For the first day of Arts-2-gether we began with some name games before heading down to the Dorsky museum for the “Dear Mother Nature” exhibit. Often I think that ice breakers and name games can become awkward and do not do their job, depending upon the setting. And while the four boys that came in may not have learned all of our names I thought that the activity became a great way for all of us to warm up to each other. Something that was extremely interesting to me was how, for the most part, they were comfortable entering the room, sitting in the circle and jumping right into what we were doing. Even if one or two felt a bit shy at first they quickly were caught up to the rest of us in laughing and getting to know each other. The boys seemed to want to develop a dynamic in which they were quickly comfortable and therefore so were we. As the game continued on I felt as though I was getting a glimpse into the personalities of each of the students, my classmates, and personally enjoyed sharing a bit about myself with them. I thought that part of the day was a great success.
After we wrapped up we headed down to the museum. After the short introduction with the museum director we were encouraged to walk around and sit down by our favorite pieces. Although none of the students chose the sculpture I did I was interested to see which ones they did choose. After we took some time to write down our thoughts we went around to each of the students and talked about what they had to say about their sculpture. I thought that the questions posed on the worksheet were a great way for the students, along with our class, to organize our thoughts about the artwork. The first piece that was brought up was the work with the hanging paper cranes and scissors. Two of the students had selected this work. Along with the students discussing their chosen pieces, those of us in the class who had picked the same work spoke up what they had written. I thought this was effective as it took some pressure off of the students. Even so, I was pleasantly surprised that the students did not feel pressured to share their thoughts. Or at least they did not seem to feel that way. Their thoughts were definitely interesting and each of them touched on something unique in the piece. I was extremely impressed by the student who chose the sculpture with the large hand, holding boulders over a town in a marionette puppet style. His questions about how close we are to the clouds and follow up with the fact that we are closer than we think came from extremely interesting abstract thought. It became clear that he really looked at the work and thought about what it meant. The last work we talked about were a series of watercolor works showing parts of a bird, relaying the death of the animal. As it was brought up in our class on Friday, the student named it “Death by Blue.” I thought about this title in that it was simple yet really captured something interesting in the piece. I felt as though the obvious title would involve the word bird but this title went beyond that to say something different about the paintings.
Although it is clear that the four boys that we worked with on Tuesday have come a long way with their Asperger’s in the past few years, I was still very impressed by their level of maturity and the way the approached the different activities in the class. They were excited to be there, comfortable in sharing, and interested in the artwork they were examining. They were coming up with interesting and abstract thoughts on the works along with expressing their interest in getting to know us as the group of college students they will be working with. After this first class I am definitely excited to see what sort of artwork we all produce with the students, I am sure it will be nothing short of great.
Alice, I was not sure if we were allowed to use students names? But otherwise, this is my reflection paper. Thanks! Taryn
Our first arts 2gether meeting was such a success. I didn’t know what to expect especially after what we have learned in class and my previous experience however I was excited and ready to meet the children. The boys who came were nothing what I expected, the readings do say presume competence, however I believe that means to expect the unexpected. Never think that people with disabilities are unable to do something because although they have a special need that just means their needs need to be accommodated and they can complete the task in a different way.
The issue was I did not know what disabilities the children had. I was expecting and had prepared for lower functioning autism and Down syndrome and met children with learning disabilities and high functioning Aspergers syndrome. When we first met certain boys you would have never known they had a disability, their shyness could have come across as being uncomfortable in a new environment not having an issue with social interaction. Playing the name games was also interesting. The ability of the boys to just come in the room and feel comfortable to share was exceptional. I know they have done it before but to be able to walk into a room where they don’t know many people and still participate was so interesting.
When we moved into the museum it was really great to walk around and talk to the boys about what they saw, since I knew I would be unable to be there for the sharing portion of the class. I spoke to Neil about the piece with the cats. He was very insightful about the piece. We spoke about what materials the sculptures were made of and why the artist would make both the sculptures and the picture. He also was very knowledgeable and able to speak to the director of the museum about the piece. I enjoyed hearing what he thought such as the sculptures being masks and made out of a waxy material. I also was able to discuss things we have spoken about in theory and practice such as principles of art and design. This first experience was overall so terrific. I am really looking forward to working with the children again especially in a one on one manner. I can not wait to see what the I will be able to learn from the students.
I was really nervous to meet all the kids for Arts-2-gether. I was worried they wouldn't like me or I wouldn't be able to communicate well with them or make a connection. I was surprised and relieved at how funny, smart, insightful, and well adjusted they all seemed. After talking about different aspects of Autism, Asperger's Syndrome, and Down Syndrome, I did expect the children to have more limited communication and social skills. I was informed that they have all made amazing progress through the time that they've been in this program. It's great to see firsthand what good art programs can do for chidren.
I made a really good connection with Neil. We had a nice talk about Harry Potter and tattoos(my two favorite things) right before going into the musuem. We talked about an art piece while in the museum and our conversation really helped me better understand that piece. He offered some very good insights into the meaning of the artwork and made a lot of interesting points that I would not have thought of. He also helped me practice my museum educator role. I tried to ask some good leading questions, and was definitly happy with the results.
I met with my partners and we're all really excited to work with Neil. He has an unique perspective and a great number of artistic interests. We're all really excited to see what kind of project he wants to do.
