| Art Education Papers |
[What is school for?]
was written in the Fall of
2001, as part of my teaching
credential program.
Disclaimer: This work is
entirely my own. I bare all
responsibility for the
contents of this paper. All
opinion are my original work
and any quotes or ideas of
other authors are footnoted.
was written in the Fall of
2001, as part of my teaching
credential program.
Disclaimer: This work is
entirely my own. I bare all
responsibility for the
contents of this paper. All
opinion are my original work
and any quotes or ideas of
other authors are footnoted.
What is school for?
As teachers we spend a great deal of time thinking about what is best for our students.
We consult the great thinkers for explanations of what is best for each kid and for the
group of kids. Rarely, do we ask the students, themselves, what they are getting out of
schools. Are kids getting what their parents and teachers think they should get? Or is
their world far removed from our expectations? Why not ask them?
Recently, I had the opportunity to spent 30 minutes with just one kid as he served
detention in my class for damaging school property; he bent a metal ruler beyond
repair. Alex is 15 years old. He rides his skateboard to school everyday. He wears baggy
pants and listens to heavy metal music whenever he gets the chance. He does a good
job on the projects I assign but frequently has to be asked to actually work during class.
He sits at a table with six other students all of whom he seems to get along with. Many
other students make their way over to talk to Alex during most class periods. He is
friendly and outgoing. Despite a tough exterior, he is the kind of kid that most people
would not mind having around once they got to know him.
Alex thinks he would like to spend his career as a coffee shop owner in some other
country. This country seems fine but he is ready to be very far away from here. He says
his other option is to have his father teach him to be an engineer so that he can take
over dad’s business. Alex does not plan to go to college; he does not think it is
necessary or that it will help him achieve his goals. Alex gets into a fair amount of
trouble though he does not seem to know why. When told part of his payment for his
‘crime’ would be detention he did not seem surprised or worried rather he appeared to
accept serving time as a fact of his life. He serves this detention during lunch. After
school he will serve detention with another teacher.
Through out this survey students answers fit fairly neatly into four main categories.
Some kids were given a questionnaire to fill out while others were asked in a more
informal setting. Kids seem to think school is for socialization, entertainment
(something for them to do), preparation for the future and obligation.
When originally asked why he bent the ruler Alex said “I was bored, I guess?” Later,
when I ask him if this class is boring he tells me that it is one of his better classes
“because there are a lot of cool people in here to talk to.” Other kids echo Alex’s
feelings. When describing his day, Allan says, “I hang out with my friends in the quad.”
Chris says “I hope to gain respect from my friends and teachers” They know, even if
they cannot articulate it, that one of the goals of school is to teach them to get along
with others.
Some kids seem to believe that teachers exists to entertainment their students while
others see school as something to do while they wait to get out of their parents house.
Chris admits, “[I] argue with the teachers, because they question my opinions and
thoughts.” In conversation, he adds that he hates Manteca and can’t wait to leave. Chris
tries to entertain himself while he is trapped here. Anthony also spends large portions
of his time arguing with his teachers. It is difficult to say whether these are acts of
dissention or merely calls for attention.
There are, fortunately, those who recognize school as a means to prepare themselves for
their future. Brian says, “I like all my classes … they give me valuable work that we
need to succeed.” Adam says, “I come to school to learn new things so that I can get a
good job that I enjoy in the future.” Allan agrees when he reports that he comes
everyday “…because my life starts here at school.” Chris adds, “My mom wants me to go
to college, so I am paying close attention to my grades.”
The final reason students mention for being in school was a sense of obligation; to their
parents, to the police and to themselves. Chris says, “I’m there because if I wasn’t the
cops would knock on my door get my parents in trouble.” The reasons listed for going
to school all have a great deal of overlap and this one ties in closely with the need to
prepare for the future. Brian says. “Our parents want us to go to school to get well
educated and do better than them.” Students seem to generally understand that high
school should provide a foundation for the rest of their lives, but this idea remains in
the back of their minds and is not something they think about on a daily basis. High
school students spend most of their time thinking about right now and the next few
hours. Most are not overly concerned with preparing for their future.
While the question for kids might be a simple ones like why do we have to go to school?
