|The quote above the door of the classroom where |
I taught for nine weeks reads, "The goal of
learning is not just to acquire knowledge, but to use
that knowledge in a variety of settings."
According to Adler and Rodman, "subjects spent an average of 61 percent of their waking hours engaged in some form of communication." I believe art teachers can and should model effectively verbal, nonverbal, and media communication techniques to students in the classrooms, parents and custodians in the home, teachers and administrators in the workplace, and to the larger community that supports the education of young people. Such activities help foster active inquiry, collaboration, and supportive interaction in all groups of people for the unified support of the arts. There are basically five types of communication. Although, all five of these share common attributes, the following types each occur in a different context inside to the art classroom.
|More student work from Ritenour High School.|
Dyadic/interpersonal communication is the most common form of communication in my art classroom. Dyad, meaning “two” occurs when two individuals have a conversation. I spend approximately seventy-five percent of my time communicating one-on-one with each of my students. As they work, I circulate around the room to answer questions, give personal presentations and make positive observations about their work. Dyadic communication is often referred to as interpersonal communication. The difference between these two forms of communication is a simple number. Interpersonal communication usually involves three or more people speaking to each other face to face. When students are seated by twos or threes at individual tables in an art classroom, interpersonal communication is also occurs naturally inside of most art classrooms.
|Another mural size painting from Ritenour High School.|
|In the display case above are paintings |
by students at Ritenour High School.
- Student art exhibits on school grounds or in community centers such as: libraries, conventions, malls, or other public buildings are traditionally hung by art teachers. These kinds of public exhibitions promote student self-esteem and also share the progress of art students with their friends, teachers, and parents.
- Art teachers sometimes give interviews to the local press in order to promote educational programs.
- Art teachers help homeroom teachers communicate through art everyday by sharing ideas for classroom bulletin boards and displays.
- Art teachers also contribute to cross-curricular agendas established by administrators and their fellow educators. I've included many samples of this type of work on my education blog.
- Art teachers are often asked to contribute to local community events in order to promote the education of the public as well.
- Art teachers can improve the visibility of their programs by actively communicating with the community.
Mass communication happens when I send out information via the e-mail, through newsletters, or over the internet through a blog. I also will use whatever software programs school districts have acquired for these communication purposes. I have worked on the internet for eight years now in publishing and I do not find these technologies intimidating. It is important, however, to conduct oneself formally as a responsible participant on the web because it is a public forum where many eyes can view/read about your conduct for many years after the fact. Teachers should be selective about the resources they use over the internet. I discuss these resources in detail under MoStep1.2.11: Instructional Technologies.
|Artworks by students at Union Elementary. The principle |
at this elementary school chooses one painting a
year from all of the art classes to frame and install in the
|Artworks by students at Union Elementary. |
These permanent choices are hung directly on the
concrete wall above. The temporary student
artwork is pinned to the cork strip below and removed
throughout the school year as new creations are produced.
|This display is among several student art |
installations at Ellisville Elementary School.
|My cooperating teacher was in charge of enlisting many |
of her own students to decorate the public spaces in her elementary school.
This fountain's tiles were painting by her students.
|A student textile mural from Ellisville Elementary.|
|Above and below are photos of the "trees" with ceramic|
leaves decorating a hallway at Ellisville. The leaves
were sculpted in my cooperating teachers art class
by dozens of her young students.