Category Archives: weeklypost18

TEDU 411 – Week 3 Blog Post

Following our class activity, making songs to go along with SOL content,  and the readings this week, we were tasked with answering a few questions relating the two. The class was asked to explain how the song activity exemplifies the three different ways to use art in the classroom, learning with, through, and about art, and if the activity incorporated one of these more than the others.

Crafting our own songs in class exemplified all three of the different methods of using art in the classroom, at least to some extent. Of the three topics, the song creating activity definitely related to the concept of learning through art the most. We used the medium of art, making our own songs, to both reinforce the SOL content being taught, or hopefully taught in classrooms, as well as gained  more and deeper understanding of some of the content too with some of the specific songs presented to the class. Basically, by actually working with an art form, we worked to better understand and remember content.

While it does not relate back to the activity as strongly as learning through art, the idea of learning with art did have grounds while we made our songs, more specifically afterwards. It could be argued that by watching others perform their songs, we were able to gain more or new understandings or perspectives about the topic at hand.

And lastly, learning about art related to the songs activity in some ways. There was not a lot to learn about the actual process of creating art, songs in this case, but we still had to think about and consider rhythm, beat, and even rhyme when creating them. So in a way we did learn, or at least brush up, on what a song is and how to make one with this weeks activity. Though even with that, I would say that it was the least incorporated into the task.

As mentioned above, I believe that the songs activity focused more on learning through art than the other two methods. It relied heavily on taking content and facilitating it through an art based medium in order to build up and support knowledge of the subject of focus.

TEDU 411 – Week 2 Blog Post

This week, the class was tasked with creating a personal website and reading chapter one in Arts Integration: Teaching Subject Matter through the Arts in Multicultural Settings by Meryl Goldberg. Once finished we were then prompted to relate the two back to one another and to K-5 teaching.

Our personal websites relate to all three different ways art is used in education, as mentioned in our textbook, art as texts, arts integration, and arts education. The websites relate back to art as text because they allow for a student, or anyone, to see actual, tangible pieces and concepts that reflect various ideas of different times and places in the world. For instance, a picture of a famous monument could be used to not only showcase the building, but also inform people of the history behind it. People could see the picture and learn about why it was made, when, and where. They also relate to the idea of arts integration by teaching students how to work with technology with an arts centered focus. Through making, posting, and writing about art on a digital platform, students learn how to work with and use technology. And finally, the websites and creating them relate back to arts education through the content being created for them. Students work on creating and thinking about art as they post it to their websites.

If I were to take the website activity and use it in a K-5 class, there are a few things I would modify to both better fit the students and the different ways. For one, I would simplify the assignments and the set up for the websites. We would focus, most likely, only on the daily art postings. This would help students to more easily learn how to use the technology, having less to do, and better address the idea of arts integration. Not only that, but it would also help to enhance the focus on the art itself, allowing students to really pay attention to their art, others’ art, and what it all means, as well as what it means to work with making art. This would help better incorporate art as text and arts education to younger students. I would also try to make the activity as much an in person task as an individual online one. This would allow me, as the teacher, to help students better understand why we would do such an activity. Again, this would better help enforce the concept of arts integration. There are, of course, other ideas that I could try to use to modify the activity, but these are a few of them.