Art as Social Interaction implies that art is meant to be experienced and interpreted by others, not just the artist. For art education, this means providing order and structure to student creative expression without dictating specific commands. Educators can establish expectations for quality and developing meaning while allowing exploration through aesthetics, art history, culture and creative production. This provides order and avoids chaos, but in a way that does not limit self-expression or the response of others to artistic works.
This chapter discusses different types of social interaction including exchange, cooperation, conflict, and competition. It defines key concepts like status, roles, role sets, role strain, and role conflict. It also covers dramaturgy's view of social interaction as performance and impression management. Finally, it explains ethnomethodology as the study of the implicit rules and norms that govern social behavior.
Durkheim acreditava que os "fatos sociais" têm existência própria independente dos indivíduos. A consciência coletiva é o conjunto de crenças e sentimentos compartilhados por membros de uma sociedade que forma um sistema com vida própria e perdura por gerações, determinando o que é considerado moral ou imoral naquela sociedade. Exemplos de consciência coletiva incluem a obrigação de ir à igreja e a crença de que roubar é errado.
1) O documento apresenta um resumo de trechos selecionados dos escritos de Lev Vygotsky, um psicólogo russo do início do século XX.
2) Vygotsky desenvolveu uma teoria psicológica marxista que enfatizava o papel das ferramentas culturais e da interação social no desenvolvimento cognitivo humano.
3) Os capítulos selecionados discutem tópicos como a internalização de funções psicológicas superiores, a interação entre aprendizagem e desenvolvimento,
Interação Social e Vida Cotidiana - SociologiaKiki Tavares
1) O documento discute diversos conceitos da sociologia como interação social, vida cotidiana, comunicação verbal e não-verbal.
2) Aborda temas como desatenção civil, espaço pessoal, regiões de frente e fundo nas interações.
3) Também apresenta estudos sobre expressão facial, gênero, diálogo e como as interações são influenciadas por fatores sociais.
Este documento resume os principais processos cognitivos e sociais envolvidos nas relações interpessoais, como a formação de impressões, expectativas, atitudes e representações sociais. Também discute processos de influência como conformismo e obediência, além de abordar a atração, agressão e intimidade entre indivíduos e grupos.
Processos de interação social incluem cooperação, competição, conflito e acomodação. A cooperação envolve trabalho em equipe para beneficiar o grupo. A competição é tentar superar os outros. O conflito busca eliminar rivais para obter recompensas. A acomodação propõe acordos para amenizar conflitos através da tolerância.
A interação social é a forma como os indivíduos se relacionam no dia-a-dia, estruturando seu comportamento de acordo com as expectativas uns dos outros. Existem duas formas básicas de interação: situações informais entre desconhecidos e situações formais onde há papéis sociais estruturados. As interações sociais devem ser estudadas considerando o contexto temporal e espacial em que ocorrem, já que são relativas ao tempo e lugar.
This chapter discusses different types of social interaction including exchange, cooperation, conflict, and competition. It defines key concepts like status, roles, role sets, role strain, and role conflict. It also covers dramaturgy's view of social interaction as performance and impression management. Finally, it explains ethnomethodology as the study of the implicit rules and norms that govern social behavior.
Durkheim acreditava que os "fatos sociais" têm existência própria independente dos indivíduos. A consciência coletiva é o conjunto de crenças e sentimentos compartilhados por membros de uma sociedade que forma um sistema com vida própria e perdura por gerações, determinando o que é considerado moral ou imoral naquela sociedade. Exemplos de consciência coletiva incluem a obrigação de ir à igreja e a crença de que roubar é errado.
1) O documento apresenta um resumo de trechos selecionados dos escritos de Lev Vygotsky, um psicólogo russo do início do século XX.
2) Vygotsky desenvolveu uma teoria psicológica marxista que enfatizava o papel das ferramentas culturais e da interação social no desenvolvimento cognitivo humano.
3) Os capítulos selecionados discutem tópicos como a internalização de funções psicológicas superiores, a interação entre aprendizagem e desenvolvimento,
Interação Social e Vida Cotidiana - SociologiaKiki Tavares
1) O documento discute diversos conceitos da sociologia como interação social, vida cotidiana, comunicação verbal e não-verbal.
2) Aborda temas como desatenção civil, espaço pessoal, regiões de frente e fundo nas interações.
3) Também apresenta estudos sobre expressão facial, gênero, diálogo e como as interações são influenciadas por fatores sociais.
