tea p(ART)y with 3-4th graders

Did you notice a rich-mixed aroma of tea filled in this classroom last Saturday? What was happening there? Just looking at the completed artwork from the 3rd-4th graders is not enough to understand the embodied work process.

[Sense of the Classroom Space]

• What does the art classroom look like?
• How can art teachers stimulate students' curiosity to a new art activity as soon as they come into the classroom?
• How can art teachers facilitate students' learning, creating diverse spaces?

[Sense of Art-making]: not just outcomes, but the processes

"Smell is better than taste."

• What is happening in reality?
  
• What are the things which you did not expect when you planned your art lesson?
• How did you demonstrate, scaffold and improvise in your teaching and learning?
• How can we make learning and teaching visible?
  

Katie's conversation with students (Video Clip!)

• How do you know what your students learn(ed) and what they think of what they learn(ed)?
• What can you respond to "I don't know"?
  

[Sense of Students]

• Who are your students both individually and collectively?
• Did you see how different their responses are to the same activity?
• How do you respond to students individually? What should you consider to learn who each of the students really are?

[Teachers' HUMOR]

• What are your strategies to make your students close to you in the first class?
• How can you make something unexpectedly happened a small thing to your students?
• How can you use something unexpectedly happened effectively in your teaching?