76nH5fALKwNr676LS1GG4BYDffWzJNLQN7JFXsXd860htoEPOVIpVSq83iIs6WrAYtS8IT7i19kB8jsGtgfkcLdhkgzeetrAMdTUrL_KyGZj1gt3YvuuYkGdS5/s320/Screen+Shot+2018-10-09+at+2.16.14+PM.png" width="237" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Selecting the right color of tile, attaching and then reflecting on the work in progress requires higher level thinking. The selection and assembly of numerous tiles in order to be true to Owen Sickels plan was one of the most complex tasks of this art experience.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXFY5k2E2yHWBXKeWklr_PcmaHZYv8quroMwAw9MTBEj-bGqscuektyVzhKnHQbE-TXcTcuCv9k6PpKWCRAw5eu7pzEJLPfqO5A8_VZfF6X7CpQ60O9nLq2GDf9C88VV0XoetK/s1600/Screen+Shot+2018-10-09+at+11.22.50+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="773" data-original-width="588" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXFY5k2E2yHWBXKeWklr_PcmaHZYv8quroMwAw9MTBEj-bGqscuektyVzhKnHQbE-TXcTcuCv9k6PpKWCRAw5eu7pzEJLPfqO5A8_VZfF6X7CpQ60O9nLq2GDf9C88VV0XoetK/s320/Screen+Shot+2018-10-09+at+11.22.50+AM.png" width="243" /></a><br />
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<span style="font-size: small;">Sometimes, students who worked on the project for long periods of time took a break in order to work on other collaborative experiences. In our Teaching for Artistic Behavior studio setting..there can be 20-30 <a href="https://clydegaw.blogspot.com/2014/12/abundant-curricula-of-tab-high-school.html">different projects</a> going on simultaneously.</span><br />
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Over the course of 13 months, with steady effort, we were able to complete this work.<br />
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<span style="font-size: small;">On September 28, 2018, Ellen and personnel from the Greenfield Parks Department arrived at New Palestine High School to pick up the finished work! Some of the students helped load the mural into the trailer. We had finished what we had started! What a thrill!</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidicQwxPWk8ogwXOAciBhxFFuHcv5JJe96QpVHktk5IdH9Il1ASC6MjE1w_7COU4FPYECqVXv7cA2pIPX75lZkmhyphenhyphendCAQOd5s3kAnRQe4uylSEKqohXcU2kzh4x4aPGe82GudN/s1600/Screen+Shot+2018-10-09+at+2.37.35+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="626" data-original-width="418" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidicQwxPWk8ogwXOAciBhxFFuHcv5JJe96QpVHktk5IdH9Il1ASC6MjE1w_7COU4FPYECqVXv7cA2pIPX75lZkmhyphenhyphendCAQOd5s3kAnRQe4uylSEKqohXcU2kzh4x4aPGe82GudN/s320/Screen+Shot+2018-10-09+at+2.37.35+PM.png" width="213" /></a></td></tr>
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We set the work carefully into the trailer, strapped it in for safe passage and waved goodbye!</div>
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The work now rests in downtown Greenfield, Indiana mounted on concrete inside the "Living Alley."</div>
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Thank you to the City of Greenfield, Hancock County Arts Commission, the students of New Palestine High School, Owen and Chris Sickels and of course, the Family of Harvey Weir Cook!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP7hszQD9DSdAcDTXD4Ns8_97suUI6w7ZvV_2ocESbNn0dLXzvLHb7jolIFbnyOToKDL98lWc0_pWgRQoQod9jUhY_eLhnuHN2-O4mRau30Dx_fM_YMAed2GbO3VHWB8pTH1_S/s1600/Screen+Shot+2018-10-09+at+2.45.37+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="572" data-original-width="469" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP7hszQD9DSdAcDTXD4Ns8_97suUI6w7ZvV_2ocESbNn0dLXzvLHb7jolIFbnyOToKDL98lWc0_pWgRQoQod9jUhY_eLhnuHN2-O4mRau30Dx_fM_YMAed2GbO3VHWB8pTH1_S/s320/Screen+Shot+2018-10-09+at+2.45.37+PM.png" width="261" /></a></div>
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Best Wishes!</div>
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Clyde</div>
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<tr><td class="tr-caption" style="text-align: center;">With members of the Weir Cook Family, Owen Sickels, art teacher Monica Holden, Monica's students who created banners throughout the gallery space and the Mayor of Greenfield!</td></tr>
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Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com1tag:blogger.com,1999:blog-7556332.post-16529386704984415052018-09-15T07:48:00.000-07:002018-09-29T16:25:04.229-07:00Clark Fralick: Conditions for Creativity in K-12 Classrooms<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSWR9xSKJmJ1zv_-FKLDP4b97j9UWzrEA6T6ref3pIuQ6yhRCZbJfaUSCpcDa4a9v35mD1Nn0SCmbBwfWA0LoW6l5tOVE_wPmBlYo4t_HJ1PdzSZ3EyxhS9RnFThYgi_8J1dRk/s1600/Screen+Shot+2018-06-06+at+7.51.38+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="587" data-original-width="783" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSWR9xSKJmJ1zv_-FKLDP4b97j9UWzrEA6T6ref3pIuQ6yhRCZbJfaUSCpcDa4a9v35mD1Nn0SCmbBwfWA0LoW6l5tOVE_wPmBlYo4t_HJ1PdzSZ3EyxhS9RnFThYgi_8J1dRk/s320/Screen+Shot+2018-06-06+at+7.51.38+AM.png" width="320" /></a></div>
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<span style="background-color: black; color: #eeeeee;">Clark Fralick is a voracious reader. He is fueled by a passion for understanding and promoting children's authentic learning experience. Clark and I have been team-teaching in one form or another since 1997. We have had countless discussions and collaborations, including our 1998, '99, '01 participation with the Indiana Department of Education's electronic portfolio pilot programs. Authentic creativity was the Holy Grail we were searching for. We were pretty good at facilitating project based learning and also good at designing rubrics with students in order to get the snappy <span style="color: #cccccc;">projects we were after. </span></span></div>
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<span style="background-color: black; color: #eeeeee;">One day in 2001, a child brought in his personal drawings and Clark and I asked him to write about his work. The results were dramatic. There was a vitality to the reflective writing from the boy's home art that was lacking in the reflective writing we obtained during our rubric driven experiences. We knew there was something amiss in our curriculum but we didn't quite know how to address change.</span></div>
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<span style="background-color: black; color: #eeeeee;">After our visit with Katherine Douglas, Diane Jaquith and John Crowe in Denver of 2004, we knew we had to feature agency, diversified learning, security, stimulation and inspiration to our curriculum. Here are the conditions for creativity we believe are beneficial to children's creative learning experience.</span></div>
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<span class="s1"><span style="background-color: black; color: #eeeeee; font-size: small;">1. A responsive, <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4542587/">generative</a> art teacher managing a safe and stimulating learning environment is critical when considering creativity development. The child has to know tolerance of idiosyncratic creative processes will be accepted unconditionally including provisions of space and time. The incubation process varies between students.</span></span></div>
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<span style="background-color: black;"><span style="color: #eeeeee; font-size: small;">2. Art teacher provides consistent opportunities </span><span style="color: #eeeeee;">over time </span><span style="color: #eeeeee;">where agency and self-direction is featured.</span></span></div>
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<span class="s1"><span style="background-color: black; color: #eeeeee; font-size: small;">Interaction with art teacher is rich and ongoing. Interventions are non-threatening. Children cannot develop a sense of their intentionality without extended non-threatening interactions with these creative care-givers. A sense of trust and nurturing is essential.</span></span></div>
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<span style="background-color: black; color: #eeeeee; font-size: small;">3. Environment allows the child to progress through their unique developmental stages within the biological timeline endowed to them. Respect for the individual is paramount.</span></div>
