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Importance of Art Education
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My mind was empty and full of boredom, and the only way to satisfy this void was to draw. It was midday at my house, and my four-year-old attention span was not able to handle not drawing. I scurried around my parent’s office looking for the holy grail of colors and found it in the waxy smell of Crayola crayons: a magnificent, bright, and vivid pack of 12 colors. I began my search for the last piece of the puzzle--the white copy paper to draw on. Searching for what seemed like forever (most likely a minute), I gave up and began another exploration. I scouted for my mom, who I found talking to someone on the phone and too busy to help me. This dilemma became a devastating blow. With no one to help me look for paper, I needed to take action and …show more content…
This writing goes into an in-depth discussion of how students are not receiving the education they truly deserve, but are instead having mindless noggin’s for teachers to put their own ideas into. Freire says “But since people do not exist apart from the world, apart from reality, the movement must begin with the human-world relationship”(page 66). He is trying to explain to understand others, people must first experience the world in a way by exercising their own creativity because “Only through communication can human life hold meaning” (page 58). He is trying to allow a supportive way that both teachers and students need to re-create an understanding to continue a relationship and establish knowledge. Yet, it is hard to create something like this because no one can be open to an idea of allowing students to go on their own. He states, “No one can be authentically human while he prevents others from being so”(page 66). With this quote he brings to light the truth that oppressors use what they think is morally correct in society to still keep its status quo because it benefits them. Just as in a sense that my art college wants to reap the benefit from college students to take pointless classes, even though they do not help them with their
Douglas talks about how people who refuse to learn about their situation do not want to face their oppression. However, Freire says nearly the same thing just that students believe they know everything from the whole banking concept idea. Another similarity that both these pieces present is the value of education in society. Douglas talks about the education prospective from his point of view in the 1800s which is very different from now but he still represents an argument. People should want to learn how to read and get a better understanding on their unfortunate circumstances. However, Freire’s point of view is from the late 1900s which is more recent then Douglas. Freire talks about how teachers need to change their style of teaching so students become more active in the classrooms. However, these pieces can be very different based on what is the social problem in both articles. Douglas faces the problem of race, since Douglas is African he was unable to learn how to read and write unless the lessons were given in secrecy. When Douglas learned how to read and write he tried to teach his people and they refused to so he lost faith and trust in everyone. Freire talks about the problem in the classrooms, how teachers need to get the students more active to help them feel a need that they are incomplete unless they are
He believed children had innate skills that required space for growth and refinement, without the need for rigid structure. In his ruminations he proposed teachers and students venture into nature allowing children to explore their interests and freely ask questions of the instructor. This model emphasized that it is not best practice to have a teacher inflict their ideas on a student (Hergenhahn & Henley, 2014). I do think it is important for teachers to be open in permitting students to form their own opinions because personal potential can be suffocated
Freier stated that the educator was taking away the power of the student to think on their own which turned them into “receptacles”. Freier wrote, “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are (Freier 216). It seems like these great authors such as Walker Percy and Paulo Freier criticize the role educators play in the education system and urge students to break free the conformity of the way subjects are taught in school and truly experience them through our own dialectical
In his essay “Disliking Books,” he examines the standard that many teachers hold. The author believes that the view of other teachers is that “leaving me alone with literary texts themselves, uncontaminated by the interpretations and theories of professional critics would enable me to get on the closest possible terms with those texts” (Graff 26). Teachers, as Graff believes, leave their students with only their own interpretations and perspectives on a text. This does not encourage learning or critical thinking, but hinders students’ abilities to improve and develop ideas their own. Without guidance, students cannot delve deeper into the subjects in which they are learning. Alternatively, in his “Other Voices, Other Rooms,” Graff reveals isolation in perspective of teachers through his own experience with teachers holding opposing viewpoints and theorizes “teachers in modern periods need nonmodernists (and vice versa) in order to make their subjects intelligible to their students” Graff 340). Hence, without elaborating on a subject from all possible viewpoints, a student will have a limited understanding of what it is and how to apply it in their life. Each student will take a different standpoint on what is said, and if they disagree, it will slip through their
Freire suggests a "problem-posing education" solution to this education epidemic where the relationship between the students and the teachers are evened and each can take on the others roles. Through dialogue one can become more liberated to think and question. Creating thinkers can create world changers, transformers, and more educated
In the article “The Intimately Oppressed” Howard Zinn follows the historical backdrop of women's roles from the colonial period to the Civil War, contending that women were one of many in the United States, along with whites, African-Americans, and Native Americans, that endured oppression during this period.
One teacher may adopt the banking concept while the other may utilize the problem-posing concept. However, while problem-posing education generates creativity by giving students the ability to communicate, banking education does not. Freire asserts that in the “banking” concept of education, “the teacher chooses the program content, and the students (who were not consulted) adapt to it” (217). Freire indicates that students, who are victims of banking education, have no control over how an instructor chooses to teach. Therefore, creativity is destroyed by the fact that it was not even permitted in the first place. Students are not able to express their opinions or solve problems using their own methods because in order to pass the class, students not only need to adapt to the teaching style of their professors but think like them too. Freire’s quote relates to experiences I have had with “banking” teachers throughout my twelve years of formal education. Those teachers only taught using textbooks, therefore, they insisted that the textbook was always right. If I were to solve a math problem using a technique different from the book, then I would not get points for the problem even though my answer was right. And if I were to interpret an open-ended essay different from how my teacher would then my interpretations would be wrong. By doing this, my teachers destroyed my creativity. I was prohibited from my own thoughts and penalized if I expressed them. The only alternative for me was to become a “robot” that followed the orders of authorities, but being a “robot” was not something I was ashamed of. In fact, my role as a “robot” led me to better understand the “drama of Education” in which teachers attempt to “regulate the way the world ‘enters into’ the students”. I was able to figure out that my own teachers had tried to handle the way the world “entered into me” by
Reading Mike Rose’s book Lives on the Boundary one can benefit from his efforts as a student and educator. It is a tool that can be used to motivate teachers to produce interesting lesson plans and to be aware of their students in all aspects. The book provides concrete examples of good and bad teaching all related through the author’s personal history. Finally, the book-as an account of one man’s personal struggle – reflects on the inner psyche of the marginal student and prompts the reader to be more attentive to each and every learner.
