I can tell you what I usually do with an idea… I lose it. This one, thankfully, was only lost for a little while.
The potential of an single teacher working independently in his classroom will never equal that of a team of teachers working together to improve student learning.
It was great to see a few of my fellow arts supervisors from around the state today. Meeting with these folks is a great opportunity for us to share the things going on in our districts and support each other’s work.
Q: How often do art teachers hear the words, “I can’t even draw a stick figure”?
A: Often enough that we have to muster a significant amount of self control not to smack the person who says it.
I was talking, recently, with some colleagues about anticipated changes in our department. We were getting a new director and were sharing some of our hopes for the new arrangement. The people in the conversation were all what you might call — in education — “non-core,” so it surprised me that the comment that really struck me came from a friend in Instructional Technology.
So what have we covered so far?
There’s this great concept called a big idea, but the words “big idea” can be interpreted in different ways. At least one of those ways lends itself so well to art instruction that one of the ten largest school systems in the country uses big ideas as a conceptual foundation for their art courses, from kindergarten through grade twelve. These themes are the basis for making meaning in art and are built into every artmaking challenge.