On The Rocks - Bad Romance

OFF Topic: Lady Gaga spoof

Here's something I think you all will enjoy watching... male a capella group from Oregon singing Lady Gaga.

http://www.youtube.com/watch?v=Rp_TBm3Gwq0&feature=related

So great.

An Advocate for the Arts

My purpose as an advocate for the arts extends further from only studio arts. I think the most important job as an art educator is to support the arts in the school district as well as the community at large. I intend to be an advocate by assisting forms of art in their production, by raising awareness of the importance of art in education and humanity, and by exposing my own art as a form of motivation for students. Currently, I struggle with the concept of showing my own art. I don't have the confidence needed to put myself out there, so to speak, and I rarely have the time needed to produce substantial amount of work. I hope for my dilemmas to disintegrate as I begin teaching. The perk of being an art teacher is having different mediums at your demand. I realize the importance of continuing my relationship with art when teaching. It is important that any educator continues to perform and produce in their areas of interest. For instance, a music teacher must continue making or building a relationship with music while a science teacher involves oneself in the advancement of science. It is pertinent for teachers of every subject to allow their love of the medium to grow alongside the new and the past realms of society. One way for art teachers to continue their relationship with art is by making art on their own and showing students that it is possible for anyone to build a relationship with art.

Another way to advocate art is by raising awareness of the importance art plays within school and society. It is our duty as art advocates to stand against the disbelief that plagues art classrooms in relationship to the core subjects of our society. Without a visual, emotional, and social success within and outside the classroom, people will not believe in the importance of art education. We are in the technological age of civilization. Science, math and reading are areas of focus within our national education. It has been disclosed that art serves a minor role in the three subjects previously mentioned. As art educators, we must acknowledge the scrutiny we face as we forge the fears of budget cuts. Incorporating science, reading, math, and technology into the art room is one way to alleviate the general disbelief. As we saw with the coral reef project consisting of crocheted microorganisms, art is just as much a part of science as paint is to a paintbrush. There is an art to the way words are placed in a sentence. Inferring meaning from a text is much like reading a painting-- what does this phrase mean? What information from the text or artwork exposes facets of the author/artist and his or her intent? You see, if the general public were more aware of how art is inherent in the other core subjects of today, there could be hope that art will become a standard in education.

Thirdly, I hope to promote every form of art by getting involved. Art surpasses the visual in forms of music, theater and dance. I am grateful to have a devout interest in all forms of art. With a background in music, theater and dance, I have had access to the overwhelming capacity of art. As a musician, actor and artist, I hope to continue my involvement with every facet of art and aid students in becoming advocates on their own. It is an integral part of my classroom to expose the beauty that surrounds every form of art.

Mostly, I hope to be an advocate by supporting all forms of art while helping the public awareness and continuing my own art. It is important for me to continue doing what I love as well as educating myself with the new possibilities that surround my areas of interest. It is dire for educators to set examples of advocates within their field. Furthermore, isn't it exciting.

How do you build confidence for a person with a disability?

It was a beautiful morning. The art classroom at City High was packed with students working on their clay cake project. They were occupied with developing their designs towards a grand scheme while there were other students working on their own projects. These students had a disability of some sort. That sat among a couple of aids and worked on clay balls and pinched pots. They were occupied with the tactile nature of kneading, rolling and smashing the clay. Their shapes were incomparable to the cakes that were built at the connecting tables, and yet, they continued without anxiety to pound, roll and knead the clay into lopsided bowls and clay balls. I stood next to their table forming a piece of clay into a window for a castle while watching. I couldn't detract myself from watching their movements, their interactions, and how the aids were helping them achieve the task of working with clay. The aids were wonderful. They assumed their position beside them-- kneading, pounding, pinching, as the students had. I was amazed by their patience and how relaxed they were while the students struggled to make a pot. They were there for support and guidance while students worked on their own, developing tactile and problem-solving skills. As the rest of the class was occupied with making clay castles and tornadoes, the students with disabilities were content with their own. I was aware of our differences and wondered whether the students with disabilities understood their positions.

Michael was the larger boy with a disability. He sat at the end of the table and paid no attention to the rest of the class. He was devoted to molding the clay into round balls of increasing sizes. While everyone was occupied with their own projects, he raised his head and began singing "the hills are alive.... with the sound of m-u-u-u-sic" in an expressive falsetto. I was amazed. It was sang beautifully.

During the period, I realized how wonderful it was for these students to be working on their own clay projects while building a tactile skill and confidence.