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<span style="background-color: black; color: #eeeeee; font-size: small;">4. Environment is rich with opportunities for experimentation and exploration. Programs that advertise autonomy yet encourage passivity and helplessness by removing decision making from the individual's hands will have negligible impact.</span></div>
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<span style="background-color: black; color: #eeeeee; font-size: small;">5. Structure and clear parameters within the environment imbue a sense of security to the child. Firm yet reasonable limits within an environment of support, empathy and warmth are crucial.</span></div>
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<span style="background-color: black; color: #eeeeee; font-size: small;">6. Stable communities and neighborhoods are critical in allowing the child to focus on their creative and intellectual desires and interests outside of the art program.</span></div>
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<span class="s1"><span style="background-color: black; color: #eeeeee; font-size: small;">7. An inspirational teacher who models creativity and artistic behavior, understands the unique cognitive conditions of his/her student groups and understands the developmental and psycho-emotional rhythms of his/her students.</span></span></div>
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<span class="s1"><span style="background-color: black; color: #eeeeee; font-size: small;">Conditions for Creativity adopted from Stanley Greenspan's, "The Growth of the Mind: The Endangered Origins of Intelligence" 1997.</span></span></div>
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<span style="text-align: center;"><span style="background-color: black; color: #eeeeee; font-size: small;">During the summer of 2017, Clark suggested we record a podcast so we could elaborate on</span></span></div>
<span style="background-color: black; color: #eeeeee; text-align: center;">the conditions for creativity and critical findings related to our TAB practice.</span><br />
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<span style="text-align: center;">You can listen to our podcast on iTunes or Podbean: <a href="https://blockspaperscissors.podbean.com/">https://blockspaperscissors.podbean.com/</a></span></span><br />
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<span style="text-align: center;"><span style="color: #cccccc;">Clark and I will be working with cardboard at the <a href="https://www.indianamuseum.org/cardboard-engineering?utm_source=web&utm_medium=homepage-banner&utm_campaign=cardboard">Indiana State Museum</a> over the 2018-19 school year. TAB Teachers interested in working with us can contact us here: cgaw@newpal.k12.in.us </span></span>
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</style>Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com2tag:blogger.com,1999:blog-7556332.post-5396131966858968242018-06-03T07:20:00.001-07:002020-07-26T10:10:05.785-07:00Dueling Experiences Part V: Rhizomes Decentralize Curricula and They Expand<div class="separator" style="clear: both; text-align: center;">
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Educators and administrators interested in <a href="http://clydegaw.blogspot.com/2013/04/rhizomatic-curriculum-structures-are.html">rhizomatic learning experience</a> need to understand the power of emotional drive when curriculum is decentralized.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhavtFflhPe4T4b9aFTursZF3P72Lf1rbi9SDcnYe1VB_DJ2XDt0iC5YyuNz5keVKxQ6DSXE2Hv7Y0WJodG0_g3lTFcVBiSdrYtnWpA97NNH1LCxMcuEgPVy6d04UuNpOOxNypx/s1600/RhizomeUnleashed1%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhavtFflhPe4T4b9aFTursZF3P72Lf1rbi9SDcnYe1VB_DJ2XDt0iC5YyuNz5keVKxQ6DSXE2Hv7Y0WJodG0_g3lTFcVBiSdrYtnWpA97NNH1LCxMcuEgPVy6d04UuNpOOxNypx/s400/RhizomeUnleashed1%25281%2529.jpg" width="400" /></a></div>
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<tr><td class="tr-caption" style="text-align: center;">Be prepared. When student directed classroom activities intensify, the synergy of this <a href="http://clydegaw.blogspot.com/2013/04/visualizing-rhizome.html">curriculum model</a> will provide students with authorization to connect their learning to subject areas throughout the school. Are educators who advocate for connected, innovative and authentic learning models like a Teaching for Artistic Behavior art program, prepared to deal with the logistical dynamics of such a curriculum model?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsq-6E0WKieW4nyzTGpQ3_tINarISd1oRumDHPE_l0eLohzKngH-Lo-TZRikq1hwyIDovMm7Pb_ioLaWJ8gqa8UXfajtraQqyYC-imsQxGOcoxG_GBLIGPnRYUZ1o1wHf1IvOO/s1600/Screen+Shot+2018-06-03+at+8.56.45+AM.png" imageanchor="1" style="font-size: medium; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="712" data-original-width="958" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsq-6E0WKieW4nyzTGpQ3_tINarISd1oRumDHPE_l0eLohzKngH-Lo-TZRikq1hwyIDovMm7Pb_ioLaWJ8gqa8UXfajtraQqyYC-imsQxGOcoxG_GBLIGPnRYUZ1o1wHf1IvOO/s320/Screen+Shot+2018-06-03+at+8.56.45+AM.png" width="320" /></a></td></tr>
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<span style="text-align: center;">The teacher who is interested in releasing human potential, the child's</span><span style="text-align: center;"> innate desire to explore, to question, to find, to imagine, to connect, to take risks, to make, is unlocking a powerful natural force. </span><br />
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<tr><td class="tr-caption" style="text-align: center;">A special dark room is available for this student to project images for a mural project.</td></tr>
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<span style="text-align: center;"><br />Many students will desire mobility. They want to be in specific locations to execute their learning plan. Educators will need to consider if an individual's learning experience can be enhanced outside of the classroom.</span><br />
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<tr><td class="tr-caption" style="text-align: center;">A child considers the next color placement in her abstract composition.</td></tr>
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<span style="text-align: center;"><br />When time sensitive learning events require learning outside the art classroom, is the school willing to accommodate student needs? How responsive is the school to students? </span><br />
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<span style="text-align: center;">Do schools advertise student-centered learning experience when actually a centralized, linear curricula that encourages learner passivity is experienced by children?</span><br />
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<span style="text-align: center;">TAB art programs offer dynamic curriculum experiences where intellectual emancipation and integrative reconciliation can be realized by the child. </span><br />
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<span style="text-align: center;">Art is a very big subject. </span><br />
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<span style="text-align: center;">In TAB art programs, art class becomes a conduit to learning throughout the school, providing children with active, conscious minds opportunity to make powerful connections with their art ideas to learning content within the rest of the school curricula. Nothing could be more important than the school's mission to develop and refine the child's intellectual capacity through interdisciplinary learning. </span><span style="text-align: center;">TAB art education experiences are transformative, catalyzing children to move beyond direction taking. </span><span style="text-align: center;">The TAB art room becomes one of the most important learning environments in the school.</span><br />
