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Risk Taking - 2006/02/17 21:58 Risk taking

So much of school is concerned with rules and obedience, which institutionalizes the fear of “messing up”. Risk taking, which can result in both deep learning and exciting and evolving art work is a necessity in the art room. Because this behavior is infrequently affirmed in other parts of school, it must be explicitly encouraged. The discussion in the end of class reflections/sharing of false starts and new beginnings can very helpful to the students.
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Re:George Szekely - 2006/02/17 22:08 More of George...


"We imagine more limitations in school life than actually exist...what we feel is possible
may be closely tied to our desire to fit into a school system without being noticed, without
risk. All these qualities are not the qualities of the artist in relationship to society. Artists
should not be afraid of the challenge of being different. It is not enough to tell our
students that art deals with the extraordinary; this also has to be demonstrated by our
treatment of the classroom, by its space and furnishings and by our speech and actions."

George Szekely (1988) ENCOURAGING CREATIVITY IN ART LESSONS. New York: Teachers
College Press.
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Art and uncentainty - 2006/02/17 22:10 MORE QUOTES:

"Simply put, making art is chancy--it doesn't mix well with predictability. Uncertainty is
the essential, inevitable and all-pervasive companion to your desire to make art. And
tolerance for uncertainty is the prerequisite to succeeding."


Bales, David and Ted Orland (1993). ART AND FEAR: OBSERVATIONS ON THE PERILS (AND
REWARDS) OF ARTMAKING.Santa Barbara: Capra Press.
(thanks to Dr. John Crowe for sharing)
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Art on a Shoestring - 2006/02/18 16:18 ART ON A SHOESTRING:
I am often asked if this method (choice-based teaching) is more expensive in materials; I do not think that it is. What you present depends entirely on what materials you are able to get. I have used this method when I had a small art budget and I have used it with a much larger budget. One advantage of choice is that you do not have to have enough of anything for everybody to use it at one time. I am able to try out new materials in very small quantities. When I introduced fan brushes to the paint center I only had six of them; because there were usually fewer than eight painters at a time, this was not a problem. I once spoke with a teacher whose husband had made her a lovely set of 25 wooden weaving looms. She only taught weaving to one or two classes per year, because everybody had to do it...and of course that sort of weaving took weeks and weeks, and she only had those 25 looms. In my classroom those looms could most likely cover five or six classes, as only a few students would commit to a long project like that. And those students would do quite well, because weaving would be important to them.

From Teaching for Artistic Behavior
http://tabchoiceteaching.blogspot.com/
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Re:Teaching for Artistic Behavior - 2007/01/01 13:46 To any and all readers of this message: we would like to invite you to visit content related to these posts. Teaching for Artistic Behavior (TA has many Internet resources on choice-based teaching. We invite your comments and critiques--the discourse available on the 'net is improving our teaching and learning.

http://knowledgeloom.org/tab
http://groups.yahoo.com/group/TAB-ChoiceArtEd/
http://tabnaea.blogspot.com/
http://artatrms.blogspot.com/
http://choiceartroom.blogspot.com/
http://tabchoiceteaching.blogspot.com/
http://clydegaw.blogspot.com/

kathy douglas
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