1. How can classes in unsafe neighborhoods learn in their chorotopos?
2. How can technology be incorporated when learning about an environment?
3. How would the lessons in the readings be different with older students?
4. How could you globalize these hyper-local lessons? Should you?
5. How important is it to show the work of established artists as inspiration before working in their chorotopos?
You make very valid points with these questions, some of which did not occur to me. In relation to unsafe neighborhoods, I agree that this could pose an issue. A single teacher with a group of young children could not wander an unsafe neighborhood. I would assume there would have to be a specific location and multiple chaperones. Or, as the article explained, there can be parts of the school itself that can be encountered and explored. Technology could be incorporated if a teacher wanted to show similar environments while in the classroom for reference. Or if the students, with help, were able to document the exploration of the environment. This way, when coming up with their projects they could reflect on the initial exploration. I don't think that it is vital to introduce work of established artists to the young children. In relation to applying these methods to older students I think that that would be useful. But for the age group that the article discusses, I feel as though the exploration of chorotopos should be more about initial reactions, utilizing the senses and different materials, and using imagination.
ReplyDeleteI think you did a great job on reflecting upon the reading and asking thoughtful questions.
ReplyDeleteI think when we are talking about everyday learning in the class room in unsafe environments, we can consider the effects of poverty and different social classes when producing art- maybe in some ways you can see it as an intellectual advantage to learn in an unsafe neighborhood.
It's interesting because pretty much no matter where you go, even if it is an outdoor place- there is some form of technology taking place, subtle or not- maybe a park would not have much- but the incorporation of lights is there- so maybe the focus on how technology comes into place even in the subtlest of ways could be interesting to address to students.
3. How would the lessons in the readings be different with older students?
The lessons in the readings would be different for older students in terms of how complex they are- maybe the older students would get taken on an age appropriate field trip investigating chorotopos. However, even in the classroom, there are ways to make different meanings out of that chorotopo because of all the stimulus that surrounds us.
I actually am uncertain of an answer to this question, but maybe you could introduce consumerism in this idea. I think it depends on how you introduce this to discover whether not it would work.
I think it is very important for the students to get inspiration from established artists to get some ideas circulating and some visuals to work off of. So, aesthetically and conceptually, it would help the students out.
I like that you asked some very practical questions, especially since you recognize that not all chorotopos are safe to explore. the integration of technology could be a great way to safely explore your environment while also being a cheep way of exploring chorotopos of a different area.
ReplyDeleteI can't think of a reason for these lessons not to be considered in the global environment. As teachers one of the main aspects we teach is to to give our students the tools to succeed in a globally connected world.
You have good questions the only thing I would like to see is your thoughts on them.