Or why do you give us so much work? Questions becomes much more complex for
adults; do kids get the kind of socialization, preparation for the future, entertainment
and sense of obligation that we as adults and, in particular, as educators would like
them to get? We can hope so and many will come out prepared to take on the world but
many more will be ill equipped.
Chris feels that he and his parents are cheated out of what he is supposed to be getting
while he is high school. He says, “My parents think I learn, but are mistaken.” This
brings up a new set of questions. How can we give all students what the need if they are
not willing or prepared to take it?
As I work on this paper I am also trying to develop my teaching philosophy. It seems
that much of what I see as important to an individual’s education, in particular, their
time in my class, relies heavily on what they bring to that class. In an Introduction to
Art class, students are not expected to know anything about Art. It is my job to teach
them, but I could get so much farther if they were equipped with basic reading and
writing skills, study and note taking skills, an interest in the subject rather than a
disdain for their obliged presence in my classroom, and a genuine desire to learn the
subject that I am here to teach them, rather than an attitude that time served in this
class will help them to eventually get out of high school.
With out most of this I can still teach my students about Art. I believe that Art is about
everything and thus tied to everything, but one has to be interested enough to look for
the connections or one will never find them. If my students do not come to me with at
least a desire to walk away with some knowledge of Art and/or Art History I can do
nothing for them. We will spend our time together in struggle and waste. I am not
trying to make teaching sound like a battle that has been lost even before the fight has
begun, but after having spent two months with my very own group of students I am
beginning to believe that there are some students who are simply not ready to learn. It
maybe that they are just not ready to learn about art and may never be ready or it
maybe that they are not mature enough to rise to the task education set before them.
They are willing to receive what educators can spoon feed them, but not ready, perhaps
not yet mature enough, to ask for what they want or simply take what they need from
their education. Many high school students are willing only to do what they have to do
to get through and are not willing to go the extra step in order to learn all they can, to
become whom they are supposed to become.
This is perhaps a problem that is greater than any ours high schools can tackle and
maybe beyond their scope entirely. There is no clear answer, as it seems indifference
and survival are traits that are so ingrained in most humans that few get beyond
meeting basic needs. It is those elite among us that will affect a change in our future.
As teachers we spend a great deal of time thinking about what is best for our students.
We consult the great thinkers for explanations of what is best for each kid and for the
group of kids. Rarely, do we ask the students, themselves, what they are getting out of
schools. Are kids getting what their parents and teachers think they should get? Or is
their world far removed from our expectations? Why not ask them?
Recently, I had the opportunity to spent 30 minutes with just one kid as he served
detention in my class for damaging school property; he bent a metal ruler beyond
repair. Alex is 15 years old. He rides his skateboard to school everyday. He wears baggy
pants and listens to heavy metal music whenever he gets the chance. He does a good
job on the projects I assign but frequently has to be asked to actually work during class.
He sits at a table with six other students all of whom he seems to get along with. Many
other students make their way over to talk to Alex during most class periods. He is
friendly and outgoing. Despite a tough exterior, he is the kind of kid that most people
would not mind having around once they got to know him.
Alex thinks he would like to spend his career as a coffee shop owner in some other
country. This country seems fine but he is ready to be very far away from here. He says
his other option is to have his father teach him to be an engineer so that he can take
over dad’s business. Alex does not plan to go to college; he does not think it is
necessary or that it will help him achieve his goals. Alex gets into a fair amount of
trouble though he does not seem to know why. When told part of his payment for his
‘crime’ would be detention he did not seem surprised or worried rather he appeared to
accept serving time as a fact of his life. He serves this detention during lunch. After
school he will serve detention with another teacher.
Through out this survey students answers fit fairly neatly into four main categories.
Some kids were given a questionnaire to fill out while others were asked in a more
informal setting. Kids seem to think school is for socialization, entertainment
(something for them to do), preparation for the future and obligation.
When originally asked why he bent the ruler Alex said “I was bored, I guess?” Later,
when I ask him if this class is boring he tells me that it is one of his better classes
“because there are a lot of cool people in here to talk to.” Other kids echo Alex’s
feelings. When describing his day, Allan says, “I hang out with my friends in the quad.”
Chris says “I hope to gain respect from my friends and teachers” They know, even if
they cannot articulate it, that one of the goals of school is to teach them to get along
with others.
