Greg Relaford on wed 8 feb 12
Though technology in education and collaboration is a focus, this will be
interesting to anyone involved in education or mentorship. It struck me how
many of the arguments also describe much of what I have seen of the
community of potters.
http://www.fastcodesign.com/1665654/4-lessons-the-classroom-can-learn-from-=
the-design-studio
Greg Relaford
Vince Pitelka on wed 8 feb 12
Greg Relaford wrote:
"Though technology in education and collaboration is a focus, this will =3D
be interesting to anyone involved in education or mentorship. It struck =3D
me how many of the arguments also describe much of what I have seen of =3D
the community of potters.
http://www.fastcodesign.com/1665654/4-lessons-the-classroom-can-learn-fro=
=3D
m-the-design-studio
Greg -=3D20
That is interesting, and I think we could expand upon the concept. =3D
Rather than saying the "design studio" or the "architecture studio," we =3D
should say the art studio. Art classes teach all of those things, and =3D
should be among the most important parts of any K-12 curriculum.
- Vince
Vince Pitelka
Appalachian Center for Craft
Tennessee Tech University
vpitelka@dtccom.net
http://iweb.tntech.edu/wpitelka/
Greg Relaford on thu 9 feb 12
I agree! This is part of a major discussion among educators in some
circles. I work (as an IT guy) at Seattle Academy of Arts and Sciences.
We even have a "Department of Making" with a retired Boeing engineer...who
also does artwork, works with other artists. Our welding and shop-ish
class....is taught by a locally well known sculptor. There's is a very
strong 'cross-discipline' culture, and the students benefit a lot.
We send a small raft of faculty to the ISTE international conference [
http://www.iste.org/conference/ISTE-2012.aspx ]. A lot of people mulling
over technology in education are also pretty intent in saving the arts in
education, bringing students from many places together to work on
projects...facilitated by technology, not guided by it.
The ravages of the teach to the test pressure meets budget crisis is
robbing a lot of kids of art and music education. I think that arguments
like the ones on that website, and the point you make, are probably the
strongest arguments against this process.
I think it breaks (or at least diminishes) something in a persons
development to not have the opportunity to throw ones-self into art, and
earlier is best. No child left behind....if they focused on more arts
instead, they would get something very powerful happening in the other
areas.
-GregR
On Wed, Feb 8, 2012 at 8:59 PM, Vince Pitelka wrote:
> Greg Relaford wrote:
> "Though technology in education and collaboration is a focus, this will b=
e
> interesting to anyone involved in education or mentorship. It struck me h=
ow
> many of the arguments also describe much of what I have seen of the
> community of potters.
>
> http://www.fastcodesign.com/1665654/4-lessons-the-classroom-can-learn-fro=
m-the-design-studio
>
> Greg -
> That is interesting, and I think we could expand upon the concept. Rathe=
r
> than saying the "design studio" or the "architecture studio," we should s=
ay
> the art studio. Art classes teach all of those things, and should be amo=
ng
> the most important parts of any K-12 curriculum.
> - Vince
>
> Vince Pitelka
> Appalachian Center for Craft
> Tennessee Tech University
> vpitelka@dtccom.net
> http://iweb.tntech.edu/wpitelka/
>
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