Identifying and Addressing Challenges Encountered by Educators of ...
2003 Guildford Challenges For The Art Curriculum & Educators
-
Upload
university-of-wollongong -
Category
Education
-
view
2.254 -
download
1
description
Transcript of 2003 Guildford Challenges For The Art Curriculum & Educators
![Page 1: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/1.jpg)
![Page 2: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/2.jpg)
CHALLENGES : ART CURRICULUM
& EDUCATORS
Guildford Grammar School
Western Australia
6 August 2003
Alexander Hayes
![Page 3: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/3.jpg)
‘It is estimated that illegal graffiti costs the Australian community between $50 and $100 million per annum. Unwanted
graffiti can seriously affect property values, community well being and civic
pride’
http://library.trinity.wa.edu.au/issues/graffiti.htm
![Page 4: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/4.jpg)
Graffiti pl. > Italian ‘ graffiare’: to scratch – Latin derivatives
Aerosol – paints using propellant ie. Hydrocarbons or air pressure
![Page 5: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/5.jpg)
So what prevents educators combining the two elements…..or perhaps it’s more
about aesthetics and class ?
Whatever the issue, what is preventing graffiti Artist’s “getting up“ ?
Is it …….
![Page 6: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/6.jpg)
TRADITION
Age old ways, stiff, in-flexible, authoritarian, lacking any sense of
innovation, rule stickling, boring, disengaged from
students
![Page 7: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/7.jpg)
….or perhaps it’s not so much that it’s challenging and out of bounds, and a
public issue…. maybe its more about ….
![Page 8: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/8.jpg)
ControlGetting things done, straight lines, dot-to-dot
![Page 9: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/9.jpg)
….whether we like it or not there is a major problem and that is that educators
exist in architecture which struggles to rid it’s shackles and be less of an ….
![Page 10: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/10.jpg)
![Page 11: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/11.jpg)
….where discipline and managing student behavior is valued more than connected
learning spaces which of course leads to a little ….
INSTITUTION
![Page 12: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/12.jpg)
ATTITUDE
…..lots of it and then how does the educator tap into
that energy without looking like a
complete twat…..
![Page 13: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/13.jpg)
….listen and learn and engage, retain and motivate learners and occasionally reward
them.….
RELAX
![Page 14: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/14.jpg)
![Page 15: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/15.jpg)
….trust that your learners probably know a darn sight more than you ever will so
your role is to enable .….
BELIEVE
![Page 16: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/16.jpg)
![Page 17: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/17.jpg)
….creations in the real world and ensure that the community gains a connection.….
IMBED
![Page 18: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/18.jpg)
![Page 19: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/19.jpg)
…. because the reality is many of your learners read life differently to you.….
REALITY
![Page 20: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/20.jpg)
![Page 21: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/21.jpg)
…. where your curriculum matters in what your learners attain.….
CHOICE
![Page 22: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/22.jpg)
GETTING’ UP
……it may well break all the rules but what does it
matter when it’s just about what canvas your providing…..
![Page 23: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/23.jpg)
…. where your curriculum matters in what your learners attain no matter what
“class”.….
CHOICE
![Page 24: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/24.jpg)
![Page 25: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/25.jpg)
…. making room in your class for things to grow and emerge that challenge the
status quo……
CLASS:ROOM
![Page 26: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/26.jpg)
![Page 27: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/27.jpg)
…. turning ideas into objects and objects into ciphers and ciphers into signs and
signs into……
TRANSL8
![Page 28: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/28.jpg)
INNOVATION
![Page 29: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/29.jpg)
Where does it all go wrong ?
An educators nightmare – re-positioning beliefs, myths and common misconceptions
A learner’s nightmare – ignorance…..”
![Page 30: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/30.jpg)
DISRESPECT ?
Lets examine some language used around learners keen to get up’ ……..
