One quote from the reading that I found important to think about was " Grades are a surrogate for financial payment in the school-world of children. Effort directed by students towards getting the best grade does not necessarily promote the ideals we value in art education" (Boughton, Freedman, pg 18). I think that American culture comes from a capitalist society and has pushed forward the idealistic dream of working hard in order to achieve one’s goals. Of course having a hardworking work ethic is not a bad idea, but promoting students to just get As or high scores in an art class rather than fully reflecting upon and making work that they have a personal connection to are different mindsets. Important emotional and conceptual ideas such as expressing one’s perspective or developing your capacity to analyze visual culture are fundamental in art courses, and cannot accurately be reflected with an A or a B. I think that making sure that students are motivated not by the grade but by their own personal goals and expressing ideas is better for our purposes as art educators rather than just for getting the top grades only. Expanding upon this in regard to the state standards, like students not worrying about the grade more than the concept, teachers should also be working with their rubrics based upon what skills they want the children to walk away with and then connect them to the state standards later. Teachers need to use student interests so that they can be motivated, rather than using state standards to guide the entire curriculum. I attached a photo from our pre-k students who at the end of their lesson on gluing, were asked to talk about each other’s work in a group critique where we encouraged the students to talk about themselves and work not necessarily what grade they would have gotten. Boughton, D., & Freedman, K. Introduction to Art Education. Elementary Art Education: A Practical Approach to Teaching Visual Culture. New York, NY: McGraw Hill
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DescriptionPosted here are my reflections from class as well as readings in the textbook, Elementary Art Education: A Practical Approach to Teaching Visual Culture written by Freedman and Boughton.
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