Metaphoric Self-Portrait
Statement
Bridges serve many purposes; one in particular, is to connect people and places. Bridges promote integration and interaction among people. Educators function in a similar way: to connect students’ daily lives to the process of teaching and learning that takes place in the classroom. When educators authentically integrate students’ experiences into the classroom, it automatically gives students a voice. Students are empowered through the acknowledgement of their knowledge gained from their lived experiences. The benefit of respecting and incorporating students’ knowledge into the classroom is that it builds community and trust. In addition, the inclusion of students’ knowledge and experiences brings life to the curriculum.
Similar to the role of a bridge, to connect people from one place to the other, connections should be made both to and from the classroom. Connections should be made between students’ lives outside of school and the classroom, and between the classroom and the outside world. In order to effectively connect the classroom to the outside world, students need to understand all types of knowledge. Essentially, while incorporating the students’ personal knowledge and experiences in the classroom, teachers should help students reach beyond their own cultural boundaries.
Brainstorm 1
Brainstorm 2
Sketch 1
Sketch 2
Posts
You really created a lot of depth in this image. The bridge looks like it is part of a very long road, which works well with your metaphor.
ReplyDeleteI really like your concept of a bridge. Your collage certainly makes it clear that education can be a bridge that keeps connecting to newer and newer ideas (or places.)
ReplyDeleteI really like the idea of the classroom as a "bridge". Your concept is very strong in the rationale, and it is clear that the bridge accomodates the kind of "to" and "from" learning you describe, integrating "students’ experiences into the classroom". Likewise, the bridge can connect the classroom to the community, and to other cultures and experiences, creating a richer education in general. I think that this idea is more effectively demonstrated in Sketch 2 than in your finished Metaphoric Self-Portrait. Although it is only a sketch, and more crudely handled than your finished Self-Portrait, it contains all of the ideas you talked about in your rationale. I can understand the necessity of not being too literal in your imagery, but the finished portrait doesn't give me the same sense of outreach to community, to different cultures, to the world at large. I can make the kind of connections you talked about in your rationale, but it may be more of a stretch when compared to something like sketch 2. However, I think this is a great metaphor for the classroom. As you further develop your teaching philosophy, you should keep this idea of the bridge in the front of your mind.
ReplyDeleteYou did a very good job of making the bridges look connected and believable. I like the perspective that the viewer is at on top of the first bridge. If I had to pick out anything, I would say there could be a little more consistency in the colors of the land masses, but it is hardly an issue.
ReplyDeleteYour artist statement clearly explains how bridges relate to art education. The left side of the page, however, leaves the viewer wondering. It is blank gap on the page. Sailboats could be added to fill this gap and the sail could be an image of an artwork or other elements of art education. This will allow the viewer to see how art can relate to not only bridges but modes of travel that allow people to experience different cultures. This ties into your last statement that "teachers should help students reach beyond their own cultural boundaries".
ReplyDeletei think that this analogy is perfect. I always have said that concepts are like individual islands, and one connection (bridge) is not enough. That is just the beginning. the more connections made, the stronger the understanding.
ReplyDeleteI like your metaphor and your statement makes perfect sense. I can relate, too, to anonymous's and lovesart's comments about including some more images in your self portrait of the concepts you are connecting with the bridges, or the concepts that a teacher would connect in the classroom. These images/concepts could represent the real world experiences of students, as you discussed in your statement. I would be interested to hear your feedback on these ideas.
ReplyDeleteI can see a connection of the bridges to the classroom. It really makes sense because a bridge is a connection to different countries and in school, bridges are like higher levels to a boy or girl connecting them to different things(example: sports, math, social studies, english, science and writing). The bridges do connect a lot of outside experiences and the classroom connects outside of life experiences between different children of all ages.
ReplyDeleteby the way... I, "anonymous", am a friend.
ReplyDelete(Friend of Lisa's)
ReplyDeleteBridges are a stable, and necessary part of our everyday lives. We depend on the ability to reach people; to visit, to deliver goods and services, to provide resources to other areas.
I think it's a strong concept to draw a correlation between bridges and education. It's also timeless; at any point in the pursuit of education, and at any point being an educator; striving to bridge the gaps of communication, knowledge, and understanding are a constant goal. I think it really shows what a comprehensive, and "big-picture" view you have about being an educator; which is awesome.
There are so many relationships to consider; student-teacher, student-student, student-school environment, student-curriculum, student-outside world...and educators (good ones) have the ability to really provide students with the necessary skills to help build, and reinforce bridges.
I liked in your brainstorm diagram, the mention of ideas like; rich in history, connections, unity, and accessibility. You really present an excellent case for the strength of bridges, and connections, and your interest in that.