Some kids seem to believe that teachers exists to entertainment their students while
others see school as something to do while they wait to get out of their parents house.
Chris admits, “[I] argue with the teachers, because they question my opinions and
thoughts.” In conversation, he adds that he hates Manteca and can’t wait to leave. Chris
tries to entertain himself while he is trapped here. Anthony also spends large portions
of his time arguing with his teachers. It is difficult to say whether these are acts of
dissention or merely calls for attention.
There are, fortunately, those who recognize school as a means to prepare themselves for
their future. Brian says, “I like all my classes … they give me valuable work that we
need to succeed.” Adam says, “I come to school to learn new things so that I can get a
good job that I enjoy in the future.” Allan agrees when he reports that he comes
everyday “…because my life starts here at school.” Chris adds, “My mom wants me to go
to college, so I am paying close attention to my grades.”
The final reason students mention for being in school was a sense of obligation; to their
parents, to the police and to themselves. Chris says, “I’m there because if I wasn’t the
cops would knock on my door get my parents in trouble.” The reasons listed for going
to school all have a great deal of overlap and this one ties in closely with the need to
prepare for the future. Brian says. “Our parents want us to go to school to get well
educated and do better than them.” Students seem to generally understand that high
school should provide a foundation for the rest of their lives, but this idea remains in
the back of their minds and is not something they think about on a daily basis. High
school students spend most of their time thinking about right now and the next few
hours. Most are not overly concerned with preparing for their future.
While the question for kids might be a simple ones like why do we have to go to school?
Or why do you give us so much work? Questions becomes much more complex for
adults; do kids get the kind of socialization, preparation for the future, entertainment
and sense of obligation that we as adults and, in particular, as educators would like
them to get? We can hope so and many will come out prepared to take on the world but
many more will be ill equipped.
Chris feels that he and his parents are cheated out of what he is supposed to be getting
while he is high school. He says, “My parents think I learn, but are mistaken.” This
brings up a new set of questions. How can we give all students what the need if they are
not willing or prepared to take it?
As I work on this paper I am also trying to develop my teaching philosophy. It seems
that much of what I see as important to an individual’s education, in particular, their
time in my class, relies heavily on what they bring to that class. In an Introduction to
Art class, students are not expected to know anything about Art. It is my job to teach
them, but I could get so much farther if they were equipped with basic reading and
writing skills, study and note taking skills, an interest in the subject rather than a
disdain for their obliged presence in my classroom, and a genuine desire to learn the
subject that I am here to teach them, rather than an attitude that time served in this
class will help them to eventually get out of high school.
With out most of this I can still teach my students about Art. I believe that Art is about
everything and thus tied to everything, but one has to be interested enough to look for
the connections or one will never find them. If my students do not come to me with at
least a desire to walk away with some knowledge of Art and/or Art History I can do
nothing for them. We will spend our time together in struggle and waste. I am not
trying to make teaching sound like a battle that has been lost even before the fight has
begun, but after having spent two months with my very own group of students I am
beginning to believe that there are some students who are simply not ready to learn. It
maybe that they are just not ready to learn about art and may never be ready or it
maybe that they are not mature enough to rise to the task education set before them.
They are willing to receive what educators can spoon feed them, but not ready, perhaps
not yet mature enough, to ask for what they want or simply take what they need from
their education. Many high school students are willing only to do what they have to do
to get through and are not willing to go the extra step in order to learn all they can, to
become whom they are supposed to become.
This is perhaps a problem that is greater than any ours high schools can tackle and
maybe beyond their scope entirely. There is no clear answer, as it seems indifference
and survival are traits that are so ingrained in most humans that few get beyond
meeting basic needs. It is those elite among us that will affect a change in our future.
What is school for? - The Research
All answers were recorded exactly as written - errors included.
Questions for Students
1. Describe a typical day at school. When does your day begin and end? What do you do
through out the day? What classes (subjects) do you have? What are your teachers like
(nice or mean, smart or dumb,)? Do your teachers give you valuable work or busy work?
Explain your answer.
- Brian – It begins when I get in the shower and it ends when I come home from tennis
practice. I like all my classe and the teachers are very nice. And they give me valuble
work that we need to succeed.
