Exploring Feelings, Images and the Imagination Arts-in-Education and the Affective Domain

Exploring Feelings, Images Exploring Feelings, Images and the Imaginationand the Imagination

Arts-in-Education and the Arts-in-Education and the Affective DomainAffective Domain

Exploring Feelings, Images and the Exploring Feelings, Images and the ImaginationImagination

The Stuff of the Workshop:The Stuff of the Workshop:– WarmupsWarmups– Affective DomainAffective Domain– Affective EducatorsAffective Educators– Receiving/AttendingReceiving/Attending– Guided ImageryGuided Imagery

Visual ImagesVisual Images Divergent ThinkingDivergent Thinking PoetryPoetry Directed thoughts and suggestions that guide the Directed thoughts and suggestions that guide the

imaginationimagination

– Tying it upTying it up

Warm UpsWarm Ups

Checking In!!Checking In!!

workshop’s workshop’s raison d-etreraison d-etre

Additional Warm UpAdditional Warm Up

Walking in AtmospheresWalking in Atmospheres

Carl JungCarl Jung

““What the educational system must What the educational system must provide is not just brilliant teachers, provide is not just brilliant teachers, but teachers who can touch our but teachers who can touch our human feelings and on whom we can human feelings and on whom we can look back with appreciation and look back with appreciation and gratitude.”gratitude.”

Deborah MeierDeborah Meier

“ “Most children today are disconnected from Most children today are disconnected from any community of adults – including, any community of adults – including, absurdly, the adults they encounter in absurdly, the adults they encounter in schools. Many young people literally finish schools. Many young people literally finish four years of high school without knowing or four years of high school without knowing or being known by a single adult in the school being known by a single adult in the school building . . . .”building . . . .”

In Schools We Trust (2002)In Schools We Trust (2002), p.12 , p.12

Vivian PaleyVivian PaleyA Child’s Work, the Importance of Fantasy Play,A Child’s Work, the Importance of Fantasy Play, (2004) (2004)

You Can’t Say You Can’t PlayYou Can’t Say You Can’t Play, (1992), (1992)

A simple, no-cost approach to making childrenA simple, no-cost approach to making childrenfeel safe, accepted, comfortable and ready tofeel safe, accepted, comfortable and ready totake risks:take risks:

““At least once every two days, speak to eachAt least once every two days, speak to eachchild in the classroom on a personal basis.”child in the classroom on a personal basis.”

Address to Nazareth College Forum, Oct. 16, 2009Address to Nazareth College Forum, Oct. 16, 2009

““The Characteristics of Effective and The Characteristics of Effective and Ineffective Teachers” Ineffective Teachers”

(Research Study)(Research Study)

Concluded that the affective domain was Concluded that the affective domain was significant in students’ descriptions of the significant in students’ descriptions of the best teachers they had encounteredbest teachers they had encountered

(Walls, Nardi, Von Minden & Hoffman, 2002)(Walls, Nardi, Von Minden & Hoffman, 2002)

The Affective DomainThe Affective Domain

“ “Pertains to the practical life – to the emotions, the Pertains to the practical life – to the emotions, the passions, the dispositions, the motives, the moral and passions, the dispositions, the motives, the moral and aesthetic sensibilities, the capacity for feeling, aesthetic sensibilities, the capacity for feeling, concern, attachment, sympathy, empathy and concern, attachment, sympathy, empathy and appreciation.”appreciation.”

Sterling M. McMurrin, 1967Sterling M. McMurrin, 1967

““What Tasks for Schools?”What Tasks for Schools?”

Saturday Review, 41-44Saturday Review, 41-44

““The Characterisitics of Effective and The Characterisitics of Effective and Ineffective Teachers” Ineffective Teachers”

(Research Study)(Research Study)

“ “Caring about students was particularly Caring about students was particularly prevalent in the description of effective prevalent in the description of effective teachers. They were described as warm, teachers. They were described as warm, friendly and caring. Conversely, ineffective friendly and caring. Conversely, ineffective teachers were said to create a tense teachers were said to create a tense classroom, and were described as cold, classroom, and were described as cold, abusive and uncaring.”abusive and uncaring.”

(Walls, Nardi, Von Minden & Hoffman, 2002)(Walls, Nardi, Von Minden & Hoffman, 2002)

John DeweyJohn Dewey

While the ancient Greeks were among the firstWhile the ancient Greeks were among the first

to stress the importance of developing theto stress the importance of developing the

whole person, including intellectual, physical,whole person, including intellectual, physical,

and affective potentialities . . . . and affective potentialities . . . .