Arts Together - First Reflection Paper F.A. Wright
Meeting the four guest students with disabilities was very intriguing and interesting. It seemed to be fun and interesting to them too. They seemed to really appreciate the time together in the classroom upstairs, participating in the ‘ice-breaker name and getting to know you’ game.
We learned a little about them all then. Audie specifically helped us to realize that children with disabilities come from different upbringings and home influences in life that may also be different from other children in addition to their disability difference. His awareness and knowledge of that personal upbringing difference wisely made him comment that there was no time to explain that here and now.
When down in the museum it was just interesting to observe them really look at the pieces of artwork all around. It was more interesting to see and hear how they really interacted with each piece using the handout of questions that was given. They were not turned off nor intimidated by this piece of paper with questions to answer at all. They seemed to welcome the challenge.
Personally, I didn’t really get to engage anyone in conversation, because I viewed them as a part of our class not like ‘guinea pigs’ to be watched totally. They were free to just be and explore on their own, just like we were. One student chose the same sculpture that I did though, Rock-Paper-Scissors (The Birds). This immediately made me identify with him through his intrigue with the same piece I liked. We connected through these birds! Even though we connected through this piece of artwork, he stood opposite of me around the sculpture. Had no interest in interacting with me at all which was okay, because we were not directed to do so and we were just getting to know them. (I think his name was Ethan. He was a little tall.)
I am really curious what drew his interest there the most over all the other works around. His curiosity about this piece was apparent though. We just stood there waiting. I didn’t engage him in conversation either, because I wasn’t sure if we were to do so. I didn’t want to make him feel uncomfortable or uneasy either in regards to having to share with me, an even stranger student to him! I was sensitive to that. He remained quiet and just waited.
I didn’t record his responses to the three questions he answered about the art. He did have answers though that seemed to reflect thoughtful engagement with the piece of artwork.
Just as meeting anybody for the first time, there is always a certain curiosity of what will happen, how the individual(s) will interact with you, and a hope to be liked. This is a two way street. However, meeting the four boys: Audi, Angel, Ethan, and Neil, this expectation seemed only to be mine. This is probably partly due to the fact that this was my first experience in this particular situation, but not theirs. Each boy, even if not seeming outwardly enthusiastic to be there, didn't necessarily seem uncomfortable or nervous with being within a group of people they did not know, aside from a general shyness. Maybe it had to do with the fact that it was a familiar place, or maybe because they are all familiar and comfortable with Alice, confiding in her with trust that was earned from past experience. Nonetheless we began the process of introduction with a game of tossing a ball around to warm up everybody into an area of comfort that lead to lots of discussion. I was impressed at how easily discussion flowed through everybody just by talking about something as simple as our name. In my opinion this was a great technique to get to know the four students and make wonderful connections that welcomed a sense of comfort and understanding a little portion of the students personalities.
This free flowing conversation that evolved was a great segue into the next activity which was visiting the museum exhibit "Dear Mother Nature". Although I did not make much conversation for fear of forcing myself upon these students, I did observe them nearly as much as I was observing the artwork. I admired how each of them reflected upon the artwork displayed in a way that would never have come from my mind. I think that it demonstrated how differently their minds work and in a way, I'm envious of that. Many people, including myself, were unsure of what to expect in terms of functionality and personality types of the four students and this certainly gave us a peek into the minds of each of the four boys, and a glimpse at what we can expect through the rest of the semester.
Each student was given questions to answer based on the artwork they chose. These questions were specifically chosen to make one think deeply about the artwork in front of them and how it interacts with the viewer and the viewer's emotions, which is important because from an onlooker it may have appeared that these boys did not display any sort of emotional interest in the work before them. The act of making them think about it, however, forced them to recognize the impact that artwork may have had on them and that realization is an important goal.
All in all I believe that even though we were missing a few students, the initial meeting of our guests was very successful. I look forward to working with Ethan and discovering what his interests are and finding new and interesting ways to work with them that are both fun and engaging.
When initially introduced to the program I knew about the drawings that were in the hall and had heard about the kids coming to the school to do art in this class. But being apart of the group this time made me nervous that it would not be the same or that it would be quite difficult. I don't know if I completely knew what to expect on the first day. It was exciting having an opportunity to meet the students that will be attending he Art-2-Gether program for this semester. As they began coming into the room and joining us in the circle, their confidence surprised me. This is something that I suppose they are used to since they’ve been attending this program for a few semesters now. Since we were all sharing our thoughts, they were willing to share theirs as well. At the museum, everyone was walking around the museum and viewing the piece they were most drawn to. The students shared their thought and al gave same great imaginative insight into what the pieces could be about and what they could be titles. Children are usually more inclined to have imaginative ideas but I think it can also be attested to their observation skills that often come with Asperger’s. I think that they are all very intelligent and inquisitive people and I am excited to see what the semester brings us. My group is going to be working with Judy who was not able to attended the first day. I am interested in how theatre will play out and how working with the theatre students as well will be. If I were a child working with a handful of college students I don't know if I would feel excited to get eh special attention or overwhelmed from being center of their focus. From what we've heard she seems to embrace the attention and entertain so I am eager o meet her and the other student interested in theatre and see what we will be doing.
