Disciplinary Lenses
The research I have done so far in my content area (art with social awareness) has made me realize that there is a vast array of interpretations about how art can "make a difference". I have decided, for the sake of clarity, to categorize the various forms that socially engaged art can take (while admitting that often those categories will intersect). For example, there are projects that simply tell a story, often in a journalistic manner, of injustices or crises in a particular region. Usually an exhibit of such works has the intent to bring awareness to audiences that may not be aware of such things. On the other hand, there are projects that directly involve the people who are in need, through education, employment, or designs that improve their lives (shelters, clean water, etc.)
At the same time, I am discovering that, as often happens in art, it is difficult to judge what is and is not considered "art" in these contexts. Historically, those are the moments in art that can be the most exciting.
Ravitch, Chapter 9
As far as the Common Core standards are concerned, I have to confess to my almost complete ignorance on the subject. I am certain that as an art teacher I will be affected in some way by their implementation, and I will be interested to talk with my colleagues about their experiences this year. From what little I know, the testing process is supposed to be designed to provide more comprehensive and accurate results. I hope that this is true and that higher quality teaching will be honored.
After reading chapter nine, I came to the conclusion that Ravitch somewhat agreed with a system that included unions, and certainly did not agree with the rhetoric associated with anti-union politics. She seemed to base her argument on many experiences, both personal and professional. Ravitch also brought up statistical research that evidenced no significant difference between student performance and whether or not a district/school had unions.
Personally, I am grateful that I am part of a union in my school district. I admit that I have a lot to learn about the role it plays in the larger scheme of things, and I may very well alter my views as time goes on. However, coming out of a non-credentialed teaching job coupled with the fact that I am married to someone who is a skilled laborer without the option of a union, I am well aware of the benefits being a member. Like all large institutions, there are bound to be people who take advantage of a system, or could be singled out as a negative example. But I have definitely become a happier, and therefore, more capable teacher as a result of feeling an increase of security and support.
Responded to...
Erin Brindley
Kaitlyn Vignocchi
Hi Anne,
ReplyDeleteI really like your content inquiry area, and I think that your students will love you bringing some of your learnings into the classroom. I am especially interested in your projects for those in need. What a neat way to bring art to life and give it a new meaning. For inspiration, my friend Becky runs The Adventure Project, a non-profit that selects different charity groups to help raise money for and they do things like go to third-world countries and teach people how to build stoves or fix plumbing issues so that they can help others. Take a look: http://theadventureproject.org/ it might spark an idea!
Anne,
ReplyDeleteIt seems to me that there are many grey and overlapping areas that are hard to define in art. I like how you are defining the different types of projects. I am also relieved that you are not so familiar with common core in art, similar to myself. The art department at Cal High is going to have a meeting in the next few weeks so we can discuss our approach to integration. I think I will feel much more at ease once that is complete.
I really like your direction and look forward to seeing, and possibly using, your completed project.