John Dewey (1950) was among the first John Dewey (1950) was among the first contemporary theorists to propose that schools contemporary theorists to propose that schools give time and attention to affective development give time and attention to affective development as an integral part of the total school experienceas an integral part of the total school experience

Carl RogersCarl RogersOn Becoming A PersonOn Becoming A Person (1961) (1961)

A teacher’s role is, in part, a A teacher’s role is, in part, a helping relationshiphelping relationship therefore we must create an atmosphere:therefore we must create an atmosphere:

To facilitate free expression of ideas and affectTo facilitate free expression of ideas and affect

To encourage individuals to know and accept To encourage individuals to know and accept themselvesthemselves

In other words, “to grow affectively”In other words, “to grow affectively”

How do we do this in an age of one How do we do this in an age of one size fits all standardized testing?size fits all standardized testing?

““Let’s raise the standards of delight.” Let’s raise the standards of delight.” Maxine GreeneMaxine Greene

Affective Characteristics of TeachersAffective Characteristics of Teachers

The teacher who influenced me the mostThe teacher who influenced me the most

The teacher whom I knew liked and The teacher whom I knew liked and respected merespected me

The teacher who most positively impacted The teacher who most positively impacted my lifemy life

The teacher I would most enjoy seeing The teacher I would most enjoy seeing againagain

(Talk amongst yourselves)(Talk amongst yourselves)

Affective Characteristics of TeachersAffective Characteristics of Teachers

List “Top Five” (or so) characteristicsList “Top Five” (or so) characteristics

PrioritizePrioritize

ShareShare

““Receiving” – the first level of the Receiving” – the first level of the taxonomy of the affective domaintaxonomy of the affective domain

ReceivingReceiving

Being aware of or attending to something in the Being aware of or attending to something in the environment environment

Implies that you will observe and/or listen Implies that you will observe and/or listen attentively and be aware of what you are attentively and be aware of what you are experiencing in the here and now experiencing in the here and now

from: Krathwohl, D., Bloom, B., & Masia, B. (1956). from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of Taxonomy of educational objectives. Handbook II: Affective domaineducational objectives. Handbook II: Affective domain. New York: David . New York: David

McKay.McKay.

Receiving and AttendingReceiving and Attending

Paying Attention!!Paying Attention!!

It is not a “binary switch” (it’s not true that It is not a “binary switch” (it’s not true that we either pay attention or we don’t)we either pay attention or we don’t)

““Attention is a much more complex system”Attention is a much more complex system”

Eric Booth (2001)Eric Booth (2001)

Receiving and AttendingReceiving and Attending

We use multiple strategies for receiving and We use multiple strategies for receiving and attendingattending

The arts teach us and our students to The arts teach us and our students to become “better agents of attention.”become “better agents of attention.”

Eric Booth Eric Booth (2001)(2001)

The Mysteries of Harris BurdickThe Mysteries of Harris Burdick(1984)(1984)

Chris Van Allsburg Chris Van Allsburg

– The Garden of Abdul GasaziThe Garden of Abdul Gasazi (1980) (1980)

– JumanjiJumanji (1982) (1982)

– The Polar ExpressThe Polar Express (1986) (1986)

Introduction to Introduction to Harris BurdickHarris Burdick

The Mysteries of Harris BurdickThe Mysteries of Harris Burdick(1984)(1984)

Van Allsburg’s Images (guided imagery!) Van Allsburg’s Images (guided imagery!)

Receiving and AttendingReceiving and Attending

The House on Maple StreetThe House on Maple Street

It was a perfect lift-off.It was a perfect lift-off.

A Strange Day in JulyA Strange Day in July

He threw with all his might, but the third stone came He threw with all his might, but the third stone came skipping back. skipping back.

Oscar and AlphonseOscar and Alphonse

She knew it was time to send them back. The caterpillars She knew it was time to send them back. The caterpillars softly wiggled in her hand, spelling out “goodbye.”softly wiggled in her hand, spelling out “goodbye.”

The Art of “Receiving”The Art of “Receiving”

In addition to the visual guided imagery In addition to the visual guided imagery offered by Van Allsburg, there is offered by Van Allsburg, there is written/spoken “guided imagery.” It also written/spoken “guided imagery.” It also encourages an almost involuntary encourages an almost involuntary “receiving/attending” process“receiving/attending” process

A way to use our powers of creative A way to use our powers of creative imagination imagination

Guided ImageryGuided Imagery

Directed thoughts and Directed thoughts and suggestions that guide your suggestions that guide your

imaginationimagination

Guided ImageryGuided Imagery

On the surface it will appear that you are On the surface it will appear that you are passively participating, but (as with Van passively participating, but (as with Van Allsburg):Allsburg):

– colors, images and fantasy play are created colors, images and fantasy play are created inside your head and, like it or not, you will inside your head and, like it or not, you will respond to these thingsrespond to these things

– It is action, especially creative action at its best It is action, especially creative action at its best if you receive and attend with focused mental if you receive and attend with focused mental energyenergy

Guided ImageryGuided Imagery

Introducing:Introducing:

the lemon!the lemon!