Education provides unique experiences to everyone. These experiences are not depended on the individual’s personal backgrounds or social statuses. According to Jane Thompson, a scholar in education, the process of education can either be a restriction on creativity or a “practice of freedom.” In Willy Russell’s Educating Rita, the protagonist’s experience through the Open University is a practice of freedom as she is provided with the opportunities to express her thoughts and discover her own limits. There is an internal struggle within Rita as the new environment threatens to erase her past life. Rita is able to maintain her practice of freedom through the help of Frank, whom provides her with a welcoming and encouraging learning environment.
He opened my eyes to really think about how the education system is taking away children’s creativity. School systems are so focused on being college and career ready, they decapitating the creative capacities students have. I have observed personally how teachers will stigmatize mistakes. When observing a classroom and student does an art project, but the teacher takes points away because it was not what they imagined what the picture should be of. At schools today, math and language are offered at least an hour every day, but students are lucky to get an art or music class for thirty minutes each week. I think that all the tests put on teachers to prepare students has caused the breaking away from creativity even more. Teachers are so worried about getting the mandatory information to the class that they forget about the creative side of teaching. Ken Roberson explains it in a way that gets people engaged and listening about this situation without them realizing at what extent. Just like Sir Ken Roberson, I believe it is our job to educate all parts of a person to help impact the future. It is my duty to find ways to motivate my students in the classroom to be creative and create a future of people that is gaining more than head
Freire presents “problem-posing” system as an ever changing reality, facing challenges as interrelated to other problems expanding on critical thinking. In the film Todd Anderson’s character is portrayed as a shy nervous student. Keating taunts and pushes the young man to describe what he sees and feels when looking at a portrait of the poet Walter Whitman. Anderson creates this emotional poetic expression that starts from something he related to down in his soul, a fight with a blanket that is never quite big enough to cover and hide you. In the article “Cultural and Political Vignettes in the English Classroom: Problem- Posing, Problem-Solving, and the Imagination”, Jacqueline Darvin writes about a 7th grade classroom in East Meadow, New York middle. The students are asked to respond, imagining being in a difficult social situation and carefully considering their roles in the school community. One of the series had to do with bullying, the students not only respond including words, but actions as well. Darvin captures the following quote from Maxine Greene, in her classic Releasing the Imagination: Essays on Education, the Arts, and Social Change, writes , "It may be the recovery of imagination that lessens the social paralysis we see around us and restores the sense that something can be done in the name of what is decent and humane.” Only by giving students the opportunity to practice thinking and planning how one might respond to an uncomfortable situation brings one to actually respond and interact, instead of ignoring and not getting
In The “Banking” Concept of Education, Paulo Freire effectively uses tone, ethos, pathos, and logos to argue that his proposed Problem-Posing education system is better than the common banking concept of education (Freire 33). The audience that Freire is writing to is going to consist of teachers and students. Teachers and students are effected most of all by the system of education that is used, and they are the ones that care most about how students are educated. In The “Banking” Concept of Education, Freire compares the current method of education to a monetary banking system where the information is deposited by the teacher into the students, and then the teacher withdraws the information when they please (27). Freire argues that the banking
Freire’s philosophies concerning teachers learning, teaching, and reflecting on the process are cyclic in nature. He interwove theory, practice, and reflection into being an effective educator. Freiree quoted Francoss Jacob when he wrote “We are programmed, but to learn” (2005, p. 124). Freire had much to say about theory and practice, urging teachers to step away from their everyday world and observe closely and critically what is happening in that realm in order to renew one’s curiosity, what he referred to as “thinking the practice” (p. 140). Within this thinking about the practice, one begins to practice better. In addition to the practice, one must add scientifically-backed theory. Critical reflection of both the theory and practice illuminates the need for additional learning in order to begin the cycle again.
Humanization, dehumanization, oppression and oppressors are all main concepts in the opening chapters of pedagogy of the oppressed by Paulo Freire. Freire entertains the idea that school system oppresses students through dehumanization tactics and curriculum. Terry Wotherspoon in The Sociology of Education in Canada explains that teachers and students are the agents in schooling, and subsequently affect each other. The teacher-student relationship has been examined closely and both Wotherspoon and Freire have important ideas on what it entails. Without the understanding and analysis of how teachers and students relate, it is impossible for us to make any positive, and progressive changes to education.
The challenge of cleaning out my desk drawers in preparation for the move to New York results in my stumbling across an old coloring book. I leaf through the pages, startled by the number of pictures I’d left only partially colored. With quick, shaky movements, it seems as if I had simply jumped from shading one image to the next, as if there were something complete about leaving the figures incomplete. Sitting at my desk, fourteen years older, I laugh at my rendition of Big Bird, whose characteristically yellow feathers I had made blue and whose feet (I suppose I had decided) were altogether undeserving of color. And yet I get a sense that thi...