Week 7 - GUDE Articles

·Summarize

-Playing, Creativity, Possibility. This article discussed the anxiety both students and teachers experience in the art room. The author described a teacher who longed for a classroom of excited students, but she got discouraged and began focusing on the few who seem to be enjoying art. Then, Gude talked about the many factors that lead to student resistance. Some students want to be "good" by not questioning and following all the "rules". Others just want to show realism or explore real issues. Next the author discusses ways teachers can cultivate creativity. He believes that art "standards do not represent the deep experience of immersion, wonder, and not knowing that are described by creative individuals" (33). I feel that our time constraints are another contributing factor. He quotes Rogers' conditions  of psychological safety and freedom that foster creativity. Last, he puts emphasis on the needed climate and safe space that is needed. He goes on to talk about assessment, internalizing, and ends with considerations.

-Postmodern Principles. In this article, the author is attempting to persuade teachers to teach postmodern principles and avoid the "big seven" (seven elements + seven principles). He explains that 75 years ago, Dow attempted to bring a new system of art education that would increase creative power in students, but this has yet to happen. Post modern creation focuses more on: the study of making art, investigating art, generative themes (relate to students' lives and community), and exploring various media. It's intent is to relate to 21st century students by utilizing exploration to convey meaning and pleasure. This method of teaching, encourages revelations into the intricacy of actual art. Gude says, "The elements and principles of design were never the universal and timeless descriptors they were claimed to be" (12).    

·Where /when do you notice “discomfort” when you are teaching? Illustrate with a teaching example.

The biggest "discomfort" I often notice from y students is their fear of doing something wrong. They want it spelled out for them. I recently, had my 4th and 5th graders do their own "Google doodles". We discussed this year's theme "if I could invent anything to make the world a better place..." Then, I told them they could follow the theme, but if they found that to be too constricting to go with whatever subject they preferred. Some of them loved it and worked diligently on their project, but I had a few students in each class who were blocked. "I don't know what to do.", "I can't draw a _____.", "Someone else is doing my idea." I tried asking them things like: What do you like? What was your idea to make the world a better place? Can you still use that theme but change it? I even pulled up images of certain things for many students so they could try to draw it correctly. A few students still ended up doing very little.  

Another "discomfort" I have noticed is in self evaluation. My students often rush through this process and they don't seem to be honest in their reflections.

·What do you think accounts for the discomfort?

They are used to having strict constraints that do not leave much room for creativity. Typically there is a right or a wrong way to do things and these students have learned how to effectively navigate through learning. School has "killed" their creativity. Also, they may feel like it is pointless to do something well if they will not receive a letter grade.

I think they dislike self evaluating themselves, because it is written. They don't really care about it and just want to get it done. I wish I had time to have them all verbally critique. Now that I say that, I have an idea. I was thinking I'd have to take the time for each student to individually critique, but I could just have each table work together to evaluate all their pieces. Duh! I guess that solution was too simple.

·What (if anything) inhibits your creative development?

On page 36 of Playing, Creativity, Possibility, Gude said, "A student's experience of focused experimentation is interrupted when strictures such as 'demonstrate crosshatching in your finished work' or 'you must use cool colors in the background and warm colors in the foreground' impinge on a student's intuitive choice-making." There was a time when I would've disagreed. I liked having structure and/or prompts to initiate my thought. It helped me narrow down my thinking and know where to begin. In one of my design classes, our final was simply "artist's choice". There were no limitations on anything, not even size. Ahhh! I was going through a peacock phase and decided to use complementary colors to create a large blue peacock and a smaller orange peacock. Also, I decided to paint big and used the largest canvas I had. I even hot glued some miscellaneous elements on. On the day of the final, our teacher had us rate each other's work. We worked together to put them in order from the best to the needs work. I didn't move too many things, because I felt that many of the student's were much better artists than me. In the end, I was shocked that my painting was number one! I had spent the whole semester amazed by how exceptional my classmates were, but when I had complete freedom I excelled. I had this same teacher the next semester, and her final was "artist's choice" again. My piece that time is my all time favorite work that I have in my collection. Like my students, I am anxious when there are no limitations, but I end up creating things that I am enthusiastic about. My enthusiasm shows in my work. Now, I just wish there was a way I could teach my struggling artists this lesson without having them give up first.