<span style="text-align: center;"><br /></span>Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-82619766961112366492018-05-26T05:08:00.001-07:002018-05-27T19:55:22.377-07:00Dueling Experiences Part lV: Despite the Happy Talk, Does Data-Driven Instruction Impede A Child's Social and Emotional Development?<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxgVfzIuYvSecJoANsO_f9NjAyt2H9IVb1caKruUwSLfKkNi7uYOQJGSI42dbLrtqo9VTjg27H-4ujQFVBbsJ-KQfhcH1afVwmOeNJFGXC_QnNQrn1r93mNUcY2W7Jw4W9in6H/s1600/23376322_10214754783366663_979139784414022195_n.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="474" data-original-width="960" height="158" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxgVfzIuYvSecJoANsO_f9NjAyt2H9IVb1caKruUwSLfKkNi7uYOQJGSI42dbLrtqo9VTjg27H-4ujQFVBbsJ-KQfhcH1afVwmOeNJFGXC_QnNQrn1r93mNUcY2W7Jw4W9in6H/s320/23376322_10214754783366663_979139784414022195_n.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Are "innovation schools," educational efficiencies and market-driven education a good thing when it comes to child development?</td></tr>
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Looking at The Center for Disease Control research archives, I am struck with the <a href="https://www.cdc.gov/ViolencePrevention/childmaltreatment/">statistics</a> of children in the USA who are either suffering from mental illness, trauma or have given up on this World and taken their lives.<br />
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Knowing what I know about abundant curricula and authentic experience, that authentic learning is profound, capturing the heart and mind of a child, one in which learning becomes spiritual, where the child wants to learn more. I am asking the question what is happening to children in this Nation's schools?<br />
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How are US schools doing in supporting the emotional and social growth of children?<br />
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This question: Are schools whose administrative and instructional focus is on computer-based information processing tasks, rewards and punishments, data collection and classification of a child's standing in their educational "cohort" with numerical data <a href="http://drkardaras.com/glow-kids/">harming</a> children?<br />
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Other questions for policy makers and citizens to consider:<br />
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Despite the outdated gun laws in the USA, if schools are sanctuarys of learning in this country, why are students <a href="https://abcnews.go.com/US/active-shooter-reported-indiana-middle-school-police/story?id=55413808">returning to the school to harm</a> others?<br />
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Are schools providing adequate learning experiences that benefit the child's social, emotional and creative consciousness?<br />
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Are learning experiences outside the decision making processes of the child, concocted to meet the needs of the state? Or....are learning experiences responsive to the time sensitive interests, strengths and desires of the child?<br />
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If a child is in love with his learning, why would a child want to do harm to a classmate?<br />
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My thoughts related to school shootings?<br />
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Guns are too easily accessible to disturbed or angry individuals in this country.<br />
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But we also have an education problem here.<br />
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Many children who become citizens in US society, become disturbed through the school experience of non-consensual high stakes testing participation, including behavior modification curricula experiences, i.e. grading and data collection. High stakes testing, corrupts a school's regular capacity to provide a dynamic atmosphere whereby learning is a spiritual and most joyful matter experienced by the individual.<br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com1tag:blogger.com,1999:blog-7556332.post-68551761536255244472018-05-13T07:51:00.000-07:002018-05-15T06:55:49.120-07:00Dueling Experiences Part lll: The Educational-Psychology Structures Where Teaching for Artistic Behavior Programs Exist.Forty six percent of children in the United States under the age of 17 have <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4240051/">experienced</a> the marital divorce of their parents. While divorce can be an amicable process between married adults, for the child it is a time filled with immense anxiety. Many marriages are filled with dysfunction and that seriously complicates matters for the child. Emotional abuse, physical abuse, poverty, parental rejection, food insecurity, shelter insecurity, substance abuse and other genetic and environmental conditions outside the child's control impact levels of anxiety, stress, cognitive functioning and emotional receptivity to learning. Consider also that school systems are designed for efficiency, to mass produce standardized experience, an experience that externally tasks and controls children to move through a sequence of activities motivated via rewards and punishments. In radical behaviorist learning structures, administrators control thought and action. The organism is not in control. In K-12 learning experiences within schools, children are instructed what to do, thinking is managed by a daily schedule, thoughts and action incessantly prompted, controlled and monitored.<br />
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Is it possible that tightly structured radical behaviorist learning experiences might cause adverse neurological deficits of at-risk children affecting their emotional and intellectual maturation?<br />
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Children of divorced parents are <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4240051/">at-risk from many forms of trauma.</a> I won't get into the painful details of my own childhood experience, but I think often about students in my own classes who may be experiencing similar situations. Shouldn't school be a sanctuary for children? Shouldn't the school's mission be to provide optimal learning experience, ameliorate psycho-emotional pain while the child is in the care of the school and expand consciousness and intellectual capacity? What I experienced as a child and observe today is that K-12 curricula experiences create additional pressure on the child because the school's mission is to imprint upon that child what the state values. What does the state value? The state values children who score well on timed, high stakes standardized tests, the content of which the teacher nor the child control. This situation guarantees that teachers of tested subjects must hurry children through a state mandated curricula employing radical behaviorist instructional practices.<br />
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Considering the mind, it is the single most important entity in the process of education. Looking at reams and reams of state and corporate sponsored documents and literature prescribing standardized content and best teaching practices, I have not once, <a href="https://www.doe.in.gov/">viewed language</a> from any state department of education document that defines the human mind or provides a description of the process of learning. This is a critical shortcoming of state sponsored departments of education because the mind and the process of learning at a fundamental level is physiological. Learning that lasts a lifetime, does not occur because the teacher is an expert at classroom management or instructional techniques, but results from a multiplicity of factors that takes into account a child's <a href="http://www.devcogneuro.com/Publications/ExecutiveFunctions2013.pdf">executive functioning</a> capacity.<br />
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Despite authorization as a safe space by the state for the purpose of education, school can be an intensely difficult place for children. In particular, how does the school ameliorate the emotional trauma children experience when their parents marriage's dissolve into a dysfunctional state of disunion. Divorce in the United States is a societal affliction that affects nearly<br />