- Adam – Well I wake up at 5:00 and then I take a shower go downstairs eat and
lookover to see if I did all of my homework, then I go to school. I go from English, to Art,
to JROTC, and then to French. After that I go home do my homework and then I can do
what I want.
- Allan – I HANG OUT WITH MY FRIENDS IN THE QUAD AREA, THEN I GO TO P. E.,
ART, ENGLISH, & THEN CHEMISTRY. I HAVE A PIZZA POKET AND A SODA AT LUNCH.
- Chris – My day begins at 6:30 and ends at 11:00 pm. Thought out the day I think
about how boering Manteca is and argue with the teachers, because they question my
opionions and thoughts My class’s are biology, art, math, auto shop. Most of the
teachers I think are teaching because California is desprite and willing to hire anyone
willing to teach. Most teachers know what there talking about but the teaching
technics are shitty!!! The work the give us are from a book. They give us a book and
expect us to learn from reading and takin no test. Teaching has definitely changed,
there is no such thing as hands on traing at SHS!!
2. Why do you think you should come to school? Do you think you learn anything while
you are here? What do you hope to gain from school or are you just here because you
have to be? Why do your parents think you should come to school? Do your parents think
you learn while you are here? What are your plans after high school? How did you
decide? Do you think your experience in high school has prepared you for life?
- Brian – I do think we should go to school. Also our parents want us to go to school to
get well educated and do better than them.
- Adam – I come to school to learn new things so that I can get a good job that I enjoy
in the future.
- Allan – BECAUSE MY LIFE STARTS HERE AT SCHOOL.
- Chris – School is important because making friends is the most important thing in
life! At school I learn but don’t truly understand the work. I hope to gain respect from
my friends and teachers. Im there because if I wasent the cops would knock on my
door get my parents in trouble. My mom wants me to go to college so I am paying close
attention to my grades. My parents think I learn but are mistaken by MUSD. My plans
are to go to art school after high school. Art is my life. School prepares u for
disappointments and success!
3. What do you think the teachers want you to learn? Does the material teachers give you
seem to be very important to you life? Why do you think teachers give you the type and
amount of work they give you? Do teachers make their expectations clear to students? Do
teachers explain why they are teaching you what they are teaching? What are your major
concerns/issues and does your teacher address them? Are there important things you
feel you are missing from school?
- Adam – I think teacher are trying to get across the point of the respective class that
they are teaching. For some students it is easy to get things so the teacher doesn’t have
to say much and then there are others that need more help. So that means that they
need more help from a teacher. So they should come after school or something.
- Marcus – What subject they are teaching. No. to learn the subject, some teachers, yes.
- Abe – Yes, so we that we can remember everything. Yes, because. Were missing video
games ya heard.
- Nick – Stuff. Sometimes. To learn and be educated. No. No. Yes. Yes.
4. Should high school be longer or shorter? (For example; longer or shorter school days,
fewer or more days or years in school.) Tell me why you think what you think?
- Adam – I think it is just as long and short as it should be. If you make it too short you
wont learn anything because you will be going through school too fast. If it is too long,
the kids will get board. Then they wont listen like they are supposed too.
- Marcus – shorter. So more time to rest. Because it doesn’t matter what time you get off
of school you don’t want to do nothing.
- Abe – There should be 3 months in a school year but with longer days.
- Nick – Long days of school. So we have less school days.
Questions for Teachers
1. Is it enough to be sure students know how to read and write when they leave school?
Should education be finished when students know how to read, write and do math?
- Mrs. C (Intro to Art and Advance/AP Art) Education should be reading, writing, math
and thinking! (Problem solving) – Students also need a well-rounded education,
which includes the arts.
- Mrs. W (Intro to Art – me) – No. These kids don’t seem to know anything. It would be
nice if all of the students could read and write when they get to my class. It seems
reading and writing is a chore for most of them.
2. Should high school be longer or shorter? (For example; longer or shorter school days,
fewer or more days or years in school.) Tell me why you think what you think?
- Mrs. C – Year round in high school would be a good schedule – a two-month summer
break seems to long but teachers and students would benefit from periodic smaller
breaks.
- Mrs. W – Some kids are ready at 16 to move on. Most are not. There should be an
academy program set up for the more advanced/mature students.
