https://commons.gc.cuny.edu/members/johnsonol/activity/ Activity feed for Olga. Sat, 01 Jan 2050 18:00:18 -0500 https://buddypress.org/?v= en 30 hourly 2 c6d9b1d279fbfd929cca13cf5f496e74 https://commons.gc.cuny.edu/?p=168823 Wed, 17 Jul 2024 18:41:35 -0400 My personal favorite connection exercise is the Renaissance “moral compass” activity, which highlights every student’s individuality and brings attention to psychological likenesses. It analyzes two sculptural versions of David by Donatello and Michelangelo. I divide the class into four quadrants, identifying them by temperaments prevalent during…[Read more]

]]> a0034a78b5cd41de553ea33eca8bacaa https://commons.gc.cuny.edu/?p=168822 Wed, 17 Jul 2024 18:26:13 -0400 I have a Google form called the Art Experiences Questionnaire (I used to give out a printout on the first day of class), and I ask students to describe their previous experiences with art, such as studio or art history courses in high school, trips to art museums or galleries, self-taught creations, and relatives with art. In class, students share…[Read more]

]]> 6dc8b92e9e37b0ab9f173c5db53b83f8 https://commons.gc.cuny.edu/?p=168780 Mon, 15 Jul 2024 21:23:14 -0400 I love the image that shows the objectives written in DIFFERENT languages, fonts, and colors. This kind of brick-a-brack methodology is very intriguing and promising! I dream of having students paraphrase the Objectives without using the same words, only synonyms. I have not actually done it yet, but I think I will work it in my Menti Polls this…[Read more]

]]> 2baf9dd41eb1920d3319eb2da22420f5 https://commons.gc.cuny.edu/?p=168779 Mon, 15 Jul 2024 21:14:29 -0400 This prompt took some thinking… College isn’t just a deep dive into a student’s major. General education requirements are designed to fracture a single-minded focus, revealing the interconnectedness of knowledge. A history course sheds light on the social issues the art or literature classes explore. Science labs teach manual skills that can be…[Read more]

]]> b5dd7b8832dff5eb9c9941a17fecd826 https://commons.gc.cuny.edu/?p=168763 Mon, 15 Jul 2024 16:37:09 -0400 Yes!!! Well said and right on point, one does not become an expert in something just by dreaming about it. Learning and growth come from challenging experiences—failure and commitment go hand in hand.

]]> 776455580388311cbb17331c9f39d623 https://commons.gc.cuny.edu/?p=168762 Mon, 15 Jul 2024 16:30:59 -0400 The quote makes me think of another, maybe not yet popular phrase that “practice makes progress” (not perfect), which is really the goal of higher education. The concept of failure is a big part of this mantra, that small steps contribute to the whole, whether they are positive or negative lessons.

]]> 40a01c74957b5b0130afa37930404c91 https://commons.gc.cuny.edu/?p=168758 Mon, 15 Jul 2024 16:10:07 -0400 In the Purpose and Relevance group, I was struck by the similarity in comments and concerns for a broader view and student exposure to different skills and academic fields, which I found troubling in my courses, which are Gen Ed requirements. In a two-year college, students come in with a preplanned career path, unwilling to engage or not knowing…[Read more]

]]> 92f72f8fac875aaed91321ddd8367ace https://commons.gc.cuny.edu/activity/p/1000975/ Mon, 15 Jul 2024 15:27:34 -0400 772afac392738127a8bf8c4645f4fa2e https://commons.gc.cuny.edu/activity/p/1000968/ Mon, 15 Jul 2024 15:23:05 -0400 8f2c24d24a920cc9ca1038a1dde75f4a https://commons.gc.cuny.edu/activity/p/1000954/ Mon, 15 Jul 2024 15:18:10 -0400