50% of all marriages. Because large percentages of children already come to school having experienced violence and dehumanization within their family situation, classroom experience related to an explicit and prescriptive curriculum that has nothing to do with the child's current crisis state, exacerbates psycho-somatic maladies brought on by the parents divorce. For educators, school counselors or administrators to make the pronouncement that children of divorce are plucky, resourceful and over time will "pull themselves up by their bootstraps" while resuming regularly scheduled standardized test-driven curricula is totally inadequate as an educational intervention. The curricula should buoy the child during this traumatic time. The curricula should capture the child's imagination and serve as more than a work experience. The curricula should in and of itself ameliorate any emotional distress the child is experiencing. The act of learning and the act of study should not be a rigorous chore, but a profound, self-sustaining spiritual experience. Creative learning experiences that compels a child to continue to pursue learning without the teacher's prompting are the experiences I regularly observe in my TAB classrooms.<br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-52050899944384259272018-03-03T03:31:00.001-08:002018-03-03T04:00:18.276-08:00YAM 2018 Celebration and RemarksMy sincerest appreciation to 2018 Indiana Youth Art Month Co-Chairs Carrie Billman and Shayla Fish along with AEAI President Mary Sorrels, our fabulous YAM Volunteers, the hardworking events coordinators Terry and Ned at the Indiana State Capitol, AMACO-Brent's receiving specialists Dale and J.C. and our keynotes, Indianapolis WFYI Radio Host Matthew Socey and Nashville, Tennessee based singer-songwriter Caroline McKinney!<br />
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Here are some pics of the event and my remarks to the audience:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGzS9T0KQ5feNTvOSzPfa1LVpyBqTxSs_nHmyFQ0V8_zwLnXBp5pl-dlR0Gu_-d50n5kqulVfjQqHiX5Ny2uaHlb9gNDmTaUibhyphenhyphen4-2AHqI3RUVq9iHnFEJOZa2LphmX1N6YJd/s1600/Screen+Shot+2018-03-03+at+6.46.22+AM.png" imageanchor="1"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGzS9T0KQ5feNTvOSzPfa1LVpyBqTxSs_nHmyFQ0V8_zwLnXBp5pl-dlR0Gu_-d50n5kqulVfjQqHiX5Ny2uaHlb9gNDmTaUibhyphenhyphen4-2AHqI3RUVq9iHnFEJOZa2LphmX1N6YJd/s320/Screen+Shot+2018-03-03+at+6.46.22+AM.png" width="320" /></a><br />
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Welcome!!!<br />
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Art class is the best way for children to experience creativity at school.<br />
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Fine Arts experience can excite the child's emotional realm and strengthen neurological systems while providing opportunities for creative self expression!.<br />
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Inside the body’s nervous system, myelin..a fatty protein that covers connecting axons between nerve cells, expands during these special learning events.<br />
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What does this mean? It means memory systems and action impulses work faster inside your brain, improving the mind’s capacity to learn and think.<br />
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There is an immense amount of historical and biological evidence that reveals learning through the visual arts is vital to children’s cognitive development.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVKeobp1cW326SWQRTQhd4jPI7ZDYQyGWuDpkTs5MRIv-zJgTlnDd8DwPTk76Rj9Q9CgzydQLN5NEElpISQBdwzMkI-1TPWugbVGFTv3j5CyVXDnTtQjr1guiRp9_mHnlKeQ8K/s1600/Screen+Shot+2018-03-03+at+6.46.44+AM.png" imageanchor="1"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVKeobp1cW326SWQRTQhd4jPI7ZDYQyGWuDpkTs5MRIv-zJgTlnDd8DwPTk76Rj9Q9CgzydQLN5NEElpISQBdwzMkI-1TPWugbVGFTv3j5CyVXDnTtQjr1guiRp9_mHnlKeQ8K/s320/Screen+Shot+2018-03-03+at+6.46.44+AM.png" width="320" /></a><br />
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Five years ago, I remember speaking with a 7 year old child.<br />
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She was stretching packing tape over her wet tempera painting.<br />
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I asked her what she was doing. <br />
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She said, “I’m making shiny surface art.”<br />
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I said, that's fascinating!<br />
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She wrote in her journal, “ Art is a part of being creative. When you’re creative, you’re doing better than you are when you’re not.”<br />
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I thought to myself, “Why is she doing better when she is creative in school, than when she is not being creative in school?”<br />
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Think about this.<br />
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During critical phases of cognitive development, mental operations are realized primarily as a result of a child's interactions with the World around them.<br />
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There is a biological reason human beings are endowed with hands.<br />
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The hands are the key to intellectual growth!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSQ_AFDnNQOBB0RkYHHl5Ajgdf-2_w4fXaE8yLGH9DO_J3qXm8C6RSZWW25tLcrBCe86oSk0Q0PafK8dytJxijt28xkdao77YiFMHzvvj3APr8Ctwj7A9hNXLNqizEZ0b8ubGZ/s1600/Screen+Shot+2018-03-03+at+6.48.20+AM.png" imageanchor="1"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSQ_AFDnNQOBB0RkYHHl5Ajgdf-2_w4fXaE8yLGH9DO_J3qXm8C6RSZWW25tLcrBCe86oSk0Q0PafK8dytJxijt28xkdao77YiFMHzvvj3APr8Ctwj7A9hNXLNqizEZ0b8ubGZ/s320/Screen+Shot+2018-03-03+at+6.48.20+AM.png" width="240" /></a><br />
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Sadly, many children in the United States don’t attend schools where fine arts exist.<br />
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Compounding matters, there are scary trends in education today. <br />
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Among certain policy makers, there is this idea that tethering young children to digital screens and tasking them to select answers on multiple choice questions... is somehow a quality education.<br />
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I am here to tell you that finger taps on a flat, two dimensional screen, hardly passes as multi-sensory experience.<br />
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A school day consisting of screen-based learning is great for collecting numerical data but blunts participation in an abundant curricula. The worst case scenario? Excessive use of digital media introduced by the state during a child's formative development will increase the likelihood that child may become addicted to digital screens.<br />
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Seven years ago the Art Education Association of Indiana surveyed its members. We found 60 instances where arts programs were cut.<br />
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In 2010, Purdue University art education professor Robert Sabol surveyed over 3400 art teachers from across the United States.<br />
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A summary of the findings?<br />
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Children’s visual arts and creative learning experiences are being sacrificed on the altar of data collection and standardized testing.<br />
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I was admiring this years Youth Art Month exhibition earlier and I have to tell you it is a spectacular visual experience.<br />
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The children's art reveals they are developing special powers of creativity.<br />
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These children are fortunate to have families, teachers, administrators and communities who support their creative development and school art experiences.<br />
