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Yang Thao

Art 133 TTH 12

Unit Paper 4

3/15/17

Unit Paper 4

There are many approaches to students that teacher can't teach in the big idea of play.

Freyermuth (2012) search for ways to teach when he saw that his students began to look bored.

Freyermuth (2012) begin to take rest and allow for students to work out their own questions that

allow them more choices. Freyermuth (2012) saw students engaged more into the art and a

longer blame themselves for mistakes that was it seems like one. In a choice-based education,

Douglas and Jaquith (2009) explained the four practices. The first practice is that the students

who are in control (Douglas & Jaquish, 2009). The second practice is the pedagogy that teacher

helps students to self-direct (Douglas & Jaquith, 2009). The third parties of choice-based

education are arranging their classroom to meet the needs for group. The last practice is the

assessment of the students (Douglas & Jaquith, 2009). Klein (2008) stated that art is not just for

entertainment, but much more. It is to engage the art into people's feeling for a smile and

laughter (Klein, 2008).

I think this big idea play and teaching Joy space it's good for all grade level. I said

teacher, I will find the copper to provide information about first so the students will have a good

idea of what I'm explaining. After giving them an example, I will give the student their own

choice on what they will do with the art period after the students are done, I will have them

pierced ear next plane what they have done about the topic.
Reference

Douglas, K. M., & Jaquith, D.B. (2009). Engaging learners through artmaking: Choice-based art education in the

classroom. New York, NY: Teachers College Press.

Freyermuth,V.K. (2012). One art teachers search for a holistic approach. In L.H. Campbell & S. Simmons III

(eds.), The heart of education Holistic approaches (pp.266-269). Reston, VA: National Art Education

Association.

Klein, S. (2008). Comic liberation: The feminist face of humor in contemporary art. Art Education, 61(2), 47-52.

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