Our first experience with the Arts2Gether students totally surpassed my expectations for several reasons. First, I was very nervous going into it because I had no idea what to expect, or what the students would be like when meeting us. Looking back, I know that if my middle school self had to walk into a room full of college kids that I had never met before, someone would have a really hard time convincing me that it was okay to go inside. This is why I was (and am still) so shocked that all of the kids walked right into the room with no problem, said hello to all of us, and joined right in to the activity being played. It was amazing and that alone eased a lot of my worries. Once we really started getting into the swing of things I knew that this was going to be a really fun experience. The getting to know you activity we played definitely helped us get comfortable around each other and figure out how we related to one another. It didn’t take long for me to almost forget that some of the students actually had a disability, which was a really nice feeling. Everyone was joking around with each other and it was really interesting to me that one of the students had a sense of humor and way of telling jokes that totally reminded me of my brother, who is around the same age as the student. Another reason my expectations were skewed from reality was because I was expecting the students to be much lower functioning than they were. I was expecting to be working with more children who didn’t/could not communicate, so when the first student walked right in and starting having a totally normal conversation, I knew I had to reevaluate my thoughts on how the semester would play out. We then went downstairs to the museum and I was, once again, blown away by the students and what they had to say. We all sat next to our favorite piece in the Dear Mother Nature exhibit, and had a few questions to answer about it. I was lucky to sit at the same piece as one of the Arts2Gether students, and when we shared our answers with the group, I loved hearing how differently we interpreted the same piece. It was interesting to hear his point of view and I was amazed at how deep and beautiful his response was. It also made me laugh a little seeing how casual he was about the whole experience. He really liked the piece and spoke really well when talking about it, but he did so as if he was talking to his mom about it, not in a museum in front of a bunch of people, almost all older than him, that he didn’t know. Each Arts2Gether student surprised me more than the last. The responses to the artwork were so well thought-out and emotional. I was so impressed by their interpretations and explanations of the piece and how it made them feel. The experience was so memorable for me because of how many times the kids leaped way above my expectations. Overall, I was super pleased with how our first day went and I hope every day is as fun and goes as smoothly as last Tuesday went!
Our first Arts-2-gether day had to have been my favorite experience of this semester so far. I was looking forward to meeting the students, but I never thought I would have so much fun with them. I find it interesting because we talk about the characteristics of Aspergers as being difficulties with social interaction, yet I felt as though there was a connection between the students and us. First, the four boys came into the room without too much nervousness, and immediately began to interact in our game. Although it is true that they have all been through this experience before, I would still expect them to be a little nervous because I know I would be in a group full of strangers.
Also, they were all so open to us, by telling us little stories about their memories, or where their name comes from.Their honesty really shown through as they shared their stories, and asked questions. I was very impressed with how Neil mentioned that he liked to design costumes, and how he has done this for his sisters. This really made an impression upon me because many people can’t really distinguish their likes and desires, yet Neil was very confident about them. This really impressed me. All of the kids had great senses of humor, which made me feel comfortable also. I think laughter can make such a great impact. It helps people connect with others, and creates a level of familiarity and comfortability.
Once we went into the museum, I was really unsure what to expect. The students responses were amazing! I loved their titles, and how thought about things in a totally different way than I would myself. Their titles were creative, While some of them applied the art piece to them self, others seemed to have a little trouble doing that. But, so did I actually in some pieces. Their titles were creative, and really worked with the piece. I know they’ll be great art students, and I look forward to working with Audie. I already have been keeping in mind some of the interests that Audio mentioned, such as Star Wars, working with clay, cartoons, and the Giants. I think we're going to have a lot of fun making a movie.
It was so interesting to get to observe students who are Autistic or who have Aspergers. First of all, it was nice that we all got to sit in a circle and break the ice. I bet our quests really appreciated that coming into a new group of people. The first thing I noticed was how normal they seemed. If I didn’t know they had a disability, I might not have noticed at first. The next thing I noticed was how confident they seemed. Some were a little more confident than others but generally; they all seemed like they knew what they were doing. I expected that but I didn’t at the same time. I also expected they would be a little more anti-social just based on what I’ve learned in some of the readings. I did notice that Audie wouldn’t make very much eye contact with people. That was interesting to see. I wonder what he is afraid of when looking people in the face? I thought Ethan seemed very quiet in the circle. I can’t say I was able to observe much about him. Niel was very funny though. I definitely wasn’t expecting that but it was refreshing to see. I believe he picked the Blue Bird piece of art to observe. I was impressed at what a great name he picked for the piece. “Death by Blue.” I think it is really amazing how autistic children can surprise you by being randomly really smart. It really just has to do with what interests them but it is very neat to see. I thought it was so touching when Angel talked about his piece with the plants growing up from the floor panels. He said that he like it because it was unique and it made him feel like he was also unique. To be honest though I can’t say I was really able to make much of a personal interaction with the kids. I am very excited to learn more about these kids. It will be nice to work with one child and really get to understand them and their struggles with their disability.
My experience at the museum with the students was enjoyable, engaging, and a great learning experience. As well, the students seemed to be interested in being present and cognitively active at the museum. I enjoyed their engagement with the art pieces of the Mother Nature Show through the open-ended questions that they answered.