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As a parent or citizen advocate you have a powerful voice! I urge you to advocate for children’s art programs when you can. Send local, state or federal policy makers a loud and clear message either face to face, by telephone, snail mail or email to adequately fund and preserve fine arts programs for all children!<br />
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We cannot afford future failures of imagination!<br />
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I thank you!<br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-11401540088020961542017-10-21T06:38:00.002-07:002017-11-22T04:58:05.442-08:00Podcast Project: Clark Fralick and I Talk Teaching for Artistic Behavior My friend and colleague Clark Fralick is a force of nature. We began team teaching art in 1996. Clark got me interested in technology integration the very next year. We collaborated on a state sponsored electronic portfolio project then and we began doing action research on creativity that same year. In 2004 we met Kathy Douglas, Diane Jaquith and John Crowe. From that meeting we immersed ourselves in choice-based art pedagogy that led to our Teaching for Artistic Behavior art education programs.<br />
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Our podcast discussions are a result of the hundreds of conversations we have had with each other and with the founders of TAB: <a href="https://blockspaperscissors.podbean.com/">https://blockspaperscissors.podbean.com/</a><br />
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Clark, New Palestine HS art teacher Nikki Gardner and I play with lines on a white-board.</div>
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Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-45891767445420986672017-06-21T06:23:00.002-07:002018-01-21T05:19:27.854-08:00Dueling Experiences Part ll: Examining the Educational-Psychology Structures Where Teaching for Artistic Behavior Art Programs Exist<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipw76gfYZt7Y93AdbXDIyWDCWQT9cwRonR0kwLjP-tudW6jHe0NFwmRl81Qkgpsw2JbpEysibRyEbOi8xrbLg3Jms9Ptxzgrn0_mUnf4RcT5C1OKRxLJtQ_ejZ49LVUyoVY6qd/s1600/Screen+Shot+2017-06-21+at+9.18.46+AM.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="277" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipw76gfYZt7Y93AdbXDIyWDCWQT9cwRonR0kwLjP-tudW6jHe0NFwmRl81Qkgpsw2JbpEysibRyEbOi8xrbLg3Jms9Ptxzgrn0_mUnf4RcT5C1OKRxLJtQ_ejZ49LVUyoVY6qd/s320/Screen+Shot+2017-06-21+at+9.18.46+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Macky in 2004.</td></tr>
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Taking on the job of training Macky would be a collaborative challenge for our family. Together, my wife Maria, our eight year old son Payton, six year old daughter Kelby and I would maintain rigorous experimental conditions inside our home. We were proud owners of a beautiful little puppy. Now we needed to house-train him!<br />
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Macky would sleep in a kennel and first thing in the morning he was led outside to go potty. At intervals throughout the day, whenever he was in the vicinity of the back door, our behavior modification team would repeat the question "Macky go outside?" Team members would open the back door and walk the furry animal outside. Within this learning structure, whenever Macky went potty outdoors he would receive verbal praise and a food treat. Our goal was to elicit an association of outdoor potty behavior with verbal cues and food rewards.<br />
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<tr><td class="tr-caption" style="text-align: center;">Macky in 2014.</td></tr>
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Commands or meaningful words can be used to initiate behavioral changes when those words are associated with the behavior and rewards or punishments. Our use of command words, "Macky, go outside," was meant to become a first order association with food. In order for the association to become a strong stimulus we paired the command with food rewards, usually a small piece of chicken or a Cheerio. The recitation of that command phrase and subsequent rewarding of food, meant that over time, the recitation of that phrase near the vicinity of the back door, would create an anticipation and association of the tasty food treat, the reward for doing potty behavior. The verbal command spoken by one of our team members near the proximity of the back door, would be repeated regularly. The back door would become a second order association in our behavioral potty training process.<br />
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Ivan Pavlov, 1904 Nobel Prize winner for his work in behaviorism, would use sound cues in order to signal to his dogs food was nearby. The dogs began to salivate when they heard the sound cue. Pavlov learned that dogs could be induced to salivate when the anticipation of food, an unconditioned stimulus was paired with a conditioning stimulus like sound or visual stimuli. Training dogs to salivate with the introduction of a sound or visual stimulus was the basis for Pavlov's discovery of classical conditioning, a form of behaviorism in which the association of stimuli will lead to a change in behavior. Pavlov's method of behavior modification utilized positive stimuli. This is called classical conditioning. Classical conditioning is different from operant conditioning in which rewards and punishments are used to change behavior. Our family was using operant conditioning methods. We emphasized positive stimuli during our training process, but we did utilize negative stimuli whenever bad behavior was exhibited, an aspect of the training regiment I later regretted. Potty behavior inside the house would be punished with negative stimuli in the form of a smack on the nose by myself or Maria as prescribed by the lady who sold us Macky. Rewarding outdoor potty behavior with treats and verbal praise in order to create an association of food and utilizing negative reinforcement for unwanted indoor potty behavior, Macky learned to do his outdoor potty business in a couple of months. As predicted, we trained the animal with operant conditioning methods. I knew we would be successful in training our dog using behaviorist learning principles because behaviorism is an economically efficient form of learning experience, despite the autocratic nature of the training procedure. Throughout my life, behavioral conditioning paradigms were learning structures I was familiar with, particularly during my formative educational experiences as a as a young, unwitting K-12 student-participant.<br />
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<tr><td class="tr-caption" style="text-align: center;">My brother Kevin and I around 1962.</td></tr>
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In 1964 I attended the Walkerton Elementary Kindergarten program and from 1965-'70 I attended St. Patrick's Elementary School. I remember profound differences in the educational experiences at these schools and from my own self-directed learning experience. Mrs. Gardner's kindergarten program was much different from my experiences at St. Patricks. With Mrs. Gardner, we made free association drawings and painted on big easels at the art center. Mrs. Gardner would read to us while we all sat around her at our community gathering center. We looked at picture books from the library center. We took naps in a part of the room designated for nap time. I learned to write my name but looking back on what I was producing, I didn't have the cognitive skills yet to understand the alphabet so when I spelled my name it read Cld.<br />
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<tr><td class="tr-caption" style="text-align: center;">Mrs. Gardner's Class (Photo courtesy of Jeannie Glasco Eiler).<br />
That's me upper left corner, white shirt, behind the swan's tail.</td></tr>