Este documento resume os principais processos cognitivos e sociais envolvidos nas relações interpessoais, como a formação de impressões, expectativas, atitudes e representações sociais. Também discute processos de influência como conformismo e obediência, além de abordar a atração, agressão e intimidade entre indivíduos e grupos.
Processos de interação social incluem cooperação, competição, conflito e acomodação. A cooperação envolve trabalho em equipe para beneficiar o grupo. A competição é tentar superar os outros. O conflito busca eliminar rivais para obter recompensas. A acomodação propõe acordos para amenizar conflitos através da tolerância.
A interação social é a forma como os indivíduos se relacionam no dia-a-dia, estruturando seu comportamento de acordo com as expectativas uns dos outros. Existem duas formas básicas de interação: situações informais entre desconhecidos e situações formais onde há papéis sociais estruturados. As interações sociais devem ser estudadas considerando o contexto temporal e espacial em que ocorrem, já que são relativas ao tempo e lugar.
This presentation was for my paper "Transformative learning: revisiting Heathcote and Vygotsky for the digital age" presented at the IDEA Congress in Paris, July 2013.
(Some additional text had been added and video clips removed in this version). As an education academic who spent many years as a drama teacher it has been an interesting journey for me to find those theorists, scholars and master practitioners whose work resonates for me, and who articulated principles and truths that I had also discovered for myself.
For both Heathcote and Vygotsky, learning was a social process that recognized the importance of individual interactions with knowledgeable others and peers. Learning was not conceived of as transmission but a mediated activity involving symbolic and psychological tools. In both cases the way they conceived of childrens’ learning potential was predicated on valuing what they could do and become through interactions with concepts and artefacts from cultures.
In this paper I will identify several themes in work by Vygotsky and Heathcote and explore their relevance to a recent project I have been involved in. The Water Reckoning Project was a process-based drama project enacted across five school sites around the world. It involved the use of digital technologies for capturing and sharing creative work and facilitating networked communicaitons and performative acts. The use of digital technologies increase the repertoire of potential tools available for transformative learning - with the teacher's role still remaining an active one - as the curator and designer of aesthetic encounters.
Feel the Fear: Learning Design in Affective Places and Online SpacesAnitra Nottingham
This document discusses how affect and fear can be important to developing design students' skills and "design eye" through their interactions with physical and online learning environments. It explores how affect can circulate between people and objects, and how exposure to exemplar designs in hallways allows students to benchmark themselves against others' work in an affective experience. The document also examines how online spaces need to engage students in regular affective relations by making displays of peer work "sticky" in order to instill a design eye virtually.
Self and Identity theory: A Selective literature review for e portfolio enthu...Portland State University
This document summarizes several early 20th century theories on self and identity from social psychology literature. It discusses Erik Erikson's psychosocial stages of development, emphasizing the role of families in shaping identity. It also covers Erving Goffman's theory that social life is like theater, with people managing impressions and playing roles. Finally, it summarizes George Herbert Mead's symbolic interactionism, noting that identity and meaning are constructed through social interaction and interpretation. The presentation suggests these theories can help understand how ePortfolios support students' development of self and identity.
This document summarizes several early 20th century theories on self and identity from social psychology literature. It discusses Erik Erikson's psychosocial stages of development, emphasizing the role of families in shaping identity. It also covers Erving Goffman's theory that social life is like theater, with people managing impressions and playing roles. Finally, it summarizes George Herbert Mead's symbolic interactionism, noting that identity and meaning are constructed through social interaction and interpretation. The presentation suggests ePortfolios could help students reflect on these formative influences and establish a stronger sense of self.
The document summarizes key concepts relating to socialization. It discusses how socialization is the process by which people develop their identities and acquire norms and values from their culture. It also examines internalization, how members of new generations learn about their environment, and the roles of nature vs nurture. Additionally, it explores agents of socialization like family, schools, peer groups and media. It outlines theories of roles, statuses, and role taking from theorists like Mead and Piaget. Finally, it discusses concepts like resocialization, total institutions, and the dramaturgical model of social interactions.
This document discusses the meaning of society and the field of sociology. It defines society as a group of people who share a culture and geographical area and see themselves as a distinct entity. Sociology is defined as the scientific study of society and social relationships between individuals. Educational sociology is a branch that examines how education relates to society by studying social interactions and their influence on individuals and the educational process. It aims to understand how education impacts social development and the relationship between schools and other social institutions.