One student was very interested in a sculptural art piece. He thought the artwork was weird and obscure. I noticed that he seemed to like art that has this ambiguous, eccentric nature. I believe that he had Asperger’s, and I think one characteristic of this is be drawn to odd things and being an eccentric individual. I enjoyed this parallel and connection between what we had been learning in the classroom and the direct fieldwork experience. Personally, I consider myself to be very out of the box, so I can easily relate to students that have Asperger’s. I also can be an obsessive person, so I am interested in seeing the connections in this aspect as well.
I also noticed that some of the students were much more outgoing than others. Some were actively speaking and making eye contact, while others were really shy and reserved in the museum. I am curious if it has to do with their personality or their disability. Or does it have to do with a combination of both aspects? How would one know? As well, I could tell some were slightly restless moving their body in repetitive motions. This seemed like something they could not control. However, are their compulsions really out of their control? That is something that I am really interested in knowing.
I had minimal dialogue between the students. I was more concerned with observing the students first. Next time the students come, I will make much more dialogue. I can’t wait!
When first approaching the idea of the arts together program, I was very apprehensive about the situation. I have never had direct experience with anybody who has been diagnosed with autism or asperser. I have a little experience with Down syndrome but not much. I went to high school with a boy who had downs and we would talk in homeroom sometimes, but that does not equal to knowing much about the diagnosis. By learning a little bit more about the disorders through readings and discussions in class, I was a bit more prepared for the students to come into the classroom. When the first student walked in and immediately sat down and seemed to be comfortable, this made me more comfortable with the situation. If this student, could walk into a classroom of strangers and seem totally at ease then I could surely handle the situation as well. I think that the icebreakers were a great idea. It allowed us as a class to get to know the students that we will be working with. It also allowed the boys the get to know the class a bit better so that they will feel more comfortable working with us. I think that icebreakers are fun because it allows you to think about silly questions that you would not normally think about on a daily basis. After the icebreakers we walked down to the museum where we saw the show titled, “Dear Mother Nature”. It was so interesting to watch the boys circle the pieces and pick out their favorites. They all seemed to be interested in the pieces and they seemed to be pondering which one they liked the best. After we all sat down with our favorite piece and filled out questions about it, we heard the answers that the boys answered the their questions. I was very impressed at the level in which the boys seemed to think about the pieces. They were not thinking only about the visual aspects of the pieces but about the deeper philosophical meaning of the pieces. I feel that I will enjoy working with these students on our video project. From what I observed from the museum visit I feel that these students are highly creative and they will have some great ideas. I think that this will not only be a great learning experience for myself as an educator but I think I will also have fun with my student, which I think is an important aspect of teaching.
Rebecca Trosa I thought that the get to know you game was a great way to get everyone to be comfortable and share a little about ourselves. I was surprised at how comfortable the students were with being around a new group of people, I know I am not that comfortable when in the same situation, but the kids seemed to be used to it. The kids answers to the get to know you questions were very memorable to me, and I’m glad that we started this way. I thought it was interesting how “A” was so focused on finding out what another student’s religion was about. He was very persistent in trying to find the answer to his question, asking over and over but “what is a Jehovah’s witness? The other student just said there is a lot to it and this isn’t the appropriate time to talk about it. “A” did not get discouraged he just said “Ok I will just Google it” I found this funny, and I know when I don’t know about something I go right to Google as well! He seems to have this great curiosity to discover new information, something which is very useful to have. I had a great time being with the students at the “Dear Mother Nature” exhibit. I was very impressed by their imaginative responses to the questions that were given to them. One student titled the artwork he was observing as “beautiful decay” which is such a thought provoking and creative title. I thought it was great that he picked an artwork that he felt was relatable to him. When asked what kind of feeling does the artwork give him? His response was “unique and special” and then he explained that unique and special is like who he is. I am looking forward to working with the students. I believe it will be an enjoyable experience that will help me grow as a student of art education as well as become more knowledgeable about the needs and abilities of children with these disorders.
I was very apprehensive about the Arts2Gether program because I am not fully familiar with people with disabilities. I am always afraid that I will do or say the wrong thing. I get nervous because of my lack of experience, and don’t know what to do. I liked the idea of going to the museum for our first experience, because it was something comfortable for me, and something we could all relate on, no matter our ability. Because of our readings and studies in class, I expected students with clear, low functioning disabilities. I know we are always supposed to presume competence, but I could have never expected what walked in the classroom that day. Four of the kindest, nicest, most polite young men I’ve met in a long time graced us with their presence, and fit right in with our class playing the ice breaker games. I was nervous, both for myself and them, because who really likes to play ice breaker games? They were so open to the idea of it, and comfortable walking into a room of complete strangers. This was nothing like I had expected, and nothing like we had learned about in class. I did not think any one of them had a disability, let alone one as severe as we had studied. The museum was a great time, and I was extremely comfortable in there with them. I did not interact with them as much as others, for I was observing the way they viewed the exhibit. I had already seen it, and was interested in the way they perceived the artwork around them. I watched them examine, explore, and express their feelings about the artwork in ways I had never thought about. Their insights to the pieces made me look at them differently, seeing things I had not previously seen in them. I am excited to start working with the students, because I believe they have more to teach me than I could ever teach them.
