Educating Youth on Ways to Express Themselves Through Art

Educating Youth on Ways to Express Themselves Through Art

September 28, 2019 0 By Ronny Jaskolski


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ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ Ü Ü Ü Ü Ü Ü Ü Ü Ü ’ › : Teachers from
four high league school districts participated in the program, 15 the first year and 23 the
second year. We wanted these teachers to feel what we feel as artists. Our expectation was
that they would create well crafted, thoughtful, and expressive art, and they did. In the workshops,
teachers assumed a dual existence; they are learning to think like teachers of the arts,
and they are also proxies for young students, experiencing the learning methods being taught.
How can we connect abstract ideas to the students’ experience? The workshop is a constant weaving
of the two strands of thinking like a teacher, and experiencing and learning like a young
child. During the first year of the grant, I gave
visual arts workshops on Saturday mornings, and then visited each teacher twice in her
classroom to provide support. In the workshops, teachers develop fluency in painting, collage,
and sculpture. After studying children’s perceptual stages of development, teachers
learn underlying characteristics of materials, design of compositional elements, color theory,
geometric concepts integral to sculpture. Teachers explored approaches to motivation
and creativity. How can we question children about art? Stimulating them to think more
deeply about the subject under review, engendering creativity and perseverance? The teachers
commented that they have underestimated their student’s potential to sustain attention
and create artwork demonstrating skill and layered meaning, that they delighted in sharing
with classmates and bringing home to parents. Teachers presented art history prints as documents
to understanding people and culture. In our coaching sessions, there were children
who produced art for the first time, lavishing attention on their work and requesting more
materials to try again. I modeled approaches to talking to children about their artwork.
The exploration of materials and the open ended nature of the art project encouraged
student to find deeper significance in their subjects. Students could demonstrate mastery
of concepts in diverse ways, showing their understanding of the three dimensions, shapes,
and balance.
Children were encouraged to find personal meaning in their work, and they were encouraged
to talk about it and share it before the class, their community of fellow learners.
In the first music workshop, Dr. Lori Custodero introduced teachers to ways to help children
musically engage with their voices, their bodies, and with musical instruments.
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