3. Do you have enough time to teach what you need to teach?
- Mrs. C – Yes – block is fantastic.
- Mrs. W – Yes. 95 minutes is great for art. Sometimes it is too long.
4. What are the school motto and the school mission?
- Mrs. C – Expected Schoolwide Learning Results – 1 Communication Skill – 2
Responsible Citizenship – 3 Positive Relationships – 4 Problem Solving
- Mrs. W – ESLR’s
5. Do you think your expectations and the students expectations match? Is there anyway
to bring them closer together?
- Mrs. C – Get more feedback from students and actually use their input.
- Mrs. W – No. I want to treat them like responsible young adults, who want to be here,
but many of them are just going through the motions. Most of them do not want to be
here and would not be here if we did not make them. I not sure how to fix this or if I
can.
6. If you could design a high school, what would it look like?
- Mrs. C – S.H.S. has a great layout
- Mrs. W – There is not room to answer this Question. I am sure that my views will
change in a few years, they always do. Right now I think that the best schedule for high
school is a block schedule. It is certainly good for the art classroom. I cannot imagine
what it will be like trying to teach in 45-minute increments, but I will probably find
out next year. I think the layout of the school (Sierra) is o.k, but I would probably alter
the layout of my classroom if I could. There is not enough storage space for student
work and their work area is too small (they sit too close together). The sinks are not
designed for an art classroom and it is difficult to clean up anything without getting
yourself dirty. There is not room in the class for presses (relief or intaglio). Those
would be good projects for working with high school kids. There is probably more.
2nd attempt
1. School should be on a hill. Teachers can make the point that education is an uphill
trek that when achieved makes going home (or to work or wherever) seem easier
because all of the hard stuff has already been done (everything becomes a downhill
walk).
2. School draws students from different communities. Students learn to accept
differences and work together.
3. Students are taught to value their own education and see it as something they must
take (earn) not something they are given.
All answers were recorded exactly as written - errors included.
Questions for Students
1. Describe a typical day at school. When does your day begin and end? What do you do
through out the day? What classes (subjects) do you have? What are your teachers like
(nice or mean, smart or dumb,)? Do your teachers give you valuable work or busy work?
Explain your answer.
- Brian – It begins when I get in the shower and it ends when I come home from tennis
practice. I like all my classe and the teachers are very nice. And they give me valuble
work that we need to succeed.
- Adam – Well I wake up at 5:00 and then I take a shower go downstairs eat and
lookover to see if I did all of my homework, then I go to school. I go from English, to Art,
to JROTC, and then to French. After that I go home do my homework and then I can do
what I want.
- Allan – I HANG OUT WITH MY FRIENDS IN THE QUAD AREA, THEN I GO TO P. E.,
ART, ENGLISH, & THEN CHEMISTRY. I HAVE A PIZZA POKET AND A SODA AT LUNCH.
- Chris – My day begins at 6:30 and ends at 11:00 pm. Thought out the day I think
about how boering Manteca is and argue with the teachers, because they question my
opionions and thoughts My class’s are biology, art, math, auto shop. Most of the
teachers I think are teaching because California is desprite and willing to hire anyone
willing to teach. Most teachers know what there talking about but the teaching
technics are shitty!!! The work the give us are from a book. They give us a book and
expect us to learn from reading and takin no test. Teaching has definitely changed,
there is no such thing as hands on traing at SHS!!
2. Why do you think you should come to school? Do you think you learn anything while
you are here? What do you hope to gain from school or are you just here because you
have to be? Why do your parents think you should come to school? Do your parents think
you learn while you are here? What are your plans after high school? How did you
decide? Do you think your experience in high school has prepared you for life?
- Brian – I do think we should go to school. Also our parents want us to go to school to
get well educated and do better than them.
- Adam – I come to school to learn new things so that I can get a good job that I enjoy
in the future.
- Allan – BECAUSE MY LIFE STARTS HERE AT SCHOOL.
- Chris – School is important because making friends is the most important thing in
life! At school I learn but don’t truly understand the work. I hope to gain respect from
my friends and teachers. Im there because if I wasent the cops would knock on my
door get my parents in trouble. My mom wants me to go to college so I am paying close
attention to my grades. My parents think I learn but are mistaken by MUSD. My plans
are to go to art school after high school. Art is my life. School prepares u for
disappointments and success!