Arts-2-gether: October 2, 2012
ReplyDeleteFor the first day of Arts-2-gether we began with some name games before heading down to the Dorsky museum for the “Dear Mother Nature” exhibit. Often I think that ice breakers and name games can become awkward and do not do their job, depending upon the setting. And while the four boys that came in may not have learned all of our names I thought that the activity became a great way for all of us to warm up to each other. Something that was extremely interesting to me was how, for the most part, they were comfortable entering the room, sitting in the circle and jumping right into what we were doing. Even if one or two felt a bit shy at first they quickly were caught up to the rest of us in laughing and getting to know each other. The boys seemed to want to develop a dynamic in which they were quickly comfortable and therefore so were we. As the game continued on I felt as though I was getting a glimpse into the personalities of each of the students, my classmates, and personally enjoyed sharing a bit about myself with them. I thought that part of the day was a great success.
After we wrapped up we headed down to the museum. After the short introduction with the museum director we were encouraged to walk around and sit down by our favorite pieces. Although none of the students chose the sculpture I did I was interested to see which ones they did choose. After we took some time to write down our thoughts we went around to each of the students and talked about what they had to say about their sculpture. I thought that the questions posed on the worksheet were a great way for the students, along with our class, to organize our thoughts about the artwork. The first piece that was brought up was the work with the hanging paper cranes and scissors. Two of the students had selected this work. Along with the students discussing their chosen pieces, those of us in the class who had picked the same work spoke up what they had written. I thought this was effective as it took some pressure off of the students. Even so, I was pleasantly surprised that the students did not feel pressured to share their thoughts. Or at least they did not seem to feel that way. Their thoughts were definitely interesting and each of them touched on something unique in the piece. I was extremely impressed by the student who chose the sculpture with the large hand, holding boulders over a town in a marionette puppet style. His questions about how close we are to the clouds and follow up with the fact that we are closer than we think came from extremely interesting abstract thought. It became clear that he really looked at the work and thought about what it meant. The last work we talked about were a series of watercolor works showing parts of a bird, relaying the death of the animal. As it was brought up in our class on Friday, the student named it “Death by Blue.” I thought about this title in that it was simple yet really captured something interesting in the piece. I felt as though the obvious title would involve the word bird but this title went beyond that to say something different about the paintings.
Although it is clear that the four boys that we worked with on Tuesday have come a long way with their Asperger’s in the past few years, I was still very impressed by their level of maturity and the way the approached the different activities in the class. They were excited to be there, comfortable in sharing, and interested in the artwork they were examining. They were coming up with interesting and abstract thoughts on the works along with expressing their interest in getting to know us as the group of college students they will be working with. After this first class I am definitely excited to see what sort of artwork we all produce with the students, I am sure it will be nothing short of great.
Alice, I was not sure if we were allowed to use students names? But otherwise, this is my reflection paper. Thanks! Taryn
Our first arts 2gether meeting was such a success. I didn’t know what to expect especially after what we have learned in class and my previous experience however I was excited and ready to meet the children. The boys who came were nothing what I expected, the readings do say presume competence, however I believe that means to expect the unexpected. Never think that people with disabilities are unable to do something because although they have a special need that just means their needs need to be accommodated and they can complete the task in a different way.
ReplyDeleteThe issue was I did not know what disabilities the children had. I was expecting and had prepared for lower functioning autism and Down syndrome and met children with learning disabilities and high functioning Aspergers syndrome. When we first met certain boys you would have never known they had a disability, their shyness could have come across as being uncomfortable in a new environment not having an issue with social interaction. Playing the name games was also interesting. The ability of the boys to just come in the room and feel comfortable to share was exceptional. I know they have done it before but to be able to walk into a room where they don’t know many people and still participate was so interesting.
When we moved into the museum it was really great to walk around and talk to the boys about what they saw, since I knew I would be unable to be there for the sharing portion of the class. I spoke to Neil about the piece with the cats. He was very insightful about the piece. We spoke about what materials the sculptures were made of and why the artist would make both the sculptures and the picture. He also was very knowledgeable and able to speak to the director of the museum about the piece. I enjoyed hearing what he thought such as the sculptures being masks and made out of a waxy material. I also was able to discuss things we have spoken about in theory and practice such as principles of art and design. This first experience was overall so terrific. I am really looking forward to working with the children again especially in a one on one manner. I can not wait to see what the I will be able to learn from the students.
I was really nervous to meet all the kids for Arts-2-gether. I was worried they wouldn't like me or I wouldn't be able to communicate well with them or make a connection. I was surprised and relieved at how funny, smart, insightful, and well adjusted they all seemed. After talking about different aspects of Autism, Asperger's Syndrome, and Down Syndrome, I did expect the children to have more limited communication and social skills. I was informed that they have all made amazing progress through the time that they've been in this program. It's great to see firsthand what good art programs can do for chidren.
ReplyDeleteI made a really good connection with Neil. We had a nice talk about Harry Potter and tattoos(my two favorite things) right before going into the musuem. We talked about an art piece while in the museum and our conversation really helped me better understand that piece. He offered some very good insights into the meaning of the artwork and made a lot of interesting points that I would not have thought of. He also helped me practice my museum educator role. I tried to ask some good leading questions, and was definitly happy with the results.
I met with my partners and we're all really excited to work with Neil. He has an unique perspective and a great number of artistic interests. We're all really excited to see what kind of project he wants to do.
This comment has been removed by a blog administrator.
