The Seed of Voice

Barbara Clark Painting

                                                                                                                                                                                                             Painting by Barbara Clark, 2009

                                                                                                                                                                                                             Photo by Roy Temple

Aesthetic Education Program Models: Teacher as Artist: Building Empathy, Compassion & Moral Imagination for Children


Unmasking 9/11 Emotions: NBMAA (2008)

(video to come)

Clark, B. A. (March, 2008). Unmasking the 9/11 Mural by Graydon Parrish through poetic compositions, Aesthetic education and masked emotions performance. Presented with CCSU elementary education students at UMC CCSU “Night at the Museum:” New Britain Museum of American Art.

Clark, B. A. (March, 2009). A Landscape of Thinking. Inter-district partnership mural presented in UMC New Britain Collaborative on the Cutting Edge: University, Museum, Community, Collaborative: New Britain Museum of American Art.

Clark, B. A. (February, 2009). A Landscape of Thinking: The Storytelling of Personal Narratives in Relationship to a Masterpiece. Presented to children of New Britain and Farmington, CCSU elementary education students, parents, teachers and community members: New Britain Museum of American Art.

Clark, B. A. (March, 2008). Unmasking the 9/11 Mural by Graydon Parrish through poetic compositions, Aesthetic education and masked emotions performance. Presented with CCSU elementary education students at UMC CCSU “Night at the Museum:” New Britain Museum of American Art.


Parrish, G. (2001). The Cycle of Terror & Tragedy, New Britain Museum of American Art

KIVA Song

  

The teacher candidate’s voices acknowledge the critical importance in shaping how pre-service teachers perceive themselves as creative, compassionate teacher leaders of change in education. One future teacher stated, “We as future teachers can change the world. The idea starts small and grows.” Shared imaginative action within a compassionate community commons reveals creative and innovative action. “Imagination, that form of thinking that engenders images of the possible, also has a critically important cognitive function to perform aside from the creation of possible worlds. Imagination also enables us to try things out-again in the mind’s eye-without the consequences we might encounter if we had to act upon them empirically” (Eisner, 2002, p. 5). As a result of participating in a compassionate community commons to end homelessness, students reveal possibilities for transformation. One pre-service teacher’s voice:

 

I have found my inner light and it makes me want to go out there and make a difference. Since I was a very young girl, I knew that I have always wanted to be a teacher. But now I feel even more than that. I feel like I can be a teacher and change the world. I want to show students how school can be a learning celebration rather than something they have to attend everyday because it’s mandatory. I want to create a classroom that is memorable. My students will be able to count on me for anything because I will never speak negatively of a child. When learning is memorable to students they will remember what they have learned for the rest of their lives. As a future teacher, I want to be the change I wish to see in the world. Can you hear my voice?

 

 

All references to outside sources can be found in the bibliography sections of our published work.