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I don't remember any behaviorist principles utilized in Mrs. Gardner's room. Class seemed to be an extension of our natural selves. I only remember Mrs. Gardner's calm voice. She was very nice to us. I remember playing at learning centers and my first attempts to verbalize and communicate with my classmates in. I was born with a speech impediment and I stuttered quite a bit. ln retrospect, I appreciated Mrs. Gardner's pedagogy very much. She was a firm believer in holistic learning experience. I don't believe she ever used positive or negative reinforcement to get us to do anything. We were invited to participate in her activities. We had a natural inclination to learn. That is what I remember. Mrs. Gardner must have been incorporating pedagogical ideas from Maria Montessori or John Dewey's educational philosophies. I was a lucky boy to have been in her class.<br />
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My mother's family is Catholic and after my stint at Walkerton Elementary's kindergarten class, my parent's enrolled me at St. Patrick's Elementary School also in Walkerton, Indiana. Right away, I understood the administration of educational experience at this school was going to take a much different approach. In first grade, we learned quite a bit about positive and negative stimuli. Particularly negative stimuli. There were negative consequences for actions that were undesirable in everything we did and within the learning structures we participated in. Catechism was a central component of the school curricula and so was radical behaviorism. If you follow the teachings of Jesus, you will be rewarded in Heaven. However, if you break any of the 10 Commandments, you will spend either a certain amount of your "afterlife" in Limbo, Purgatory or burn in Hell. To a small child, that knowledge gives you a fear of authority. When the nuns yelled at me for a rule infraction, my heart rate jumped and I became stressed. I had many joyful memories of my classmates at my Catholic school setting and some wonderful learning experiences related to self-directed learning and art-making (we had no art teacher), however the main thing I learned was to associate rule breaking with horrible outcomes.<br />
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One day at St. Pat's our 5th grade teacher placed a demerit chart on the top of our desks. We would receive an X for bad behavior to be marked inside a square designating a day on the calendar. You could receive a demerit for all kinds of infractions. Talking to a neighbor, not turning in your homework on time, not keeping a tidy desk, not listening to the teacher, being distracted from the lesson. We had to sit in our cramped wooden desks for 6 hours a day! I couldn't help myself...I was a squirmy, gangly elementary school boy with an active imagination. My thoughts might turn to questions about paleontology for example what might happen if a T-Rex and a triceratops faced off? I couldn't sit still or pay attention much during formal lessons. The nuns who taught us were dedicated to imprinting traditional Catholic educational values, morals and ethics on us but strict and sometimes abusive. St. Pats was a tough school. Our local public elementary school sometimes sent students who were behavior challenges to St. Pats to be "educated." My 5th and 6th grade teacher called us "stupid donkey" if we didn't follow directions. I don't remember much of the content of the instruction from that time, but I do remember the pain used for emotional or physically punishment if we didn't follow the rules. Over time, my demerit chart seemed to have more marks on it than anybody else! I felt shame, immense guilt and self-loathing.<br />
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Once in 5th grade, my classmate Jack who sat at the front of class was sent to the corner for bad behavior. Unfortunately my desk was right next to the corner where Jack was sent. While I was sitting at my desk, Jack took a pencil out of his pocket and started to poke me with it. I turned around and poked him back with my wooden ruler. Sister "E" saw me poke Jack, took my ruler away from me, told me to flatten my hand on top of my desk and proceeded to hit me half a dozen times on the hand and fingers with my ruler. In front of the entire class. Law and order would be maintained. Classroom directives would be followed! If classroom rules were broken, serious negative consequences would be administered to the children including corporal punishment!<br />
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It wasn't just at St. Pat's that radical behaviorism and operant conditioning was big. In 7th grade while attending Urey Middle School, my math teacher took me outside to the hallway, pulled out her wooden paddle and gave me 3 whacks because I failed to produce my homework on time! My science teacher did the same thing too! After talking to my peers at I.U. and throughout my lifetime, I found out paddling as a form of negative reinforcement to comply with curricula mandates was a regular occurrence for children of the United States in the 60's and 70's. I felt shame and anger when corporal punishment was utilized on me. I learned if you don't follow the teacher's directions, you will suffer! I began to associate math and science classes with physical and emotional pain. I also learned there are figures of authority that are inhumane, obtuse and mechanistic.<br />
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If you attended the schools I attended in Walkerton, Indiana back in the 1960's and early '70's, you learned behaviorist learning principles were central to the school curricula. The reality of the school setting as described by Elliot Eisner, is this. There are two forms of curricula experienced simultaneously by the learner. The intended curricula as Eisner describes is "curricula in vitro." In vitro activities and content should impart authorized knowledge to the learner through a sequenced presentation of content, organized for the benefit of the teacher and scaffolded to gradually increase complexity for the benefit of the learner. The second form of curricula within the school setting according to Eisner relates to the globality of the learner's experience related to the teacher's pedagogical practice, instructional methodology, management techniques and classroom and school culture. Eisner calls this "curricula in vivo."<br />
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My "in vivo" experiences taught me if children do not conform to strict curricula guidelines then negative reinforcement will be administered either through psycho-emotional means or somatic means as an abrupt intervention to force compliance. The resulting stress, psychological pressure and physical pain experienced by the child is overlooked. Teachers and administrators can create first and second order negative associations with school, learning and activities with their students when curricula is structured around behavior modification. Children's formative K-12 educational experiences integrated within an "in vivo" curriculum structure that is narrow, organized around authoritarianism, structured around a narrow framework, forced upon children and outside their control will lead to lasting memories that may have immense unintended consequences. <br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-53270768364012265092017-03-28T12:18:00.002-07:002018-01-21T05:20:11.501-08:00Dueling Experiences: Examining the Educational-Psychology Structures Where Teaching for Artistic Behavior Art Rooms Exist, Part 1 <div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: black; color: #f3f3f3;"><span style="font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In 2001 my wife Maria and I drove our son and daughter Payton and Kelby to Northern Indiana to check out a litter of Jack Russell terrier puppies. The puppies lived on a picturesque farm situated on land once connected to the Grand Kankakee Marsh. Seven year old Payton and five year old Kelby had grown up watching the PBS show “Wishbone” They wanted a little Wishbone of their own. I secretly wanted one too. We made the decision to purchase a family dog that was small, athletic, cute and full of personality. When the dog breeder showed us a litter of sleepy faced eight-week old puppies, a male with a black, white and brown mask bounced out of the pack wagging his tail and up to my son. Kelby cried out, "Look Mommy and Daddy! He's going over to Payton" He was a beautiful, energetic and irresistible furry, four legged force of nature. </span><span style="font-family: "arial"; font-size: 14.6667px; white-space: pre-wrap;">Payton named him Macky.</span></span></div>