ReplyDeleteArts Together - First Reflection Paper F.A. Wright
ReplyDeleteMeeting the four guest students with disabilities was very intriguing and interesting. It seemed to be fun and interesting to them too. They seemed to really appreciate the time together in the classroom upstairs, participating in the ‘ice-breaker name and getting to know you’ game.
We learned a little about them all then. Audie specifically helped us to realize that children with disabilities come from different upbringings and home influences in life that may also be different from other children in addition to their disability difference. His awareness and knowledge of that personal upbringing difference wisely made him comment that there was no time to explain that here and now.
When down in the museum it was just interesting to observe them really look at the pieces of artwork all around. It was more interesting to see and hear how they really interacted with each piece using the handout of questions that was given. They were not turned off nor intimidated by this piece of paper with questions to answer at all. They seemed to welcome the challenge.
Personally, I didn’t really get to engage anyone in conversation, because I viewed them as a part of our class not like ‘guinea pigs’ to be watched totally. They were free to just be and explore on their own, just like we were. One student chose the same sculpture that I did though, Rock-Paper-Scissors (The Birds). This immediately made me identify with him through his intrigue with the same piece I liked. We connected through these birds! Even though we connected through this piece of artwork, he stood opposite of me around the sculpture. Had no interest in interacting with me at all which was okay, because we were not directed to do so and we were just getting to know them. (I think his name was Ethan. He was a little tall.)
I am really curious what drew his interest there the most over all the other works around. His curiosity about this piece was apparent though. We just stood there waiting. I didn’t engage him in conversation either, because I wasn’t sure if we were to do so. I didn’t want to make him feel uncomfortable or uneasy either in regards to having to share with me, an even stranger student to him! I was sensitive to that. He remained quiet and just waited.
I didn’t record his responses to the three questions he answered about the art. He did have answers though that seemed to reflect thoughtful engagement with the piece of artwork.
J. Krut
ReplyDeleteJust as meeting anybody for the first time, there is always a certain curiosity of what will happen, how the individual(s) will interact with you, and a hope to be liked. This is a two way street. However, meeting the four boys: Audi, Angel, Ethan, and Neil, this expectation seemed only to be mine. This is probably partly due to the fact that this was my first experience in this particular situation, but not theirs. Each boy, even if not seeming outwardly enthusiastic to be there, didn't necessarily seem uncomfortable or nervous with being within a group of people they did not know, aside from a general shyness. Maybe it had to do with the fact that it was a familiar place, or maybe because they are all familiar and comfortable with Alice, confiding in her with trust that was earned from past experience. Nonetheless we began the process of introduction with a game of tossing a ball around to warm up everybody into an area of comfort that lead to lots of discussion. I was impressed at how easily discussion flowed through everybody just by talking about something as simple as our name. In my opinion this was a great technique to get to know the four students and make wonderful connections that welcomed a sense of comfort and understanding a little portion of the students personalities.
This free flowing conversation that evolved was a great segue into the next activity which was visiting the museum exhibit "Dear Mother Nature". Although I did not make much conversation for fear of forcing myself upon these students, I did observe them nearly as much as I was observing the artwork. I admired how each of them reflected upon the artwork displayed in a way that would never have come from my mind. I think that it demonstrated how differently their minds work and in a way, I'm envious of that. Many people, including myself, were unsure of what to expect in terms of functionality and personality types of the four students and this certainly gave us a peek into the minds of each of the four boys, and a glimpse at what we can expect through the rest of the semester.
Each student was given questions to answer based on the artwork they chose. These questions were specifically chosen to make one think deeply about the artwork in front of them and how it interacts with the viewer and the viewer's emotions, which is important because from an onlooker it may have appeared that these boys did not display any sort of emotional interest in the work before them. The act of making them think about it, however, forced them to recognize the impact that artwork may have had on them and that realization is an important goal.
All in all I believe that even though we were missing a few students, the initial meeting of our guests was very successful. I look forward to working with Ethan and discovering what his interests are and finding new and interesting ways to work with them that are both fun and engaging.
When initially introduced to the program I knew about the drawings that were in the hall and had heard about the kids coming to the school to do art in this class. But being apart of the group this time made me nervous that it would not be the same or that it would be quite difficult. I don't know if I completely knew what to expect on the first day.
ReplyDeleteIt was exciting having an opportunity to meet the students that will be attending he Art-2-Gether program for this semester. As they began coming into the room and joining us in the circle, their confidence surprised me. This is something that I suppose they are used to since they’ve been attending this program for a few semesters now. Since we were all sharing our thoughts, they were willing to share theirs as well. At the museum, everyone was walking around the museum and viewing the piece they were most drawn to. The students shared their thought and al gave same great imaginative insight into what the pieces could be about and what they could be titles. Children are usually more inclined to have imaginative ideas but I think it can also be attested to their observation skills that often come with Asperger’s. I think that they are all very intelligent and inquisitive people and I am excited to see what the semester brings us.
My group is going to be working with Judy who was not able to attended the first day. I am interested in how theatre will play out and how working with the theatre students as well will be. If I were a child working with a handful of college students I don't know if I would feel excited to get eh special attention or overwhelmed from being center of their focus. From what we've heard she seems to embrace the attention and entertain so I am eager o meet her and the other student interested in theatre and see what we will be doing.