Visual literacy refers to the ability to understand and create visual representations such as images, videos, and graphics. It involves skills like interpreting visual symbols and media, understanding illustrations and visual data displays, and recognizing how visuals are manipulated. Visual literacy is important for communication, interpreting media, and is used in many fields like design, engineering, and education. Teachers can promote visual literacy skills in the classroom through activities like picture walks, using visual organizers, and hands-on spatial learning experiences.
The document discusses three factors that shape graphic effectiveness for visual learning: content, medium, and characteristics. Content refers to the purpose of informing, supporting procedural or principle-based performance. Medium is the format such as books, notecards, or computer screens. Characteristics include surface style, static or dynamic features, and how it communicates psychologically. Balanced choices across these three factors will ensure instructional goals are achieved, while unbalanced choices can cause distraction and lack of learning.
The document discusses implications for integrating technology into art education. It begins by outlining how technology has enabled people to become creators rather than just consumers. There is a need to provide students with tools to transition to a culture of creation. The document then examines technology integration from several perspectives: as a new medium, questions of access, and its impact on community. It emphasizes the importance of purposefully immersing in new technologies, selecting tools that complement pedagogy, thinking beyond just the technology, and preparing for technical difficulties. The conclusion reiterates that technology can both positively and negatively impact creativity, but meaningful integration is key.
The document discusses how digital fabrication and 3D printing can be incorporated into K-12 art education. It describes digital fabrication as a design process that involves creating vector-based designs to be cut on fabrication machines to form aggregate pieces that are assembled into 3D structures. It provides examples of how digital fabrication has been used for public art installations and functional furniture design. It proposes some lesson plans for K-12 students that utilize digital fabrication techniques like designing paper cutouts expressing cultural themes, designing 3D structures for public art, and designing recyclable cardboard chairs to explore functional design.
Art + Music: Making Connections through Experienceutsweetheart
Visual art and music can be connected through shared experiences. Students can illustrate songs by critically analyzing lyrics, symbolically interpreting meanings, and visually representing musical components and metaphors. For example, Kandinsky's Composition #8 (1923) and Klee's Instrument for New Music (1914) show how these artists visualized music in their work.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was for my paper "Transformative learning: revisiting Heathcote and Vygotsky for the digital age" presented at the IDEA Congress in Paris, July 2013.
(Some additional text had been added and video clips removed in this version). As an education academic who spent many years as a drama teacher it has been an interesting journey for me to find those theorists, scholars and master practitioners whose work resonates for me, and who articulated principles and truths that I had also discovered for myself.
For both Heathcote and Vygotsky, learning was a social process that recognized the importance of individual interactions with knowledgeable others and peers. Learning was not conceived of as transmission but a mediated activity involving symbolic and psychological tools. In both cases the way they conceived of childrens’ learning potential was predicated on valuing what they could do and become through interactions with concepts and artefacts from cultures.
In this paper I will identify several themes in work by Vygotsky and Heathcote and explore their relevance to a recent project I have been involved in. The Water Reckoning Project was a process-based drama project enacted across five school sites around the world. It involved the use of digital technologies for capturing and sharing creative work and facilitating networked communicaitons and performative acts. The use of digital technologies increase the repertoire of potential tools available for transformative learning - with the teacher's role still remaining an active one - as the curator and designer of aesthetic encounters.
Feel the Fear: Learning Design in Affective Places and Online SpacesAnitra Nottingham
This document discusses how affect and fear can be important to developing design students' skills and "design eye" through their interactions with physical and online learning environments. It explores how affect can circulate between people and objects, and how exposure to exemplar designs in hallways allows students to benchmark themselves against others' work in an affective experience. The document also examines how online spaces need to engage students in regular affective relations by making displays of peer work "sticky" in order to instill a design eye virtually.
Self and Identity theory: A Selective literature review for e portfolio enthu...Portland State University
This document summarizes several early 20th century theories on self and identity from social psychology literature. It discusses Erik Erikson's psychosocial stages of development, emphasizing the role of families in shaping identity. It also covers Erving Goffman's theory that social life is like theater, with people managing impressions and playing roles. Finally, it summarizes George Herbert Mead's symbolic interactionism, noting that identity and meaning are constructed through social interaction and interpretation. The presentation suggests these theories can help understand how ePortfolios support students' development of self and identity.
