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Some Things Just Really Make Me Angry
I was reading Chapter 2, "It's all in the sign!", of Danesi's Messages and Meanings when I ran into a passage that, to put it politely, just really made me angry. Angry because my interpretation of this passage brought back a lot of memories of events that I have had to deal with in my educational "career". There were two sentences, in particular, that really ticked me off. The first was:
If a drawing instrument is put in the child's hand, that child will almost instinctively use it to draw--a "skill" that no one has imparted or transmitted to the child.
The second was:
The child must be exposed to language in order for him or her to acquire it; that same child does not, however, need to be exposed to visual art in order for him or her to draw.
These two seemingly innocent statements (that can be found on page 27 and which I have taken out of context) undermine everything that I hold dear. There is a huge assumption in the first sentence that drawing, as a "skill", is innately obtained, especially when "no one has imparted or transmitted to the child".
Your naturally talented! Your daughter has so much talent! I wish I had your talent! Your so creative! Well, creative people are like that. I wish I could be as creative as you are! You're the artist of the group/class/school/etc...! Think of something creative/original/new!
As I see it, these comments are not compliments of my ability to create visual images but at my "gift", my "talent". Hard work, practice, trial and error, learning the rules, processes, techniques or simple tricks..none of these are examined. The artistic process, to many, remains this mystical and quite godly transformation of something out of nothing and those with this gift of transformation are artistic. What it tells me as a teacher of the arts is this, that I am wasting my time trying to teach everyone, for there are only a talented few (please read the last sentence sarcastically).
There is another point of contention that I have with the first statement. What I have taken out of context is the comparison that Danesi makes between language acquisition and drawing skill development. O.K. Danesi states that a child picks up a crayon (drawing instrument) and uses it to scribble naturally and spontaneously, without anyone imparting this knowledge to the child.
The Salem witch trials of 1692 were one of the bloodiest witch-hunts in America colonial history. The event started in the house of the new minister of Salem, Samuel Parris, when his daughter, Betty, suffered from mysterious symptoms, and later she accused her slave, Tibuta, for using witchcraft on her. Later, two other women, Sarah Goode and Sarah Osborne, were accused of using witchcraft on other girls; right after the accusations, they were arrested (Lecture 9/13/2016). As a result, the hunt of witches began which led to hundreds of arrests, and nineteen accused were hanged (Text 190). Although three hundred years have passed, the true cause of the episode remains a mystery. Many scholars have conducted numerous studies of the trails, however,
(Doc. C&D) Their names were Betty Parris and her cousin Abigail Williams. They asked a West Indian slave woman named Tituba to help them know their fortunes. The two girls started acting strange over the next several months. Their father was curious about the two girls behavior. They would crawl into holes and creep under chairs and stools. The two girls accused two white women and Tituba for practicing witchcraft ,when they were being accused, and for putting them in such pain. The three women were sent to jail in Boston. Only Tituba confessed she was practicing witchcraft, which she was, but the other two white woman didn’t want to say they did something that they didn’t do and that is what started it
“After his second-grade class created self-portraits last year, I noticed that he was the only one not hanging on the classroom wall. His teacher explained that his portrait was ‘a work in progress.’ The
I am an artist. That is not a disclaimer or a boast; it is a statement of position. I believe in the undeniable importance of art and the futility of censorship. I also believe that art is one of the best indicators of the mood of a culture. Scholars, doctors, therapists, and lawyers can attempt to explain us to ourselves, but their testimony, while useful, will almost always be dry and lacking in emotional depth. I am proud to write in defense of a group that predates and outlasts all other professional analysts of the human condition-creators of art.
However fine motor control is essential before the child is able to control a pencil to mark make. Avril and Rankin discuss how construction, malleable and drawing activities promote this. Furthermore ‘Write dance’ (Oussoren, 2010) is discussed as an approach which covers all seven areas of learning in the EYFS (EE, 2012) through the promotion of hands on activities to music. These activities allow consolidation of skills by the child in addition to gross and fine motor skills through a variety of mark making tools within an enabling environment; learning songs to promote memory, while also relating to characters within stories.
When Walt was a child, drawing came very natural to him. As he grew up so did his ability to draw vivid pictures. When he w...
