BOOKS:
London, Peter. No More Secondhand Art.
This is a book I read 15 years ago, and re-read over and over so I couldn't help but include this. Peter is the only secondary art education academic/artist/author who advocates the "body, mind and spirit" aspect of art education as it pertains to the secondary classroom. He is eloquent.
London, Peter. Drawing Closer to Nature.
This book is different than "Secondhand Art" as it does not pertain so much to the teacher, as to creativity. I like his story in the beginning of the book about his "modernist" beginnings and how he has had to fight in order to rise above this indoctrination. Interesting "encounters" you can implement in a classroom.
hooks, bell. Teaching to Transgress.
I admit I like the first half of the book best. I also think the literature is more applicable to the university professor than the public school teacher. Strong and passionate voice. Confident.
Zinn, Howard. A People's History of the United Sates 1492 - Present.
After reading a book like this, you'll never enjoy Columbus Day again. Revisionism is alive and well here. If you teach out of a text, it is worthwhile to compare the stories of your text and Zinn.
Anything by George Szekely for the elementary art teachers out there.
Szekely's Creative Play Theory is a choice. He teaches how to foster safe and inviting atmospheres for children and is very free with advice and information. From his teaching philosophy, " Art teaching is a celebration of the freedom to search for the artistic spirit in every person. The art teacher is the catalyst whose primary function is to create conditions within which children are inspired with their own ideas for making art." (pg. 10, From Play to Art)
Bel, Brenda, John Gaventa, and John Peters, Editors. We Make the Road by Walking. Conversations on Education and Social Change. The Mavericks of Popular Education: Myles Horton and Paulo Freire discuss their visions and how they made them work. Talk of process. Evident respect. Most of all, read this as a model for your own classroom.........priceless insights.
Patterson, Jodi. ArtTeacher Manifesta, and ArtTeacher Evidenced. Compiled means to constructing a secondary art classroom that empowers students to be advocates, artists and inspectors. Discusses how to foster group cohesion, dialogue, and a meaningful interdisciplinary art practice. Read reviews: http://homepage.mac.com/jodipatterson/Personal18.html
"Art is Voice. Voice is Empowerment. " Looking past an object or thing into the epistemological process of a structure is an academic interest of mine. I read literature from the strengths of business, psychology and critical/holistic/progressive/common educational praxis to inform the making of both my classroom and artistic foundations. Teaching be-comes an art form via such inspections, and I’ve spent fifteen years developing this single creation.
I proceed in my teaching under the assumption that student and professor enter into a relationship based on integrity and trust. This meeting is activated by the academic material under consideration and is sustained by authentic exchange – optimally based on mutual love of a subject matter where I encourage, lift and challenge students, while expecting much from myself and others.
Although my teaching philosophy is grounded in activist post-post-modern/post-colonial art and education, I am versed in modern theory, visuality, behaviorist and cognitive approaches to the teaching and learning of art too. However, my own subscription has more to do with the holistic communication between art and BodySelf. I stress content and relevance in every component of training while reminding students of their responsibility towards a dedicated practice where they are responsible for their imagery and ideas I expect students to investigate both their role of artist and the role of audience. Such inspection embraces a wide and powerful inclusive definition for the term “art.” In all of my classes, I empower the students to take ownership of each encounter, delve into interdisciplinary study, and utilize reflection as a means for growth. My students are reminded there is no universal truth and no one story or sole aesthetic.
My career has encompassed many avenues. After receiving my Bachelor of Science in Education, I began my inspection of the teaching process and chose to experience many educational entities (inner-city, rural, alternative and suburban) to form my foundation. I continued to teach as I worked on my Master of Art in Painting degree and eventually opened a studio/gallery where I became a local critic, dealer, and businesswoman. When I started working towards my Master of Fine Arts degree in Interdisciplinary Art, I began to think of my paintings as less narrative and more communal. They became parts of installations as I also concentrated on digital video, sound, performance and time-based arts. These combined experiences, along with my extensive world travel to world heritage locales, provide both myself and my students with many authentic experiences to “mine” from as we continue our education together.
NOTES of SUPPORT:
Jodi ... You have been such an inspiration to me...as an adult going back to
school at 30 and finally fully delving into her creative self, you have
been such a model of how to pursue my goals and live my dreams. I
cannot thank you enough for everything you have done to support,
inspire and encourage me in the past year since I first met you. As a
future art teacher, I could not ask for a kinder, more compassionate
and spiritual teacher or advisor...you are truly a mentor to me, and a
model of the kind of art teacher I want to be....accepting, involving
and encouraging.
I look forward to hearing about your adventures, your new artwork and
your activities, and will definitely keep an eye on your website, and
keep in touch with you if you don't mind.
A.H. (email dated 6/9/2010)
Jodi ... Speaking for myself... You have been such a wonderful mentor to me and
an incredible means of support and blessing for me through this phase
of my life. You have always encouraged me in my quest, so I will do the
same for you.
Know that you will receive an invitation to my graduation, whenever that is and I will hope you will attend.
Please keep in touch with me.
S.S. (email 6/2/2010)
Hello Ms. Patterson, this is T***** **** I'm not sure if you will remember me but... you taught me at Hemlock High school
in 2000-2002 :O) I was just sitting down with some friends the other
night and we were thinking of you, so I thought I would try to Google
you :O) and what do you know! I found you :O) I just wanted to see how
you have been doing and to thank you for being such a GREAT teacher!!
You were always my favorite and I know you made a major impact on my
life as well as many others. L**** and I sat down this past
summer for lunch and she said she was trying to find you to thank you
for being a great inspiration in her life, she is an artist now :O) She
even has her own web site to sell her work :O) I don’t see her much as
we have grown apart but I thought you would like to know that.
T.L. (email 6/18/09)
L.B. (FB post 6/8/2010)
Jodi ... I still think of you quite often and I do still pull out my paints from time to time. I learned so much about myself with your guidance in high school art class! I think that a lot of my ability to express my passions is due to being able to be in a safe and open space during art class. I still take much pleasure in releasing all of what I keep inside onto paper. Thank you for always encouraging me! Some of them are on FB somewhere in my pics!
L.B. (email 6/6/2010)