Family Portraits by 1st and 2nd graders

Andulka

PR's Tumblrdome
ojovivo
dirt enthusiast

titsay
Today's Document
i don't do bad sauce passes
YOU ARE THE REASON

if i look back, i am lost
RMH
KIROKAZE
Lint Roller? I Barely Know Her
cherry valley forever

JBB: An Artblog!

JVL
Cosmic Funnies
art blog(derogatory)

blake kathryn

seen from Vietnam

seen from Singapore

seen from France
seen from Germany
seen from Philippines

seen from United Kingdom
seen from United States
seen from United States
seen from United States
seen from United States

seen from United States
seen from United States
seen from United States

seen from United States
seen from United States
seen from Russia

seen from Singapore

seen from Russia

seen from Spain

seen from Slovenia
@maryswaysofseeing
Family Portraits by 1st and 2nd graders

Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
Free to watch ⢠No registration required ⢠HD streaming
Teaching for Creativity (3/17)
https://www.youtube.com/watch?v=iG9CE55wbtY
https://www.teachthought.com/learning/teaching-art-or-teaching-to-think-like-an-artist/
I really enjoyed watching these two videos about teaching for Creativity. Especially because that idea, the idea of teaching to think like an artist, is what makes me want to be an art teacher. More than my ability to draw or compose images, I value my way to view the world, problem solve, and make (often unexpected) connections. This is really what it means to be an artist. Just like a good joke, art is pleasurable because it is surprising. The artist put things together that maybe wouldnât normally go together, used colors that maybe no one else used at the time, etc. Artists must be brave in making these decisions because they are not usually the norm. And to be brave, one must embrace experimentation, play and making mistakes! What happens when we view mistakes as opportunities instead of knocks to our ego?Â
This often feels difficult to implement for a couple of reasons. The first is, it seems that students already have it ingrained in their mind that they must follow what the teacher does and any deviation is âbadâ. If I say Iâm drawing a certain thing, I automatically have a bunch of kids copying me even if it was an open ended question. Their other teachers teach to have them follow directions and replicate their behavior so sometimes it seems confusing to them when I try to push them to experiment.Â
The other reason is related to the previous reason. Because itâs the norm to teach for compliance instead of creativity, I even find myself sometimes making lessons that check more for compliance than creativity! Iâm working on a lesson right now about making New Yorker inspired still lives but halfway through the lesson I realized all the student works were so similar and it was because of how I structured the lesson! Reflecting on my lesson, I want to give students more examples and ways to experiment with their work. How can they play with scale or texture or design in a way that makes their work unique? How can I challenge them to not just award their peer whoâs good at representational drawing but their peer who decided to run with a concept that no one else even thought about? Even though it is challenging, I believe more than ever that to teach for creativity is critical to creating socially engaged, socio-emotionally healthy citizens.Â
Teaching + learning w/ Technology (3/8)
âArt Education Aims in the Era of New Media: Moving Towards Global Civil Societyâ by Elizabeth Delacruz brings a lot to the discussion about incorporating technology into an arts classroom. Delacruz connects Gudeâs emphasis on process, Deweyâs sense of relational caring and Jenkinâs bible of media literacy to create an impassioned argument for not just technology but the new ways of thinking and learning that it brings.
Currently, in the public elementary school where I am student teaching, technology is used pretty minimally. Zoom is used for all remote classes, along with other support platforms such as Dojo and Google Classroom but Iâm not certain this would qualify as teaching technology to students. Sometimes videos are used to support lessons or to act as transitions but again, I donât think this is really what Delacruz is arguing for. Several years ago I taught 3D printing and modeling to middle school aged students. Students created drafts, prototyped, peer reviewed, and tested and retested their work- objectives that are all included in the Media Arts Standards. We had a âMarvelous Mistakesâ board where students talked about what went wrong, how they worked through it and/or asked other students to help solve. This is an explicit use of technology, the 3D printer was a poster child for tech in the early 2010s, but I believe these same skills can be used with tech that is more accessible or even with analogue materials that are in conversation with the digital world. For example, in the lesson Iâm writing for class about creating a movie poster of your life (analog), I want students to think about how mainstream media uses images to maintain harmful stereotypes (digital). I think this kind of work although not explicitly technological is helpful in preparing younger students for the technologically entrenched world where theyâll be bombarded with loaded images and the need to decode them.
A sample artwork I made for a lesson focusing on using 3D paper techniques to create a food or dish that is meaningful to us
The Read-Around (3/1)
Recently read a couple passages from The New Teacher Book. âThe Read-Aroundâ is a short essay focused around practical ways to create space for students to share feedback with other students works. It suggests giving every student a paper to write down something âpositive and specificâ about every studentâs work. I really like this for a number of reasons. 1. It reminds me of my time in the NYC literary scene pre-pandemic, at poetry readings. There was this one poet that was reading, who when it came for her to read, before she read her own work shared a specific and positive comment about ever other readers work in the lineup. This changed how I experienced readings and now itâs something I like to do, whether Iâm a reader or an audience member. 2. I think feedback is so important and starting with positive and specific is a simple yet foundational way to begin good critiquing, thinking, and workshopping skills. Recently, my Mentor Teacher used TAG with a group of 1st graders.
T- Tell your partner something you liked A- Ask your partner a question about their artwork G- Give your partner a suggestion I walked around the room, listening to students use this method and was blown away by their ability to offer and accept suggestions! We were working on drawing animals and the peer review was noticeable not only in their artwork but in how they continued to work on their art afterwards- continuing to ask their partner for their opinion even after the TAG exercise ended.Â

Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
Free to watch ⢠No registration required ⢠HD streaming
Digital Resources for Educators
Chitra Ganesh
erin in class brought up this artist today!Â
Money, Power, Education (2/22)
For Mondayâs class, the readings focused on how public schools receive their funding. The New Teacher Book provides some foundational stats as well as more nuanced insight about educationâs depraved financial situation. In his piece School Funding Basics, Stan Karp states that state and local sources provide for 90% of school funding while federal funding only covers about 10%. This obviously largely impacts the students of poorer distracts. Sometimes the funding is so lacking that itâs not only unethical but actually illegal. Because funding is based on politicianâs whims and biases and not actually student or school staff need, there is a lot of room to rob from education. On top of that, the âover-reliance on local property taxes also contributes to funding inequalities [...] with different tax basesâ aka as long as so much of school funding is tied to private property taxes there will always be a gap in the quality of education in low-income, medium-income and high-income areas. This 90-10 (statelocal - federal) funding model is so problematic it makes me wonder what would happen if we flipped it so it was 90% federal funding and 10% state, local. Would we see the poorer states rise to meet the richer states? Not only does this mostly affect poorer, browner and blacker schools but it also majorly affects students with special needs. When reading through the history of policies that affect those with special needs such as FAPE, IDEA and others, the government has been slow and conservative when pushed to give more than the bare minimum. This reading also reminds me of Endrew F vs Douglas County Schools where Endrewâs parents were advocating that IDEA should grant their autistic school an education âappropriateâ to his ability not just an âadequateâ one that takes the least amount of resources/money. Unfortunately The School won the case and Endrewâs parents put their son in a private school that better supported his growth. But not all parents can afford to do that. The slashes to public budget make way for gross privatization which further stunts resources and puts communities in a type of capitalistic chokehold. Opportunistic politicians profit off of this systemic failing. Cuomo has cut billions off the budgets of the schools with the highest needs for a decade now. During the pandemic when schools were getting much-needed additional funding from the CARES Act, he slashed their regular education budget so to cancel out the additional help in the time of a crisis. Bill Deblasio has mandated a school hiring freeze for the last few years to pull tenured teachers out of purgatory at the expense of students learning needs. There is hope though, like the teachers in Chicago, we must continue to fight in solidarity. The other essay in The New Teacher Book, âArenât You on the Listserv?â goes into the reasons and remedies of the disparity in whoâs parents are represented in school involvement. The majority of white people involved in this diverse school reminds me of the âNice White Parentsâ podcast and how a small group of white parents took over the PTA of a mostly black school in Brooklyn. The teacher and author implements a bunch of strategies to make involvement more equitable and finds a lot of success! One thing she did was to make every home notice in both spanish and english and to put spanish on top. I thought this was cool and also made me realize my own small bias- whenever I fill out online forms I expect USA to be on the top of an otherwise alphabetized country list... and this is just one small way it is engrained in me the false narrative of US superiority.Â

Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
Free to watch ⢠No registration required ⢠HD streaming
For another class Iâm doing a collective group research project on how The Met upholds whiteness/white supremacy. More specifically Iâm looking into how former trustee, donor and president of The Met, J. Pierpont Morganâs influence an individual as well as a corporation has upheld qualities of whiteness and white supremacy in the museum. I was asking my friend if itâs too far-reaching to try to connect the banking corporation of JP Morgan and their active violence against the environment, indigenous people and The Middle East to that of the more subtle racism that exists in The Met through their collections that were obtained with JP Morgan money and my friend pointed me in the direction of this John Berger speech.Â
Can you separate an individualâs wealth influence from how he obtained that wealth?Â
At the beginning of this class, we started by watching John Bergerâs âWays of Seeingâ, I thought it was fitting to post how he continues to influence me now that this class is sadly coming to an end.Â
Cory Arcangel was born on this day in 1978. For Super Mario Clouds (2002), Arcangel hacked into and modified a cartridge of Super Mario Bros., the blockbuster Nintendo video game released in the U.S. in 1985. By tweaking the gameâs code, the artist erased all of the sound and visual elements except for the iconic fluffy white clouds that scroll endlessly across a bright blue sky.
A conversation with Hank Willis Thomas and Sarah Lookofsky.
Creating a lesson plan around the appropriation art means getting into what it means to re-contextualize something. Been thinking a lot about this Hank Willis Thomas interview about his series Unbranded (2007) where he takes off the logos of racialized ads so the images âcan speak for themselvesâ.
Excerpt from âThe Banking Concept of Educationâ by Paulo Freire
Week 11: the importance of student negotiation skills
I found it really interesting to read Why Your Students Need Strong Negotiation Skills, because while it makes perfect sense to me to teach, I hadnât really thought about it much before. The article positions the need for this skillset so well. Not only will students need this tool when it comes to negotiating salaries, financial aid packages, mortgages and job titles but it is also crucial for healthy relationships! I am 28 and I am just now learning healthy and assertive ways to negotiate and represent myself and my needs in social dynamics. I think there are a many factors that explain why this is: the hierarchical nature of classroom learning, âdo it because I said soâ parenting, and of course the biggest reason- capitalism
I think thereâs something to be said about how the often authoritarian dynamic between student and teacher or even child and parent creates an inability to self-advocate. When you are always told what to do and itâs often only justified with a âbecause I said soâ or âbecause Iâm the parentâ, it teaches you that your needs donât matter and that youâre not respected enough to deserve a justification. This kind of dynamic reinforces a greater narrative of âthose in charge decide and youâre at their mercyâ. It makes you feel really small and this unfortunately gets internalized. Let alone, the societal consequences if you try to negotiate and youâre a person of color or a woman, you might be perceived as unreasonable just for trying to stand up for yourself. Which is also to say, it is capitalism that deeply benefits from all of us being unable to negotiate in our jobs and in our communities. Because capitalism profits from this, this invaluable skill is often a huge kept secret! I think itâs really smart and subversive to teach this skill to students, not only for use in the workplace but also among their peers as a way to better articulate their needs as well as understand the needs of others. I had never thought of negotiation as a tool to support healthy communication and empathy but I come away reading about this excited to try this in my future classes.

Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
Free to watch ⢠No registration required ⢠HD streaming
Week 10: Collective Intelligence
Watching the video of Henry Jenkins and reading âCollective Intelligence and Online Communitiesâ, I was reminded of the online community I was active in in middle school and how it helped me learn, experiment, and form friendships. As a kid, I was really into reading âchic-litâ, books intended for young girls such as Gossip Girl, The Clique, A-List, etc. I got so into it, I started going on online forums dedicated to these book series. There I found other young people who were interested in practicing their writing skills. Together we created our own websites, where we collectively wrote fan fiction-type work about girls in boarding schools. This practice of writing together, is also known as Role Playing or RP. We would each write a paragraph as a character and this would move the story along. Vanesa GaĚmiz might refer to this activity as, âpractice-based learningâ. We were dedicated to becoming better writers. We learned from each other, were inspired by each other, were held accountable to each other and because we had so much fun doing it, we did it voluntarily. Every day after school I ran home to the computer, dialed up AOL, and in spite of the slow internet connection, I wrote for hours with my online friends.
The skills I developed there were invaluable. Collaboration, experimentation, plot and character development, website building among others. I credit these forums to becoming a better writer. This online community also served as an entryway into other online communities I got involved with later in life. In my early twenties I became involved with the âalt-litâ scene on Twitter, a group that consisted of experimental social media poets. I went from following cool writers on twitter, to befriending them, to hosting readings with them to traveling to poetry festivals with them. This community has published my work, curated me into museum shows, workshopped my in-progress poems as well as given me lifelong friendships.
Itâs bittersweet to admit that these two online communities have influenced me just as much if not more than any of my K-12 education. Why was so much of my learning happening outside of the so-called place of learning, school? Why is this often the case? It begs the question, are schools set up to deny students the real tools needed for learning (agency, creativity, experimentation, collaboration, collective intelligence, self-driven inquiry)? If so- how can we change that? I believe the tools and projects of media literacy are an essential part of the solution. In order to start engaging students, it makes sense to start with what they already engage with and itâs up to us as teachers to figure out what that is.