5. “There’s a whole thread of “life is better than art” dating
at lest to the time of Wordsworth, right through Emerson
and Whitman, to John Dewey and beyond, emphasizing
art as experience, trying to blend art back into life.”
– Allan Kaprow
11. Experiential
Students learn to view themselves as active & creative agents in their community
and environment
Students take on real-life __________ outside of the classroom
12. Experiential
Students learn to view themselves as active & creative agents in their community
and environment
Students take on real-life __________ outside of the classroom
Students gain life skills by having to conduct real-world communication, marketing
/outreach, and presentation to and with members in the community
14. Liberating
Students see the world as a ready-made, waiting to be explored and re-imagined
Students see art and creativity as a means of making changes in the world
15. Liberating
Students see the world as a ready-made, waiting to be explored and re-imagined
Students see art and creativity as a means of making changes in the world
Students learn that through creative acts life can be as mysterious, funny or
wonder-filled as they wish it to be
16.
17. How can the history and theories
of performative social practices
help guide my teaching?
23. Identity
What constitutes identity?
How can we help students explore identity
beyond ethnicity, culture and geography?
Do I really believe in the idea of essential
identity?
24. Identity
What constitutes identity?
How can we help students explore identity
beyond ethnicity, culture and geography?
Do I really believe in the idea of essential
identity?
What happens do kids who do not fit within
the neat packages of conventional identity?
25. Identity
What constitutes identity?
How can we help students explore identity
beyond ethnicity, culture and geography?
Do I really believe in the idea of essential
identity?
What happens do kids who do not fit within
the neat packages of conventional identity?
How do we help students move from
passive to active understanding of the
other?
27. Alliance
How do we help the students who haven’t
found that interest or hobby because they
have been too busy being the “good
student”?
28. Alliance
How do we help the students who haven’t
found that interest or hobby because they
have been too busy being the “good
student”?
How do we help students discover that their
interest and passions outside the classroom
are worthy of investigation and celebration in
the classroom?
29. Alliance
How do we help the students who haven’t
found that interest or hobby because they
have been too busy being the “good
student”?
How do we help students discover that their
interest and passions outside the classroom
are worthy of investigation and celebration in
the classroom?
How do we help students gain the skills and
confidence to do formal presentations, reach
out, communicate to and find support from
others?
35. Intentional
How do I identify, research and share
relevant examples of performative and
social practices without confusing myself
and myself and students?
36. Intentional
How do I identify, research and share
relevant examples of performative and
social practices without confusing myself
and myself and students?
How do I teach outside my experience,
and personal strengths in regards to
public speaking and performance? What
strategies do I use to teach them to
move towards the performative?
37. Intentional
How do I identify, research and share
relevant examples of performative and
social practices without confusing myself
and myself and students?
How do I teach outside my experience,
and personal strengths in regards to
public speaking and performance? What
strategies do I use to teach them to
move towards the performative?
How do I make clear to the students why
we are looking at and doing perrformative
work at all in a visual art class?