This document summarizes several early 20th century theories on self and identity from social psychology literature. It discusses Erik Erikson's psychosocial stages of development, emphasizing the role of families in shaping identity. It also covers Erving Goffman's theory that social life is like theater, with people managing impressions and playing roles. Finally, it summarizes George Herbert Mead's symbolic interactionism, noting that identity and meaning are constructed through social interaction and interpretation. The presentation suggests ePortfolios could help students reflect on these formative influences and establish a stronger sense of self.
The document summarizes key concepts relating to socialization. It discusses how socialization is the process by which people develop their identities and acquire norms and values from their culture. It also examines internalization, how members of new generations learn about their environment, and the roles of nature vs nurture. Additionally, it explores agents of socialization like family, schools, peer groups and media. It outlines theories of roles, statuses, and role taking from theorists like Mead and Piaget. Finally, it discusses concepts like resocialization, total institutions, and the dramaturgical model of social interactions.
This document discusses the meaning of society and the field of sociology. It defines society as a group of people who share a culture and geographical area and see themselves as a distinct entity. Sociology is defined as the scientific study of society and social relationships between individuals. Educational sociology is a branch that examines how education relates to society by studying social interactions and their influence on individuals and the educational process. It aims to understand how education impacts social development and the relationship between schools and other social institutions.
Visual literacy refers to the ability to understand and create visual representations such as images, videos, and graphics. It involves skills like interpreting visual symbols and media, understanding illustrations and visual data displays, and recognizing how visuals are manipulated. Visual literacy is important for communication, interpreting media, and is used in many fields like design, engineering, and education. Teachers can promote visual literacy skills in the classroom through activities like picture walks, using visual organizers, and hands-on spatial learning experiences.
The document discusses three factors that shape graphic effectiveness for visual learning: content, medium, and characteristics. Content refers to the purpose of informing, supporting procedural or principle-based performance. Medium is the format such as books, notecards, or computer screens. Characteristics include surface style, static or dynamic features, and how it communicates psychologically. Balanced choices across these three factors will ensure instructional goals are achieved, while unbalanced choices can cause distraction and lack of learning.
The document discusses implications for integrating technology into art education. It begins by outlining how technology has enabled people to become creators rather than just consumers. There is a need to provide students with tools to transition to a culture of creation. The document then examines technology integration from several perspectives: as a new medium, questions of access, and its impact on community. It emphasizes the importance of purposefully immersing in new technologies, selecting tools that complement pedagogy, thinking beyond just the technology, and preparing for technical difficulties. The conclusion reiterates that technology can both positively and negatively impact creativity, but meaningful integration is key.
The document discusses how digital fabrication and 3D printing can be incorporated into K-12 art education. It describes digital fabrication as a design process that involves creating vector-based designs to be cut on fabrication machines to form aggregate pieces that are assembled into 3D structures. It provides examples of how digital fabrication has been used for public art installations and functional furniture design. It proposes some lesson plans for K-12 students that utilize digital fabrication techniques like designing paper cutouts expressing cultural themes, designing 3D structures for public art, and designing recyclable cardboard chairs to explore functional design.
Art + Music: Making Connections through Experienceutsweetheart
Visual art and music can be connected through shared experiences. Students can illustrate songs by critically analyzing lyrics, symbolically interpreting meanings, and visually representing musical components and metaphors. For example, Kandinsky's Composition #8 (1923) and Klee's Instrument for New Music (1914) show how these artists visualized music in their work.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
3. [in-ter-ak-shuhn] interaction – noun 1.reciprocalaction, effect, or influence. 2. Physics. a. the directeffectthat one kind of particle has on another,inparticular, in inducing the emission or absorption of oneparticle by another. b. themathematicalexpressionthat specifies the nature and strength of this effect.
4. How does interaction relate to art education? Interaction implies that there are multiple people involved: The artist Creates the object through self-expression with the intent to communicate an idea Needs to consider how others will respond to the object Other people Respond to and/or interact with the object “So we come full circle: self-expression in art means nothing if there are no other selves to hear (or see) what we are saying. (Feldman, 1996, p 5).”
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10. [awr-der] order – noun the dispositionofthingsfollowing one after another, as in space or time; successionor sequence: The names were listedinalphabetical order. a conditionin which each thing is properly disposed with reference toother things and to its purpose; methodical or harmoniousarrangement:You must try to give order to your life. Is interaction governed by order and rules? How do art educators deal with order and rules?
11. Using Order to Avoid Chaos anorderis being told to do something with no specificguidelines acommand is being told to do something in a specificway How can art educators provide order, without dictating commands?
