Ken Robinson TED talks “How schools kill creativity”.
The gift of imitation, how true that we are trying to
educate children for the future, because right now we don’t know what the
future is. All children are born artists and they grow out of this. Wow oh wow.
If we did not grow out of it, where would we be? This can boggle the mind. The growth that could happen
within just one person is great. We, as a whole, could be amazing THINKing so
outside of the box all the time. We, as the human race, could do anything and
we would value everyone.
Emily Pilloton “Teaching design for change”.
I do understand what its like to go to school in a small
town, where only the best and richest students get out or go for higher
education. Coming from rural Mississippi, we had firsthand knowledge of what
its like to see this. Without education these students do not leave the area or
have opportunities to change their lives. I love this list that helped redesign
rural schools that offer ways to help students find success.
1. Design through action
2. Design with, not for
3. Design systems, not stuff
4. Document, share, and measure
5. Start locally, and scale globally
6. Build
Using design within the public education community goes
right in and helps students have an atmosphere of learning. Redesigning
education to fit what or where students are within their own community so they
can learn. I do have a burning passion that goes right along with changing
education in the rural education system. This is a great project that can work
within the rural school systems, but also within all schools.
Blog accompanying the video reflect on:
How does your artistic process echo your what you imagine
your teaching process to be?
The way that I work through new artwork is also the way that
I would work through teaching a lesson to my students. First, what will be the
connection that I want to use? Second, what will the materials be that help
tell or talk about the connection. Then it’s off to do research that can inform
or help me understand other artists that have worked through this connection or
with what materials before. Then, at this time, I like to draw out what I see
formulating in my mind. Then there will be a lot of reworking or tweaking until
I see it coming together. This is a great time to have friend or classmate over
to talk about the work, seeing what they might be seeing within the work. Having
a notebook and pen to take notes is a great thing here. It’s a way to go back a
re-read what was said then and to work and re-think the connection with the
materials. Finally, understand that artwork can and most of the time has a mind
of its own and sometimes with take you to new place within your own artistic
growth.
I need to have other voices that help me think through what
I am working on. I need a sounding
board to see the work outside of the box that I am working within my own mind.
I would ask my students to do the same within the classroom, through one on one
discussions and classroom critiques. Thinking and re-thinking about the what,
why, and how about the work is also a great way to have the students and
yourself re-think about what the work is saying.
Shirley,
ReplyDeleteYou have some great insights about parallels between your artistic process and your teaching process. I agree that dialogue with students is important in shaping of the flow of your class. Its a different kind of listening we employ in those instances, much like the listening to our own artwork as it evolves.
I love all the Ken Robinson TED talks. Thank you for posting this one, will you put it on the LORE site so we have the whole class collection there? What were your responses to the other videos? TED talks are so juicy with so much to think about!