Science is the knowledge gained by a systematic study, knowledge which then becomes facts or principles. In the systematic study; the first step is observation, the second step hypothesis, the third step experimentation to test the hypothesis, and lastly the conclusion whether or not the hypothesis holds true. These steps have been ingrained into every student of science, as the basic pathway to scientific discovery. This pathway holds not decision as to good or evil intention of the experiment. Though, there are always repercussions of scientific experiments. They range from the most simplistic realizations of the difference between acid and water to the principle that Earth is not the center of the Universe. Mary Shelley’s Frankenstein depicts this very difference in the story of Victor Frankenstein. A scientist who through performing his experiments creates a monster which wreaks havoc upon humanity. Frankenstein concentrating wholly upon discovery ignores the consequences of his actions.
It appears to me that pictures have been over-valued; held up by a blind admiration as ideal things, and almost as standards by which nature is to be judged rather than the reverse; and this false estimate has been sanctioned by the extravagant epithets that have been applied to painters, and "the divine," "the inspired," and so forth. Yet in reality, what are the most sublime productions of the pencil but selections of some of the forms of nature, and copies of a few of her evanescent effects, and this is the result, not of inspiration, but of long and patient study, under the instruction of much good sense…
Children can express their feeling through creative activities. They may also feel comfortable enough to tell you personal information or may express personal information through their drawings that they don’t actually know isn’t right.
Tituba set a pattern that would run throughout the course of trials after being the first accused witch to ever confess to witchcraft. She was accused of practicing voodoo and of teaching fortune-telling to the young Salem girls, neither of which were confirmed. Court records indicate that, “...Tituba and her husband John helped a neighbor named Mary Sibley bake a witch cake, a cake made from rye meal and the afflicted girl’s urine, and fed it to a dog hoping it would reveal the name of whoever bewitched the girls” (Tituba: The Slave of Salem). This incident caused the girls to accuse her and the other two women. Her arrest sparked the witch hunt in Salem that would kill 20
Isbell, R. & Raines, S. (2003). Creativity and the arts with young children. New York: Thompson Delmar Learning.
In the discussion of nature verse nurture, one controversial issue is language. Arguing on the side of nature, children across the world seem to exhibit universal stages of linguistic development. Infants as young as seven months old are able to recognize simple linguistic rules from a string of sounds. When a child is first learning to speak, they typically combine words in ways that an adult would not. They can also speak and communicate clearly without adult correction. These observations suggest that we are born with the capacity to communicate verbally and through the use of kinesics, or gestures. However, nurture also plays a large role in the use of language. Linguistics differ amongst children from region to region based on the way the people around them speak. Thousands of languages such as: Spanish, English, Italian, and Creole are spoken around the world. Vernacular and accents also vary within each language and is acquired through a learning process, not genetics(Brown, 10/1/13). Another major environmental factor is correction from parents and adults. A child may be born with the ability to speak, but grammatical correctness and annunciation requi...
...fortable in what they are doing. Most children are able to be taught a variety of different ways, it is vital to teach material that motivates the child to express themselves through the way in which they are most fluent, whether it is through speech, art, music or sports. Otherwise, we run the risk of disabling the individual’s creativity and enthusiasm for learning (Meltzer:2010).
Nearly every member of the human race learns a language or more to the degree of proficiency only in the first few years of life. How children achieve this astonishing skill in such little time sparks controversial debates among linguists, psychologists, and scientists throughout centuries. Some believe that language is an innate ability possessed by all human beings due to the remarkable function of the brain while others maintain that language is learned from childhood experience. However, many are beginning to realize that nature and nurture go hand-in-hand when explaining how children develop their language(s). Despite the claims that language is either pre-learned or environmentally learned alone, the combination of both genes
A child’s drawing can tell so much about what they are thinking and feeling about their surroundings. They see things differently from adults and teens because when they are drawing or doing some sort of art they are not told that it is a “bad picture” or what ever they are doing is “not right.” They don’t have a limit upon their thoughts and ideas, but when they grow up, they do. Starting from the first day of school, they are taught about the wrong things and the right things. As we grow older there are more classes that have right and wrong answers to a question like, for example, math.