Our first experience with the Arts2Gether students totally surpassed my expectations for several reasons. First, I was very nervous going into it because I had no idea what to expect, or what the students would be like when meeting us. Looking back, I know that if my middle school self had to walk into a room full of college kids that I had never met before, someone would have a really hard time convincing me that it was okay to go inside. This is why I was (and am still) so shocked that all of the kids walked right into the room with no problem, said hello to all of us, and joined right in to the activity being played. It was amazing and that alone eased a lot of my worries.
ReplyDeleteOnce we really started getting into the swing of things I knew that this was going to be a really fun experience. The getting to know you activity we played definitely helped us get comfortable around each other and figure out how we related to one another. It didn’t take long for me to almost forget that some of the students actually had a disability, which was a really nice feeling. Everyone was joking around with each other and it was really interesting to me that one of the students had a sense of humor and way of telling jokes that totally reminded me of my brother, who is around the same age as the student.
Another reason my expectations were skewed from reality was because I was expecting the students to be much lower functioning than they were. I was expecting to be working with more children who didn’t/could not communicate, so when the first student walked right in and starting having a totally normal conversation, I knew I had to reevaluate my thoughts on how the semester would play out.
We then went downstairs to the museum and I was, once again, blown away by the students and what they had to say. We all sat next to our favorite piece in the Dear Mother Nature exhibit, and had a few questions to answer about it. I was lucky to sit at the same piece as one of the Arts2Gether students, and when we shared our answers with the group, I loved hearing how differently we interpreted the same piece. It was interesting to hear his point of view and I was amazed at how deep and beautiful his response was. It also made me laugh a little seeing how casual he was about the whole experience. He really liked the piece and spoke really well when talking about it, but he did so as if he was talking to his mom about it, not in a museum in front of a bunch of people, almost all older than him, that he didn’t know.
Each Arts2Gether student surprised me more than the last. The responses to the artwork were so well thought-out and emotional. I was so impressed by their interpretations and explanations of the piece and how it made them feel. The experience was so memorable for me because of how many times the kids leaped way above my expectations. Overall, I was super pleased with how our first day went and I hope every day is as fun and goes as smoothly as last Tuesday went!
Our first Arts-2-gether day had to have been my favorite experience of this semester so far. I was looking forward to meeting the students, but I never thought I would have so much fun with them. I find it interesting because we talk about the characteristics of Aspergers as being difficulties with social interaction, yet I felt as though there was a connection between the students and us. First, the four boys came into the room without too much nervousness, and immediately began to interact in our game. Although it is true that they have all been through this experience before, I would still expect them to be a little nervous because I know I would be in a group full of strangers.
ReplyDeleteAlso, they were all so open to us, by telling us little stories about their memories, or where their name comes from.Their honesty really shown through as they shared their stories, and asked questions. I was very impressed with how Neil mentioned that he liked to design costumes, and how he has done this for his sisters. This really made an impression upon me because many people can’t really distinguish their likes and desires, yet Neil was very confident about them. This really impressed me. All of the kids had great senses of humor, which made me feel comfortable also. I think laughter can make such a great impact. It helps people connect with others, and creates a level of familiarity and comfortability.
Once we went into the museum, I was really unsure what to expect. The students responses were amazing! I loved their titles, and how thought about things in a totally different way than I would myself. Their titles were creative, While some of them applied the art piece to them self, others seemed to have a little trouble doing that. But, so did I actually in some pieces. Their titles were creative, and really worked with the piece. I know they’ll be great art students, and I look forward to working with Audie. I already have been keeping in mind some of the interests that Audio mentioned, such as Star Wars, working with clay, cartoons, and the Giants. I think we're going to have a lot of fun making a movie.
It was so interesting to get to observe students who are Autistic or who have Aspergers. First of all, it was nice that we all got to sit in a circle and break the ice. I bet our quests really appreciated that coming into a new group of people. The first thing I noticed was how normal they seemed. If I didn’t know they had a disability, I might not have noticed at first. The next thing I noticed was how confident they seemed. Some were a little more confident than others but generally; they all seemed like they knew what they were doing. I expected that but I didn’t at the same time. I also expected they would be a little more anti-social just based on what I’ve learned in some of the readings. I did notice that Audie wouldn’t make very much eye contact with people. That was interesting to see. I wonder what he is afraid of when looking people in the face? I thought Ethan seemed very quiet in the circle. I can’t say I was able to observe much about him. Niel was very funny though. I definitely wasn’t expecting that but it was refreshing to see. I believe he picked the Blue Bird piece of art to observe. I was impressed at what a great name he picked for the piece. “Death by Blue.” I think it is really amazing how autistic children can surprise you by being randomly really smart. It really just has to do with what interests them but it is very neat to see. I thought it was so touching when Angel talked about his piece with the plants growing up from the floor panels. He said that he like it because it was unique and it made him feel like he was also unique. To be honest though I can’t say I was really able to make much of a personal interaction with the kids. I am very excited to learn more about these kids. It will be nice to work with one child and really get to understand them and their struggles with their disability.
ReplyDeleteMy experience at the museum with the students was enjoyable, engaging, and a great learning experience. As well, the students seemed to be interested in being present and cognitively active at the museum. I enjoyed their engagement with the art pieces of the Mother Nature Show through the open-ended questions that they answered.
