Reading Notes

  Adolescents at School, Second Edition : Perspectives on Youth, Identity, and Education Introduction Best Lines: "standards, accountability, and testing movement is based primarily on a view of students as a group -  and the notion that if we put the right inputs and apply them in the right amounts, then eventually we'll get the right output..." "...emphasize the realness..." Said me: Our future inhabitants are going to laugh at our use of "race." Questions :  Do we hold onto the parts of our nature, expression, activities that are celebrated by others?  Do we hold onto the parts of our nature, expression, activities, self that gain attention by others?  Though we are all very unique and individual, can theorist agree that human beings in certain situations "act/perform" the same way 9 times out of 10? And if so, does the institution of social situations alter how students "feel" about certain topics, activities, areas of study? (i

  Burton, J.M. (2013) Part 4. Lesson Sequences and Assessment. Part 5, In and Out of the Classroom. In,  Guide to Teaching and Learning . Noticings: - Sequence matters tremendously if a teacher is planning on evaluating a student. Quality sequence takes into consider students' prior knowledge while also preparing for the "learning road" they are on in order to achieve their goals.  - Sequence should be based on development and progression.  Profound Statements:  " It also stresses the importance of assessment as an intrinsic component of learning. Thinking ahead in planning and assessing learning is fundamental to good art education." " The planning of sequences should be paralleled by an assessment procedure, designed to determine the degree to which the desired learning has taken place." Questions:  Application:  Pre- and post - assessments Portfolios

  Burton, J.M. (2015-16). Blue Ribbon Committee: Remarks delivered to the Chancellors Panel. Profound Statements:  " Digging deeper, the arts provide young people with languages of expression and communication and function much like verbal languages."  " While the arts are languages  ... empowering important perceptions, thoughts, feelings and ways of critical thinking, that are not available within the everyday lexicon of words." " Researchers in the discipline of cognitive neuro science, offer a vision of cognition in which motor action, activity of the senses and feeling states inform the shaping of complex thought, giving it power, flexibility and rich meaning." " Such research underscores critical actions of the mind and gives value to the arts as disciplines of meaning making, of deep learning and of diverse personal accomplishment." "... it is through the arts that we create and are shaped by culture... languages that both respect yet

  Darling-Hammond, L., Ancess, J., & Falk, B. (1995). The Bronx new school: Weaving assessment into the fabric of teaching and learning. In,  Authentic Assessment in Action: Studies of Schools and Students at Work.   NY: Teachers College Press. Noticings: - The best curriculums are built around student interests, needs, and experiences.  - Comprehensive assessments have to be designed in order to guarantee quality education.  - Children are at the center of learning when we have plenty of opportunities to look closely at their thoughts, strategies, and skills.  Questions: - Why do our schools NOT pay closer attention to students' developmental milestones and phases? I truly only see that type of investigation and thoroughness with students with IEPs.  - What are the opportunities I possess as an educator coming into an already structured system that does not fully match my beliefs of pedagogical advances and meeting children's needs? - How can you design an assessment witho

  Hurwitz, A., & Day, M. (2012).    Chapter 17. The Social dimension . In, Children and their art. Not Available

  Burton, J. M., & Hafeli, M.H. (Eds.).  (2012). Part 1, Snapshot I. Where did you get that orange? In,  Conversations in art: The dialectics of teaching and learning.  NAEA. Noticings:  - I enjoyed getting a visual image of a 5 and 6 year old classroom. I loved the similarities that presented itself in a middle school environment which makes Art at its focus, student voice as the driver, and the ability to experiment and fuel off of peer interactions.  - Teacher's role is very similar as well. We are there to coordinate and provide a "soundboard'' for children's thinking and experience. We prompt and give advice, but often children just need affirmation and confirmation of their own solutions to problems that presented themselves throughout the lesson.  Questions: - How did she work her students up to the ability to paint for 60min? - How can we use the excitement of "imagination" as a focal for older students?  I was excited hearing about all of the