WARNING: USE OF PHOTOSHOP NEEDED AHEAD!
Hello future educators!
This week’s reading, chapter 24, “Art Education that is “For Something”: Action Research and the Pedagogy of Listening to Our Students”, discussed the importance and benefits of letting students have the floor and being able to discuss topics and issues happening in contemporary society as well as showing students that they can be a part of change. A specific case study was discussed as well. In this case study, a Master of Arts in Teaching (MAT) graduate student named Robin went to a public high school in Chicago to work with a beginning photography class. She began this field experience with preconceived ideas and assumptions as well as specific plans for how her lessons would go.
Robin’s lesson would consist of much brainstorming, journaling, discussion, critical thinking, and reflection. Throughout this lesson, Robin ran into many obstacles and unexpected challenges. Some of these consisted of losing students’ interest, miscommunication and misunderstandings, and disconnect. These areas began to improve when Robin allowed students to reflect and freely discuss issues they were interested in. After succeeding in getting her students interested and invested in the lesson, Robin was able to show students that they are capable of being a part of change.
Classroom Strategies: Brainstorming. Brainstorming and discussion are an important part of introducing a lesson and getting your students motivated and invested. Here are some brainstorming tips and ideas from the PLB website:
- Simple brainstorming
Write down the discussion question on the blackboard or a flip chart and encourage students to add their inputs. After the time is over, the students can voice the ideas written on the board or chart.
- Brainstorming in groups
The class may be divided into groups. They may all be given the same topic, a paper to record their ideas and instructions on the time limit. Once the time is over, each group will choose a student who may read out their ideas. The students may also be given a second paper to note the ideas that they have missed out. In this way, students are able to generate and understand all the ideas presented in the session.
- Paired brainstorming
In this strategy, the students are divided into pairs and each pair discusses their ideas and notes them down.
- Pie method
A circle is drawn and the topic written in the center. The teacher divides the circle into 4 or 6 parts, representing sub-topics. Students are instructed to generate ideas for each sub-topic and these are written down. At the end of the session, the diagram represents all the ideas that make up the total topic.
- Card method
In this method, students are asked to list their ideas on a stacked card and pass it to their right. The student on the right reads the idea that was written and adds to it. In this way, the card is passed around the class with each individual contributing to an idea. In case someone has no contribution, they may write a question which could be discussed by the other students. Once all the cards have been passed around, the teacher may collect them and read back the ideas to the class.
Here are some quotes from Chapter 24 that we thought were important...
- “It was my hope that by introducing my students to artwork and spoken word by young activists that they would feel supported in knowing that young people are addressing important issues and that they too can use the arts as a powerful voice.” (p. 180)
- “Inquiry that aspires to be called critical must be connected to an attempt to confront the injustice of a particular society or sphere within a society. Research thus becomes a transformative endeavor unembarrassed by the label “political” and unafraid to consummate a relationship with an emancipatory consciousness.” (p. 180)
- “The responses to the brainstorming session made me realize that in order for students to be invested in their projects, they need the freedom to talk about their issues, meaning that I had to let go of issues I wanted them to address.” (p. 182)
- “The problem-posing educator constantly re-forms his reflections of the students. The students--no longer docile listeners--are not critical co-investigators in dialogue with their teachers” (pg 183)
- Robin had her students watch a video concerning a social justice issue and had them reflect their thoughts about the video in their journals. These journals not only allowed students to reflect personally, but allowed them to brainstorm and begin thinking about the topic individually before participating in meaningful discussion. Additionally, Robin was able to to determine how to effectively deliver the lesson by using their journal entries. Considering Robin’s reflective experience, what is a reflection tool that you have used during your field experience and what was the outcome? Was it successful? Not successful? Why? Now think of an example of a reflection tool you haven't tried but would like to and share why you think it would be successful.
- Brainstorm topics that are important to you and your community (which you will be student teaching) that deal with social justice. Then create your own collage depicting this issue and insert in one of the following templates. You may take your own images or find images online that satisfy these requirements. Please explain your social justice topic that you have chosen and why it is important to you and the community.
3. Part of being a teacher is being a role model for students; they learn from us not only through what we teach them, but by what we do, what we say, and by our character. What are some things teachers can do/model to get involved in social justice issues in the community that may influence students to follow in their footsteps? How can you "teach" students that they can become the change they want to see in their community?
Much Love,
Anna and Sara
Resources:
https://k12teacherstaffdevelopment.com/tlb/how-can-i-facilitate-brainstorming-in-the-classroom/
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