ReplyDeleteOne student was very interested in a sculptural art piece. He thought the artwork was weird and obscure. I noticed that he seemed to like art that has this ambiguous, eccentric nature. I believe that he had Asperger’s, and I think one characteristic of this is be drawn to odd things and being an eccentric individual. I enjoyed this parallel and connection between what we had been learning in the classroom and the direct fieldwork experience. Personally, I consider myself to be very out of the box, so I can easily relate to students that have Asperger’s. I also can be an obsessive person, so I am interested in seeing the connections in this aspect as well.
I also noticed that some of the students were much more outgoing than others. Some were actively speaking and making eye contact, while others were really shy and reserved in the museum. I am curious if it has to do with their personality or their disability. Or does it have to do with a combination of both aspects? How would one know? As well, I could tell some were slightly restless moving their body in repetitive motions. This seemed like something they could not control. However, are their compulsions really out of their control? That is something that I am really interested in knowing.
I had minimal dialogue between the students. I was more concerned with observing the students first. Next time the students come, I will make much more dialogue. I can’t wait!
When first approaching the idea of the arts together program, I was very apprehensive about the situation. I have never had direct experience with anybody who has been diagnosed with autism or asperser. I have a little experience with Down syndrome but not much. I went to high school with a boy who had downs and we would talk in homeroom sometimes, but that does not equal to knowing much about the diagnosis. By learning a little bit more about the disorders through readings and discussions in class, I was a bit more prepared for the students to come into the classroom. When the first student walked in and immediately sat down and seemed to be comfortable, this made me more comfortable with the situation. If this student, could walk into a classroom of strangers and seem totally at ease then I could surely handle the situation as well.
ReplyDeleteI think that the icebreakers were a great idea. It allowed us as a class to get to know the students that we will be working with. It also allowed the boys the get to know the class a bit better so that they will feel more comfortable working with us. I think that icebreakers are fun because it allows you to think about silly questions that you would not normally think about on a daily basis.
After the icebreakers we walked down to the museum where we saw the show titled, “Dear Mother Nature”. It was so interesting to watch the boys circle the pieces and pick out their favorites. They all seemed to be interested in the pieces and they seemed to be pondering which one they liked the best. After we all sat down with our favorite piece and filled out questions about it, we heard the answers that the boys answered the their questions. I was very impressed at the level in which the boys seemed to think about the pieces. They were not thinking only about the visual aspects of the pieces but about the deeper philosophical meaning of the pieces.
I feel that I will enjoy working with these students on our video project. From what I observed from the museum visit I feel that these students are highly creative and they will have some great ideas. I think that this will not only be a great learning experience for myself as an educator but I think I will also have fun with my student, which I think is an important aspect of teaching.
Rebecca Trosa
ReplyDeleteI thought that the get to know you game was a great way to get everyone to be comfortable and share a little about ourselves. I was surprised at how comfortable the students were with being around a new group of people, I know I am not that comfortable when in the same situation, but the kids seemed to be used to it. The kids answers to the get to know you questions were very memorable to me, and I’m glad that we started this way.
I thought it was interesting how “A” was so focused on finding out what another student’s religion was about. He was very persistent in trying to find the answer to his question, asking over and over but “what is a Jehovah’s witness? The other student just said there is a lot to it and this isn’t the appropriate time to talk about it. “A” did not get discouraged he just said “Ok I will just Google it” I found this funny, and I know when I don’t know about something I go right to Google as well! He seems to have this great curiosity to discover new information, something which is very useful to have.
I had a great time being with the students at the “Dear Mother Nature” exhibit. I was very impressed by their imaginative responses to the questions that were given to them. One student titled the artwork he was observing as “beautiful decay” which is such a thought provoking and creative title. I thought it was great that he picked an artwork that he felt was relatable to him. When asked what kind of feeling does the artwork give him? His response was “unique and special” and then he explained that unique and special is like who he is.
I am looking forward to working with the students. I believe it will be an enjoyable experience that will help me grow as a student of art education as well as become more knowledgeable about the needs and abilities of children with these disorders.
I was very apprehensive about the Arts2Gether program because I am not fully familiar with people with disabilities. I am always afraid that I will do or say the wrong thing. I get nervous because of my lack of experience, and don’t know what to do. I liked the idea of going to the museum for our first experience, because it was something comfortable for me, and something we could all relate on, no matter our ability. Because of our readings and studies in class, I expected students with clear, low functioning disabilities. I know we are always supposed to presume competence, but I could have never expected what walked in the classroom that day. Four of the kindest, nicest, most polite young men I’ve met in a long time graced us with their presence, and fit right in with our class playing the ice breaker games. I was nervous, both for myself and them, because who really likes to play ice breaker games? They were so open to the idea of it, and comfortable walking into a room of complete strangers. This was nothing like I had expected, and nothing like we had learned about in class. I did not think any one of them had a disability, let alone one as severe as we had studied.
ReplyDeleteThe museum was a great time, and I was extremely comfortable in there with them. I did not interact with them as much as others, for I was observing the way they viewed the exhibit. I had already seen it, and was interested in the way they perceived the artwork around them. I watched them examine, explore, and express their feelings about the artwork in ways I had never thought about. Their insights to the pieces made me look at them differently, seeing things I had not previously seen in them.
I am excited to start working with the students, because I believe they have more to teach me than I could ever teach them.