3. What do you think the teachers want you to learn? Does the material teachers give you
seem to be very important to you life? Why do you think teachers give you the type and
amount of work they give you? Do teachers make their expectations clear to students? Do
teachers explain why they are teaching you what they are teaching? What are your major
concerns/issues and does your teacher address them? Are there important things you
feel you are missing from school?
- Adam – I think teacher are trying to get across the point of the respective class that
they are teaching. For some students it is easy to get things so the teacher doesn’t have
to say much and then there are others that need more help. So that means that they
need more help from a teacher. So they should come after school or something.
- Marcus – What subject they are teaching. No. to learn the subject, some teachers, yes.
- Abe – Yes, so we that we can remember everything. Yes, because. Were missing video
games ya heard.
- Nick – Stuff. Sometimes. To learn and be educated. No. No. Yes. Yes.
4. Should high school be longer or shorter? (For example; longer or shorter school days,
fewer or more days or years in school.) Tell me why you think what you think?
- Adam – I think it is just as long and short as it should be. If you make it too short you
wont learn anything because you will be going through school too fast. If it is too long,
the kids will get board. Then they wont listen like they are supposed too.
- Marcus – shorter. So more time to rest. Because it doesn’t matter what time you get off
of school you don’t want to do nothing.
- Abe – There should be 3 months in a school year but with longer days.
- Nick – Long days of school. So we have less school days.
Questions for Teachers
1. Is it enough to be sure students know how to read and write when they leave school?
Should education be finished when students know how to read, write and do math?
- Mrs. C (Intro to Art and Advance/AP Art) Education should be reading, writing, math
and thinking! (Problem solving) – Students also need a well-rounded education,
which includes the arts.
- Mrs. W (Intro to Art – me) – No. These kids don’t seem to know anything. It would be
nice if all of the students could read and write when they get to my class. It seems
reading and writing is a chore for most of them.
2. Should high school be longer or shorter? (For example; longer or shorter school days,
fewer or more days or years in school.) Tell me why you think what you think?
- Mrs. C – Year round in high school would be a good schedule – a two-month summer
break seems to long but teachers and students would benefit from periodic smaller
breaks.
- Mrs. W – Some kids are ready at 16 to move on. Most are not. There should be an
academy program set up for the more advanced/mature students.
3. Do you have enough time to teach what you need to teach?
- Mrs. C – Yes – block is fantastic.
- Mrs. W – Yes. 95 minutes is great for art. Sometimes it is too long.
4. What are the school motto and the school mission?
- Mrs. C – Expected Schoolwide Learning Results – 1 Communication Skill – 2
Responsible Citizenship – 3 Positive Relationships – 4 Problem Solving
- Mrs. W – ESLR’s
5. Do you think your expectations and the students expectations match? Is there anyway
to bring them closer together?
- Mrs. C – Get more feedback from students and actually use their input.
- Mrs. W – No. I want to treat them like responsible young adults, who want to be here,
but many of them are just going through the motions. Most of them do not want to be
here and would not be here if we did not make them. I not sure how to fix this or if I
can.
6. If you could design a high school, what would it look like?
- Mrs. C – S.H.S. has a great layout
- Mrs. W – There is not room to answer this Question. I am sure that my views will
change in a few years, they always do. Right now I think that the best schedule for high
school is a block schedule. It is certainly good for the art classroom. I cannot imagine
what it will be like trying to teach in 45-minute increments, but I will probably find
out next year. I think the layout of the school (Sierra) is o.k, but I would probably alter
the layout of my classroom if I could. There is not enough storage space for student
work and their work area is too small (they sit too close together). The sinks are not
designed for an art classroom and it is difficult to clean up anything without getting
yourself dirty. There is not room in the class for presses (relief or intaglio). Those
would be good projects for working with high school kids. There is probably more.
2nd attempt
1. School should be on a hill. Teachers can make the point that education is an uphill
trek that when achieved makes going home (or to work or wherever) seem easier
because all of the hard stuff has already been done (everything becomes a downhill
walk).
2. School draws students from different communities. Students learn to accept
differences and work together.
3. Students are taught to value their own education and see it as something they must
take (earn) not something they are given.
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| Kathe Welch |
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