12. Order in Art Education Provide meaningful experiences that allow for an opportunity to explore the world and ourselves through aesthetics, criticism, history and culture, and production. Maintain expectations for the quality of expression, and the development of meaning making.
Editor's Notes
A couple of weeks ago while discussing social spaces, acolleague introduced me to this video. (The Dreaded Stairs: http://www.youtube.com/watch?v=Qx_8gxh76iM; 1:48; YouTube)This video got me thinking about responses and interactions with objects within social spaces and ultimately how it related to art.
READ SLIDE**The artist could consider how others will respond to the object by incorporating social needs into the functionality of the object’s design, or as an emotive trigger to encourage further exploration of the object.This made me wonder:What makes someone want to interact with an object? --- And ---What constitutes interaction – is it limited to physicality that can be observed or can it be of a mental and intellectual nature?
Recently, I visited the Strand in Galveston. Though most building and businesses have recuperated, the visible scars of 2008’s Hurricane Ike remain. Several buildings, such as this one are ornamented with badges of survival as the community marked the Ike water line so as to never forget the experience. As I walked around, I noticed other “Tourists” making note of such displays and could see the looks on their faces transform with signs of acknowledgement, empathy, and remembrance.
In my quest for observing social interaction with objects, I was happy to discover that the Strand’s giant brick chessboard was still present. Upon my family’s arrival, the pieces sat still, seemingly unnoticed as if they were only to be looked at and not touched. However, as soon as my family began interacting with the pieces, many on-lookers joined in. http://www.flickr.com/photos/jazzyg07/4298896761/sizes/l/in/photostream/
My daughter, who is three-years-old, did not have a single hesitation when it came to interacting with the pieces. Very quickly she was touching them and moving them around the brick “chessboard”. Soon a family with 3 teenagers began to move the pieces to their respective sides and in what appeared to be the correct order. Though they were open to allowing my daughter to “help” place some of the pieces, they appeared to lose interest once the board was officially “set up”.
Another family with one teenager and two elementary-aged children approached and asked if a game were going on or if their children could move the pieces with my daughter as well. I quickly told her that we were just having fun to which she happily turned to tell her kids to go have fun. Whether or not this family knew how to play chess, they were very interested in interacting with the pieces. Their youngest daughter enjoyed moving the pieces from square to square, while their teenager appeared to be deciphering how to set up the pieces and play. The son contently moved the pieces from square to square and then after about five minutes, realized that he could turn this into a different game by using one piece to knock over another. His mom joyously noted that her family had now turned this into a game of bowling, to which we all laughed.
My daughter is 3, so needless to say it didn’t take long for her to follow suit and turnover all of the pieces…So this got me thinking about the way we interact with an object: seemingly, there is order and chaos.
Read Slide (http://dictionary.reference.com/browse/order)In thinking about the two families:The first family who began interacting with the pieces in such a methodical manner by placing them in the correct spots around the chessboard, whereas The second family simply wanted to “play”.I began to wonder how order and rules relates to art education. How does our curriculum dictate the way students view and/or respond to order? The very definition of order makes it sound as if there is only one right answer and that everything else is meaningless.
In an attempt to avoid being party to the direct synonym of order, which is “chaos”, how can art educators bridge the gap? Thesaurus.com had this bit of wisdom, which helped me to clarify the word “order”.Read slide…http://thesaurus.com/browse/order?__utma=1.453813583.1282236739.1282236739.1283965507.2&__utmb=1.4.9.1297718774548&__utmc=1&__utmx=-&__utmz=1.1283965507.2.2.utmcsr=google|utmccn=%28organic%29|utmcmd=organic|utmctr=barraging%20&__utmv=-&__utmk=208798610
So when we, as art educators, approach teaching whether its addressing production, aesthetics, history and culture, or criticism, can we use order to foster growth and meaning making? Can we order something to be done, but allow the individual’s creative personality to determine how they complete the task…how they choose to interpret or interact with something?In other subjects, prescribed outcomes are the norm, whereas in art education we are seeking to measure quality expressiveness and meaning making. By providing an experience related to the 4 themes within the curriculum, we can allow for creative demonstrations of expression and understanding.
By taking my daughter to the chessboard on the Strand, I knew that she would want to interact with it, though I wasn’t sure it what ways. By stepping back and letting her discover for herself, she created a meaningful experience through observing and interacting with others and making her own rules….