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ERIC Number: EJ935018
Record Type: Journal
Publication Date: 2011-Mar
Pages: 6
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0004-3125
Speaking of Art, Listening to What Teachers Are Saying
Cotner, Teresa L.
Art Education, v64 n2 p12-17 Mar 2011
In order to learn from one's own classroom discourse or that of other teachers, one can start by considering that spoken language is always simultaneously propositional and social. When engaged in spoken discourse, people exchange information. This is the propositional function. With the same words they also build and maintain relationships between interlocutors. This is the social function. In other words, when people speak, they simultaneously share information and clarify the nature of the relationship between speakers. In the classroom, the information is usually directly related to the curriculum and the relationship is usually that which is traditionally accepted for teachers and students. In this article, the author explores social and propositional functions of four art teachers' classroom discourse that took place during an artmaking activity. She examines art teachers' classroom discourse, teacher art talk, and suggests that teachers can improve their teaching skills by examining their own art talk and that of other art teachers. In other words, students are not the only ones who can learn from listening to what teachers say. (Contains 1 endnote.)
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A