![Page 31: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/31.jpg)
VANDAL
Vandalism is a symptom of civic unrest – How can we as responsible community members thwart perceived
abandonment and reduce youth acting inappropriately out of the need for recognition, inclusion and respect?
What curriculum tools are there that foster inclusion and respect invariably touching the soul of every individual?
![Page 32: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/32.jpg)
CRIMINAL
Crime is an opiate best consumed alone, isolated and as far away from the community as possible.
How can we as parents and educators model behavior that builds community, embraces children
from the streets and provides a non-hypocritical stance to illegal activities ?
![Page 33: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/33.jpg)
ILLEGAL
Legality is married to creativity. A child named enterprise was conceived soon after legality and
creativity were married. Enterprise is loved by legality and creativity encourages enterprise by virtue of
admiration and respect.
What riddles are we creating for our children by ignoring creative curriculum?
![Page 34: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/34.jpg)
OFFENDER
Which creative education management plan removes this ‘tag’ given to individuals without
isolating them from their peers ?
How can we manage less, share more and build relationships with our learners that foster positive
and critical curriculum ?
![Page 35: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/35.jpg)
JUVENILE
How long were you a juvenile ?
Did your education setting allow you the opportunity to express your hopes, fears and
aspirations?
![Page 36: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/36.jpg)
JERK
Every student requires positive affirmation that involves feedback that is relevant, current and applicable to their
lives.
How can we remove put downs that are essentially tantamount to emotional abuse with all it’s hurts and
injustices?
![Page 37: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/37.jpg)
CANCER
Is social decay evident in areas where education services lack the ability to move
with creative enterprise?
![Page 38: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/38.jpg)
SCUM
As a god fearing, morally upstanding, law abiding, educated individual try and turn this word into something that resembles joy and
inspiration for a socially isolated, unhappy and disadvantaged member of the community.
![Page 39: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/39.jpg)
BUM
How do brilliant minds become stagnant pools of despair?
What can educational institutions do to thwart discontent, laziness and dislocation
from curriculum ?
![Page 40: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/40.jpg)
IMMORAL
Good vs. bad
Pure vs. impure
Light vs. dark
Our democratic society is heavily imbedded with rules, regulations and doctrine. Where
does the education of an individual begin and end ? What is an educators role in that
transition ?
![Page 41: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/41.jpg)
HOODLUM
Which part of the hood are you from ?
Which relational aesthetic do you engage with ?
Are any more relevant than the other ?
Should curriculum activities engage in the debate ?
![Page 42: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/42.jpg)
REJECT
A humans greatest fear is to be not accepted – none more so than those still trying to find
their way in life as young, sensitive individuals.
An educators gift is in realizing potential and aptitude in their students.
![Page 43: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/43.jpg)
....so how can an educator change their language and in
doing so change the way learner’s engage ?
![Page 44: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/44.jpg)
RESPECT
Very hard to earn and so easily lost – particularly self respect
![Page 45: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/45.jpg)
INCLUSION
The worst of the worst are invariably seeking to be the best of the best
![Page 46: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/46.jpg)
LEADERSHIP
Curriculum is at the battle front – parenthood brings up the rear
![Page 47: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/47.jpg)
ADMIRATION
Every student has potential – it is a team effort to harness this irrespective of whether we are educators, parents,
friends or peers.
![Page 48: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/48.jpg)
INVOLVEMENT
An educators best asset is in the ability to relate to the student with commitment in sharing the journey no matter how long
by walking with them and NOT by carrying them.
![Page 49: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/49.jpg)
CREATIVE
Challenging, thought provoking curriculum.
![Page 50: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/50.jpg)
ENTERPRISING
E-bay was invented by a child so therefore we should find more
ways to allow learners….
![Page 51: 2003 Guildford Challenges For The Art Curriculum & Educators](https://reader034.fdocuments.in/reader034/viewer/2022051513/547e97a0b4af9fc3158b56ba/html5/thumbnails/51.jpg)
To get up !