Okay, so textbooks are terrible. They are heavy, boring, basically just a huge compilation of fact after fact with no real world applications. I- Pads on the other hand are great. Light-weight, you can download all the textbook information that is required for class. They are convenient.... Unless you're like me and you despise the use of technology and long for the day when the world falls apart and man is forced to communicate by either morse code or by using a hammer and chisle to leave vague messages for others who wander by... either way, still much better than staring blankly at a computer screen right?? Okay, maybe not.
The point is, yes I-Pads are way more convenient, light, and definately don't require every tree in the Amazon to make, but they are not practical for public schools. I mean, schools would be REQUIRED to provide each student with one, so what happens when it breaks? And it will... especially if you're giving them to children... I mean that's what children do... break things. So would the school be required to replace them, sweet for the kid... expensive for the school. Schools would all be broke, teachers would all be fired and then the Apocolypse would come. Maybe not, but that's just me. Here are some links to kind of talk about both sides a bit. Look through everything and tell me what you think. Should texbooks be replaced with I- Pads?
http://www.edutopia.org/no-books-no-problem
http://www.youtube.com/watch?v=NKAm1OmdFfU
Sunday, August 29, 2010
The Pre-Post Post.
Hey everyone,
My name is Noah Shaffer, I'm a senior in art education at Fairmont State University. I plan on teaching grades K-12, and I hope that students will learn to enjoy and appreciate art no matter what they decide to do after graduation. I think for earlier grade levels, students should participate in more gestural, abstract, or expressive arts with limited art history discussions (ie. matching games- matching famous artists to their worketc.), simply because young children rarely grasp concepts such as three- dimensionality, space, overlapping, etc. at least not until the end of third to the beginning of fourth grade. For these reasons, I think it is best to stick to visual examples that they can easily comprehend, such as color, shape, and pattern. These early classes would be graded mostly on effort rather than craftsmanship.
Mid level students will work primarily with three- dimensional projects such as pottery and/or various sculpture media but will also leran about perspective drawing and conveying space. They will also develop their writing skills as they would have to research interesting historical or contemporary artists such as Van Gogh, Edvard Munch, or Jenny Saville. The grading criteria for the mid-level students would be a split three ways a third for craftsmanship, effort, and research assignments.
High School age students will not have a specific area of concentration, rather they will learn and create works of various media and styles such as watercolor, printmaking, drawing, sculpture, painting, abstract, realism, cubism, etc. They will be expected to identify significantly different examples of work such as Cubism or Neo- Classical and so on. These students will also be expected to explore historical movements and important artistic figures from the past. Craftsmanship will be a much more important factor for these students than students in earlier grade levels as well.
So, basically that's how I think I would run my classroom.
Love all,
Shanosha
My name is Noah Shaffer, I'm a senior in art education at Fairmont State University. I plan on teaching grades K-12, and I hope that students will learn to enjoy and appreciate art no matter what they decide to do after graduation. I think for earlier grade levels, students should participate in more gestural, abstract, or expressive arts with limited art history discussions (ie. matching games- matching famous artists to their worketc.), simply because young children rarely grasp concepts such as three- dimensionality, space, overlapping, etc. at least not until the end of third to the beginning of fourth grade. For these reasons, I think it is best to stick to visual examples that they can easily comprehend, such as color, shape, and pattern. These early classes would be graded mostly on effort rather than craftsmanship.
Mid level students will work primarily with three- dimensional projects such as pottery and/or various sculpture media but will also leran about perspective drawing and conveying space. They will also develop their writing skills as they would have to research interesting historical or contemporary artists such as Van Gogh, Edvard Munch, or Jenny Saville. The grading criteria for the mid-level students would be a split three ways a third for craftsmanship, effort, and research assignments.
High School age students will not have a specific area of concentration, rather they will learn and create works of various media and styles such as watercolor, printmaking, drawing, sculpture, painting, abstract, realism, cubism, etc. They will be expected to identify significantly different examples of work such as Cubism or Neo- Classical and so on. These students will also be expected to explore historical movements and important artistic figures from the past. Craftsmanship will be a much more important factor for these students than students in earlier grade levels as well.
So, basically that's how I think I would run my classroom.
Love all,
Shanosha
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