<span style="background-color: black; color: #f3f3f3;"><b id="docs-internal-guid-43b0b760-163c-93c5-dbc7-f140d0068954" style="font-weight: normal;"><br /></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: black; color: #f3f3f3; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">After we exchanged payment, the dog breeder gave us potty training instructions. We should keep Macky in a kennel at night and first thing in the morning, walk him outside. Anticpating he would do his business out doors and not in his kennel, he would immediately receive a dog snack. The dog breeder also cautioned us if Macky were to potty indoors, we should place him near the mess, then give him a smack on the nose. When she told me that, I was taken aback somewhat. But then I thought, "Why should I doubt her expertise about potty training? She was the dog breeder." She also instructed that Macky should be taken outside in regular intervals throughout the day and rewarded after making his potty outdoors. In fact, throughout my entire life, particularly in my early life, I have been rewarded or punished for desirable or undesirable behavior. I thought to myself, “We can potty-train this puppy in no time!” Maria and I paid the dog breeder one hundred seventy five dollars and loaded up the mini-van with the kids and little Macky inside of a cardboard box. </span></div>
<span style="background-color: black; color: #f3f3f3;"><b style="font-weight: normal;"><br /></b>
</span><br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: black; color: #f3f3f3; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Macky became the subject of our Family’s grand behavior modification experiment. My wife Maria and I discussed the plan with our children. Whomever was taking the dog outside would report to Mom or Dad if Macky had done his business and reward Macky with a treat from the snack bag. The words “bad boy,” and a smack on Macky’s nose adjacent to the “mess,” would be delivered by myself if he made a mess in the house. We didn’t want the children to administer that part of the training procedure because we didn’t want the dog to associate the negative experience with the children but we did want him to associate potty behavior and treats with being physically outdoors. That was the power of operant conditioning. The subject associates affect to certain stimuli and responds. We didn't want the dog to respond negatively to the children as a possible outcome. I thought our plan seemed to be a good plan, but the question remained, would there be side affects from the use of negative stimulus during the dog’s formative development as a member of our family? Despite my apprehension, the dog breeders advice was taken seriously. </span></div>
<span style="background-color: black; color: #f3f3f3;"><b style="font-weight: normal;"><br /></b>
</span><br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: black; color: #f3f3f3; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our family would duplicate as best we could, the methods and structure used in B.F. Skinner’s behavior modification experiments using both positive and negative stimuli. I had learned about B.F. Skinner, Ivan Pavlov and John Watson, pioneers in behavior modification, from my high school psychology teacher Mr. Kupfer and took educational psychology classes at Indiana University. This behavior modification procedure would be implemented. The children, my wife and I would conduct an operant conditioning experience on Macky to strengthen his behavior to potty outdoors and not potty indoors.</span></div>
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com2tag:blogger.com,1999:blog-7556332.post-30112175889194348392017-02-28T16:44:00.001-08:002017-03-30T15:20:43.045-07:00What Do Children's Art Classes In School Have To Do With Citizen Engagement and Voter Turnout? <div style="letter-spacing: -0.23999999463558197px; margin-bottom: 6px;">
<span style="color: white;">Why do less than 50% of Americans participate regularly in national, state and municipal elections? Might it have anything to do with the way we educate children? I address that question in my YAM remarks at the Indiana State Capitol last Sunday, February 26th, 2017. </span></div>
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<span style="color: white;">Here it is: </span></div>
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<span style="color: white;">"Greetings! Thank you for coming to our Youth Art Month Event! </span></div>
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<span style="color: white;">I want to talk to you today about arts education as practice for participation in a democratic society.</span></div>
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<span style="color: white;">One of the fantastic things about art education, are the stories children tell through their art! </span></div>
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<span style="color: white;">I read an artist statement this morning:</span><br />
<span style="color: white;">A boy wrote:</span></div>
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<span style="color: white;">“I’ve learned to express my own art and thoughts through paintings that I haven’t done before.” </span></div>
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<span style="color: white;">What does that statement mean?</span></div>
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<span style="color: white;">It means is that In art class….students take a whisper of consciousness….we’ll call this….an IDEA.….and they practice representing the idea in 2, 3 or 4 dimensions….</span></div>
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<span style="color: white;">This is the creative process. </span></div>
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<span style="color: white;">A child asks the art teacher: “How can I turn my idea into art?” The teacher helps the student gather art materials, teacher offers suggestions and together a third learning pathway is formed. </span></div>
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<span style="color: white;">With the help of the art teacher, the child learns to become an autonomous self-directed, independent learner. The child learns that working with the teacher, following suggestions from the teacher and other classmates and doing research….creative ideas can be achieved!</span></div>
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<span style="color: white;">Creative-self expression in the art room is democratic education. When I say democratic education I don't mean education to become a Democrat. I mean educating to become a participating citizen in our society.</span></div>
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<span style="color: white;">Children have a voice in what they say and do in democratic education. If you are educated to believe your voice is meaningless, you are reduced to the role of passive spectator. Where else in the school curricula do children have a voice in what they say and do?</span></div>
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<span style="color: white;">The place of the arts are important in a child’s school curricula not only because we want them to become better intellectually, but more important, participate in a society as a citizen with the agency to question, pose problems, envision solutions and use their creative capacities to make the world a better place. As a citizenry, we cannot afford future failures of imagination.</span></div>
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<span style="color: white;">Why is democratic education and art education in our schools important? Because you can’t immerse a child in authoritarian experience and expect them to engage as a democratic citizen. It won’t happen. Voter turnout trends in the U.S. reflect this truth.</span></div>
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<span style="color: white;">About 5 years ago, I was watching a 6 year old child in action while she was conducting a painting experiment. I asked her, “what are you doing?” She said, “I’m inventing a shiny surface painting.” Later she wrote in herjournal: “Art is a part of being creative. When your creative, your doing better than you are when your not.”</span></div>