Guided ImageryGuided Imagery

The Mind-Body ConnectionThe Mind-Body Connection

Using all of your senses your body seems to Using all of your senses your body seems to respond as though what you are imagining respond as though what you are imagining is realis real

Divergent ThinkingDivergent Thinking

Creative production is often characterized Creative production is often characterized by the divergent nature of human thought by the divergent nature of human thought and action. and action.

Divergent/Convergent Divergent/Convergent

Right Brain/Left BrainRight Brain/Left Brain

Divergent ThinkingDivergent Thinking

Divergence can be indicated by the ability to Divergence can be indicated by the ability to generate many, or more complex or generate many, or more complex or complicated, ideas from one idea or from complicated, ideas from one idea or from simple ideas or triggers.simple ideas or triggers.

Exercise: Compare Two ImagesExercise: Compare Two Images

Guided ImageryGuided Imagery

Poetry Poetry

Divergent thinking Divergent thinking plusplus guided imagery guided imagery in in words! words! (remember the power of the lemon!)(remember the power of the lemon!)

Metaphor, Simile, Personification, Word-Metaphor, Simile, Personification, Word-Play, etc.Play, etc.

HaikuHaiku

Cherry PetalsCherry Petals

Scattered petals lieScattered petals lie

on rice-seedling waters:on rice-seedling waters:

bright is the starlit sky.bright is the starlit sky.

Taniguchi Buson (1715-1783)Taniguchi Buson (1715-1783)

HaikuHaiku

On a withered branchOn a withered branch

a crow has settled – a crow has settled –

autumn nightfall.autumn nightfall.

Matsuo Basho (1644 -1694)Matsuo Basho (1644 -1694)

HaikuHaiku

In a Station of the MetroIn a Station of the Metro

The apparition of these faces in the crowd;The apparition of these faces in the crowd;

Petals on a wet, black bough.Petals on a wet, black bough.

Ezra Pound (1885-1972)Ezra Pound (1885-1972)

PoetryPoetryDivergent Thinking - Guided ImageryDivergent Thinking - Guided Imagery

Craft Lost in TexasCraft Lost in Texas

The poet and allThe poet and allsix passengers ofsix passengers ofa small poetry readinga small poetry readingwere lost late last nightwere lost late last nightwhen they went into a divewhen they went into a diveoutside of Houston.outside of Houston.

Peter KlappertPeter Klappert

PoetryPoetryDivergent Thinking - Guided ImageryDivergent Thinking - Guided Imagery

Their Sex LifeTheir Sex Life

One failureOne failure

On top of anotherOn top of another

A.R. AmmonsA.R. Ammons

Guided ImageryGuided Imagery

A way to use our powers of creative imaginationA way to use our powers of creative imagination

A “right-brained” activity:A “right-brained” activity:– Abstract thinkingAbstract thinking– EmpathyEmpathy– EmotionEmotion– SpiritualitySpirituality– IntuitionIntuition

Guided Imagery in the ClassroomGuided Imagery in the Classroom

For learning, relaxation & For learning, relaxation & creativity:creativity:

Attending/ReceivingAttending/Receiving

Relaxing with awarenessRelaxing with awareness

ImaginingImagining

ProcessingProcessing

Guided ImageryGuided Imagery

Making Friends With Your BrainMaking Friends With Your Brain

Crossing SensesCrossing Senses

The Ally WithinThe Ally Within

My AncestorsMy Ancestors

Exploring Feelings, Images Exploring Feelings, Images and the Imaginationand the Imagination

Arts in Education and the Arts in Education and the

Affective DomainAffective Domain

Students cannot learn and grow without Students cannot learn and grow without active imaginationsactive imaginations

Exploring Feelings, Images Exploring Feelings, Images and the Imaginationand the Imagination

Engage their imaginations by exploring the Engage their imaginations by exploring the powers of images:powers of images:

visual, written and verbalvisual, written and verbal

Exploring Feelings, Images Exploring Feelings, Images and the Imaginationand the Imagination

When the imagination is active When the imagination is active real learning kicks in!!real learning kicks in!!

Exploring Feelings, Images Exploring Feelings, Images and the Imaginationand the Imagination

Thank you!!!!Thank you!!!!

(make sure you get the handouts and turn in a workshop (make sure you get the handouts and turn in a workshop

evaluation)evaluation)