AED 401

          The thesis I picked up from watching this video was that students are capable of adapting to the unknown, whether this be the unknown of a new medium, concept, process, etc. and can create greater meaning in their works on their own and with the aid of teachers. This was mainly supported through the testimonies of the presenting educators and the stories they recalled along with the photos they used to supplement their cases. I found this to be important for art teachers as these stories could inspire new was to interact with students and their arts while also fostering more personal connections between student and teacher. Connections which are vital to help students express their thoughts fully and for teachers to offer the best advice they can give. The concerns that arose for me while watching were somewhat discussed in that these situations have to work in tandem with the regulations placed upon teachers anyways. Along with this, I just worry that...

           The thesis I found overarching all of the articles of  Assessment White Papers for Art Education's 2nd and 3rd sections is that assessment is a multifaceted tool that is malleable to how one views it while also containing many key components. This is supported through the mentioning of what have been commonly agreed upon as critical components and through more specific methods like Model Cornerstone Assessments. The thesis itself is important to educators since the ways we view assessment and the role students have in the assessment process are undergoing constantly new changes, which we need to be aware of and discern their validity. My only issue with all of these ideas is the thought of how educators are supposed to keep their assessment flexible to new kids constantly while maintaining these suggested regulations.             When I consider how this might relate to my real life though, it makes me conside...

          The thesis that I perceived to be put forward while reading Assessment White Papers for Art Education's Introduction and 1st section was that through a qualitative assessment that involved student input over adhering to quantitative testing, teachers can nurture more of a student's creativity and have their grade be specific to their unique skillset. This was supported through the suggestion of several methods for implementing more individualized student assessments and giving real world examples of different attempts at this solution. This thesis is aimed towards teachers since many still struggle to take a student's hard work, ideas, and subjective viewpoints when the are required to submit grades on a quantitative scale. My concern with this thesis then becomes a matter of how much can a rubric be qualitative before it gets deemed too vague or unclear for assessment. There needs to be a balance between both so that administrators, parents, and stu...

         From my reading of Nicole Packard's 2018 paper: Art for Social Change: Exploring Social Justice Art in the Sixth Grade Classroom, I interpreted the thesis as being the need for a communal effort between students and educators to expand and express a student's views on various social issues. This thesis is then supported by the numerous examples Pickard mentions where the final works of students were often envisioned and created through cooperative efforts and a meaningful discussions. I found this point to be especially poignant for art educators, especially after reading  Nicole Tucker's Art Activism Matters: Implementing Social Justice Art Pedagogy, since this reaffirms the need for discussions and opportunities in classrooms for students to express what they are currently feeling about a given subject. On the other hand, my main concern with this reading is the thought of how much of the students work was of their own creation and not totally i...

      From reading Nicole Tucker's 2018 article, Art Activism Matters: Implementing Social Justice Art Pedagogy , I've come to the conclusion that her thesis is centered on encouraging students to examine and show their views on social issues through their art making. This thesis itself is important for today's students because they are becoming more aware of what's happening in the world as technology continues to connect us all, but many aren't able to express their views on such matters or are even given the attention to from adults and teachers. My only worries about this lay in the question of what can and can't be discussed in a classroom setting for students to ponder over. It's all well and good to consider social issues like racial inequality, immigration, feminism, etc. but what about others that may not be as "appropriate" (euthanasia, capital punishment, drug usage, etc.)?       I find this reading to be quite relevant to my life as I...

          While reading Walker’s Teaching Meaning in Artmaking , the thesis appeared to be that “Big Ideas” are essential to creating a successful art curriculum, which is then supported by examining artist works and playing out a scenario of not understanding one. The thesis itself is important for art teachers because the text makes the case that without a thorough understanding of what makes a Big Idea, the students taught will not be able to fully see what an artist’s viewpoints are aimed at.            I find this idea interesting because it makes it seem like it’s a make or break scenario every time a new artist is introduced, which in itself troubles me due to my belief that artmaking is inherently flexible and can draw from a variety of sources. On the other hand, I do find it fascinating how intertwined these Big Ideas from artists can become in a teacher’s curriculum if supposedly done correct. The main question I have a...