It contains – 5 printed canvas – easel – paints and brush – sketch pens All things included in this set for no hassle by parents! You can take this kit for home use purpose or for gifting to engage kids for hours and hours of creative art time, hence enjoying some peace sinking in the beauty of Colors on a frame! You can eventually decorate your house with this beautiful and thoughtful artwork which even has motivational quotes on them
Suitable for 3 years and above
The Art of Teaching
Teaching is rarely a predictable act. Woven into it are a million threads of impression, expectation, feeling, and narrative construction for which teachers cannot plan. From the very first time a student reads a course title or teacher’s name to the lifelong mentoring relationships that so often follow, teaching thrums with assumptions, senses, beliefs, and attitudes that grow the identity and purpose of students and teachers alike. Holding these threads together like a loom constantly at work as new material is fed through, the teacher’s unique identity as artist balances, coordinates, and creates the learning environment.
Download discussion prompts for use in departments, retreats, and communities of practice.
The Science and Art of Teaching
Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.
Parker Palmer, Courage to Teach
Our age is one where “scientific teaching” encourages the growth of evidence-based practices and approaches like active learning and data-driven assessments. Amidst this recent movement, the “art” of teaching connotes those elements in instruction that cannot be entirely measured, quantified, or shown to have outcomes (for instance, the impressions made upon a student by the complex interrelations among course design, instructor attitude, and teaching philosophy). These and other elements can, in some way, be measured and translated into principles. Yet like any work of art, their expression emerges from the coalescing of unique features (like the flow of discussion, or teacher-student relations) that are best described and experienced, not quantified or qualified. Possible iterations are as endless as the people capable of teaching and learning, but all demand immeasurable quantities of love and commitment if they are to be realized.
The art of teaching, then, is this: the marriage of a teacher’s ability to lovingly orchestrate the subtle strings of classroom dynamics and student expectations into learning with the truth that each class session is a unique, unrepeatable incarnation of shared presence. It is course design married to expression. Sometimes called the teacher’s “signature” upon the teaching act (Eisner 1983), a teacher’s way of knowing the threads and agencies of a class represents a kind of creative freedom in teaching best described through language of art alongside terms of science. Where the “science” of teaching describes how teaching should go, “art” suggests the unique way teaching unfolds as a teacher pursues these and other practices. In this way, every successful teacher is an artist.
The Expression of Teaching
Love is at the root of everything – all learning, all parenting, all relationships – love or the lack of it.
Fred Rogers, Won’t You Be My Neighbor by Focus Films
The “art of teaching” calls up well-known names in education like John Dewey, Mortimer Adler, Maxine Greene, and Parker Palmer. With each name comes a unique color or intonation defining teaching in different ways. Dewey alone described the teacher as an artist, lover, gardener, composer, social engineer, and more (Simpson, et. al. 2005). As a florilegium, the “art of teaching” encourages all the different metaphors that illuminate what it means for teaching to bloom.
Serving as a through line in many of these conversations, the art of teaching thrives through a kind of expressive personality. Friendly and open personalities often mark excellence in teaching: successful teachers have been shown to express their trust in students and willingness to invite students into their intellectual curiosity (Bain 2004). The freedom to convey these traits derives from the particular choices a teacher makes in the wording of their syllabus, the ways they draw student attention, their sensitivity to human emotion. This mélange cannot be prescriptive, for its elements are many. Instead, individual teachers, guided by theory, experience, principle, inspiration, and instinct, cultivate their particular approaches that, in turn, define their teacherly profile. As such, the art of teaching has been compared against the idea of “craft,” which typically denotes standards of practice and closely-defined products from field experts. Such an approach, so goes the argument, enervates the teacher’s ability to respond to the unique needs of students when designing, redesigning, or customizing a course (Lupton 2013). To borrow from Tolstoy’s Anna Karenina, there are as many kinds of teaching as there are teachers in the world.
However, this art can be hampered when the conditions governing learning in a course are not set by the teacher. As Maxine Green writes, when the teacher has freedom to establish conditions for learning that encourage curiosity and welcome diversity of opinion and representation, they create space for students to express the “energies and preferences” that invite further learning (Blue Guitar). A syllabus can emphasize these points; a course design pursuing particular learning objectives can be aligned to meet these principles; but only the ongoing perception and creativity of the teacher in daily decisions, narrative flow, directing of attention, and encouragement of student thought can cultivate a consistent learning environment as such. James Lang writes that, more than technology, design, objectives, and content, being fully present with students provides the most vital impression for them. Distracted teachers guided by technological prompts or measurable practices alone can only succeed so far; present teachers, committed to their students and invested to the point of their own excitement fueling student creativity, perform a balance and work of empathetic teaching that can only be called an art.
If art is human expression about the world, then teaching is human expression about the unfolding and ever-changing ways that we think and learn about the world. This art must be relational, for the ways we learn about the world cannot be pointed to and dissected, but only embodied and experienced: patience, empathy, collaboration, awe, and transformation.
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My House Teacher Folk Art Canvas Painting Kit – 5 Indian Art Forms In One Box, Educational Toys For Kids Learning, Kids Activities Toys
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ONE KIT THAT BRINGS YOU NEAR TO THE INDIAN HERITAGE AND ANCIENT ART
It contains 
– 5 printed canvas – easel – paints and brush – sketch pens All things included in this set for no hassle by parents! 
You can take this kit for home use purpose or for gifting to engage kids for hours and hours of creative art time, hence enjoying some peace sinking in the beauty of Colors on a frame! You can eventually decorate your house with this beautiful and thoughtful artwork which even has motivational quotes on them
Suitable for 3 years and above 
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