Thursday 12th January 2017
Expressive Arts in Culture
Allowing a child to be expressive during an arts lesson is extremely important. In order for a child to be expressive, there are many requirements that a teacher must implement within the classroom. Some of these rules may include ‘engaging students in reflection about what they learned, how they learned it, and what it means to them. Using student assessment of their own and peers’ work as part of the learning experience and providing opportunities for students to revise and improve their work and share it with others.’ (Silverstein and Layne, 2010, p.3).
Prior to this session, all students were to bring in an evocative object to which they will be basing their piece of artwork around throughout the rest of the sessions to come after today. (Turkle, n.d.)states that ‘theory enables us, for example, to explore how everyday objects become part of our inner life: how we use them to extend the reach ofour sympathies by bringing the world within.’ By reading this, it allowed me to notice what objects I have a distinct attachment to.
Within the few days I had to choose my object, I had noticed the I had a close attachment to my watch; a gift from my older sister, given to me on my sixteenth birthday. Once I had noticed that I wear this all day, everyday, it seemed obvious that I should choose this as my evocative object. It made even more sense when reading that ‘evocative objects help us think about such things as number, space, time, causality, and life’ (Turkle, n.d.) as my watch does exactly that.
References
- Silverstein, L. and Layne, S. (2010). Defining Arts Integration. 1st ed. p.3.
- Turkle, S. (n.d.). What Makes an Object Evocative?. 1st ed.
