AED 401

-          When scaffolding a curriculum, it helps to introduce new artists at each step to enrich the experience -          How to deal with concerned parents and higher ups when dealing with complex issues? -          Game Pedagogy, children enjoy playing games -           When are students "too young" to be taught about social issues in classrooms? Is there even a limit?   [Seems like it depends on when THEY bring it up, regardless of age. They also don't need to have a complex answer] -          Having a Big Idea that is supported by parents and the school board often helps to build credibility -          Offering "parent's notes" on Google Classroom to explain what new projects are gonna be focused on -          School size and # of students per year can make a difference in how te...

How can connections within the art education community be implemented in a classroom or lesson (NAEA/PAEA/Etc.)? When are students "too young" to be taught about social issues in classrooms? Is there even a limit? In relation to bullying: - Don't go to far from the conversation that gets brought up - At a level and depth to the knowledge they have/ want to have at their ages - More a matter of how you teach it in classrooms      - Keep parents involved about how they can talk about it with their child on these topics - Parent Note (Digitally/Physical): Explain what you did today; significance of the ideas; the bigger overarching idea; questions (1-3) to discuss; talk about next lesson and how it connects - When talking about sexuality, don't make it about the sexuality and the derogatory nature that bullying can create How much student input should be considered when taking qualitative assessments? - Is it done in writing or verbal comments?...

Implementation in the Classroom           For my art lesson on understanding the longevity that clay works can have in communicating about social circles and personal communities, I gave an 8-minute PowerPoint presentation about artists Antony Gormley and Josephina Aguilar. Their works of small clay figures that represented their communities were the catalyst to inspire students in creating a minimum of 15 clay figures that communicated about the people in their lives. The supervising art teacher, who gave me the opportunity to teach a lesson in his class, advised that students will become bored if the presentation about the project and instructions lasted for more than 10 minutes. The classroom was set up with two long tables vertically parallel to one another, a series of drawers to the right side of the room, and a line of windows immediately in front of the entrance.           I wanted my students to take the clay balls t...