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<span style="color: white;">What did she mean, “when you’re creative you’re doing better than you are when you’re not?” </span></div>
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<span style="color: white;">I know the visual arts are beneficial to children's cognitive development. After all, it’s a biological fact, multi-sensory learning experience expands synaptic connections throughout the core of neurological structures in the brain. </span></div>
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<span style="color: white;">But the last part of her statement bothered me.</span><br />
<span style="color: white;">“When you’re creative you’re doing better than you are when you’re not?”</span></div>
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<span style="color: white;">What is happening to her when she is not in art class? </span></div>
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<span style="color: white;">Why is she not “doing better” in other learning experiences? </span></div>
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<span style="color: white;">Policy makers don’t like to talk about this, but the pressure placed on children in order to pass high stakes tests is immense. This pressure trickles down from the state house to the school house. This pressure narrows curricula and marginalizes learning opportunities in the arts. </span></div>
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<span style="color: white;">Ignoring children’s capacity for self-expression in their formative years comes at a price. That price is civic engagement. Or I should say civic disengagement.</span></div>
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<span style="color: white;">Our schools prepare U.S. children to be the best workers in the World. Gross domestic product in 2016 for the U.S. is at 18 trillion dollars. That means the U.S. economy is as large as China, Japan, and Germany….combined. That kind of economic growth doesn’t happen if your education system is producing workers who are not up to the task. </span></div>
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<span style="color: white;">When I hear politicians and media personalities complain about test score comparisons with other countries I know they are skewing the truth. </span></div>
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<span style="color: white;">But where does the U.S. lag behind in international comparison? Voter turnout.</span></div>
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<span style="color: white;">According to the Indiana Secretary of State, only 58% of eligible Indiana voters participated in the 2016 general election. Where were the other 42%? In the 2016 General Election, 90 million eligible voters across the U.S. did not show up. In the 2014 general election 27.8% of eligible Indiana voters turned out. That means 3.4 million eligible Indiana voters did not vote. </span></div>
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<span style="color: white;">When US citizens disengage from the democratic way of life there is a problem with the way we educate children.</span></div>
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<span style="color: white;">Art education programs provide children with valuable opportunities to to gain insight into the complexities of our society and to expand moral consciousness. Art classrooms are those places in school where children act upon their educational ideas, where they have a voice in what they say and do and where they may control their experience. The art classroom is that place in school where children develop a critical eye, a critical mind, where visual literacy is emphasized and where the refinement of the imagination is practiced daily. We need more art education in our schools not less.</span></div>
<span style="color: white; letter-spacing: -0.23999999463558197px;">I ask you to please stay informed, remain active as a citizen advocate. Your voice to elected officials is essential to protect those educational programs that make our schools special."</span><br />
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<span style="color: white;">Thank You!</span></div>
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Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0tag:blogger.com,1999:blog-7556332.post-16952863592742358392016-09-05T11:51:00.000-07:002016-09-05T12:47:43.915-07:00What Is An Ethical Pedagogy?<br />
The problem with administering standardized learning activities without accounting for differences of diverse cognitive capacities, desire and strengths in heterogeneous student populations is that individual flights of learning are blunted.<br />
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The scientific method is innate in human beings. The desire to be curious, explore, create, reflect and learn is a human trait that has served our species well.<br />
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When I think of Teaching for Artistic Behavior classrooms and art programs, I think of learning environments that support, nurture and expand mental growth through those innate capacities.<br />
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A TAB classroom is in many ways an <a href="http://clydegaw.blogspot.com/2013/09/states-of-play-in-choice-based-art-room.html">umwelt,</a> an environment where learners connect at a deep psycho/emotional/physiological level.<br />
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Within the environment of the TAB classroom, inspiration, time, support, opportunity and feedback are available to learners.<br />
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When I first began TAB practice, I began to witness <a href="http://clydegaw.blogspot.com/2004/12/dragon-mural-has-become-one-of-big.html">unbelievable</a> feats of creativity from my elementary students.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgh7JtfzZQx0SUidrSfUbGcn-9J8ZUQRhdsCbbux0TBzHoPVJcjpBWHaQG8A1Wa627lgZQ0mau3M24pA8OSrFclfFZoa2b8vNxKVaBQ8fFaTIIt0az2pNaHD05QeQ4s-koEyq-/s1600/IMG_5641.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgh7JtfzZQx0SUidrSfUbGcn-9J8ZUQRhdsCbbux0TBzHoPVJcjpBWHaQG8A1Wa627lgZQ0mau3M24pA8OSrFclfFZoa2b8vNxKVaBQ8fFaTIIt0az2pNaHD05QeQ4s-koEyq-/s320/IMG_5641.JPG" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBgJ3aHl6AW680HSpBmMdgxWvT74tI-nz9GKX1T2VmqZcDvdfYYi1qkz3ZDXtrH-N5RCGyQxgGClMbOsGPi4UOC76IVKqME5UK_UEnG6aKgvX4NPSjBEBbs7_mvXWUH8MUV7sP/s1600/IMG_5642.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBgJ3aHl6AW680HSpBmMdgxWvT74tI-nz9GKX1T2VmqZcDvdfYYi1qkz3ZDXtrH-N5RCGyQxgGClMbOsGPi4UOC76IVKqME5UK_UEnG6aKgvX4NPSjBEBbs7_mvXWUH8MUV7sP/s320/IMG_5642.JPG" width="320" /></a></div>
Natural pathways to creative experience are profound! Meaning making, memory formation is optimized during these profound experiences.<br />
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At the heart of natural pathways to creative growth experience? Emergence.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWjNp9-_W-4bu65qk7Nx9EzeI5t4SuI4-Dtgr0MZNYFVVuHlMZtmmcpCtSiGDCp5-lLt9isGkEZTASbB4XCCaVkalaYD8nvaHL4qsjDc5BSW0i3a-tGEYFKXNJJKaMSbMZzY-g/s1600/Slide4.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWjNp9-_W-4bu65qk7Nx9EzeI5t4SuI4-Dtgr0MZNYFVVuHlMZtmmcpCtSiGDCp5-lLt9isGkEZTASbB4XCCaVkalaYD8nvaHL4qsjDc5BSW0i3a-tGEYFKXNJJKaMSbMZzY-g/s320/Slide4.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Baseline example of student art created in September, '14 and example from December '14 reveal changes in composition complexity of radial symmetry design ideas.</td></tr>
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Kathy Douglas and Diane Jaquith's dynamic approach to art education that accounts for individual differences falls within the parameters of systems theory set forth by Aristotle, who writes in "Metaphysics,"...the whole is greater than the sum of it's parts."<br />
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<br />Clyde Gawhttp://www.blogger.com/profile/07416771200572948193noreply@blogger.com0