Teaching Reflection

At first, the project “Piecing Myself Together” seemed like the perfect combination of mosaic and clay hand building… but, as the class went on, my view on the project started to change. Our students were taking the project in a completely different direction then we imagined. Which, is completely fine with me, but, the end results were not what I was hoping for. There could be multiple reasons for this. The first being, the project was not presented well enough for the students to completely understand it. Or,  it just could have been the make-up of our group.

In the beginning of the class we had one really talented female student, and I was really excited to see her project finished. But, she had to drop the class half way throw. The other female student in our class had a very fun and interesting take on the project. Her plan was to create a human face, using hand-building techniques, and have a tree covering the face. She would later create the leafs of the tree using the mosaic. The hand-building portion of her project turned out great, but when the mosaic-ing started to take place, I started to lose sight of where she wanted her project to go. In my eyes, her color combination could have been better, and the use of smaller tiles (which was encouraged) would have really helped her project. But, she left the class happy with her work, and really that is all that matters. The two males in our group also had different takes on the project. One male created a tombstone, which turned out great. He also created a bunch more work through out the class, because he was a fast worker. The other male in our group had to be pushed quite a bit to create work. But in the end, he created a mask with a mosaic-ed mustache and eyes. Overall, I think everyone was happy with the work they produced, which in turn made me happy.

If I were to teach this lesson again, I would take more time to present it. I think the first day of class I was more excited about getting to know the students, rather than presenting the project. I would also plan for smaller side projects for students who finish steps early. 

Creating a Sense of Community

Having a sense of community is very important in a classroom. It is kind of a “duh” moment when thinking about it. If kids do not feel comfortable in a classroom then they will not want to learn. The not so “duh” part of having a sense of community in a classroom is knowing how to build it.  This is a topic that we have been discussing a lot about in Secondary Classroom Management, and really what I have came up with is: there are a bunch of ideas and theories to help one build a sense of community in a classroom, but really you just have to find out what works for you. It is pretty much trial and error. But, some of the ideas that I believe will work for me to build a sense of community are: get to know the students outside of the classroom, allow students to have input when creating the classroom rule, use a seating chart, have clear guidelines for the type of language allowed in the classroom, and to be a safe zone. Pretty much I would like my classroom to be a judgment free zone, where all kids feel accepted. I will have a very low tolerance for bullying, and try to show students that it is okay to be different. For me to say I know how to create this type of atmosphere right now would be a lie, but I do have ideas for how to do this. Hopefully one day I will be able to achieve this. 

Classroom Management

The biggest issue that I have encountered related to classroom management is, getting the students to stay focused on their work. Especially with the two boys in my group. Both of them have special needs, and it difficult to keep them focused. What I have found to be helpful is it sit down right next to them and talk to them about their work, and where they want to go with it. Once we have discussed their next few steps, and they have started working again, I leave. I have found that when I sit there too long I myself become a distraction, and all they want to do is talk. But, of course, this would be extremely hard to do in a classroom full of 30 students. I have found that when teachers let students listen to their MP3 players during work time the students stay more focused. Listening to their music allows them not to be distracted by conversations and other things going on around them. This way students are allowed to get in “the zone”. But, of course, there is a down side to this. Not all students have MP3 players. I think that when I am a teacher I would like to have a computer that the student would be able to play music on, through sites like Pandora.  I had a teacher in high school do this, and it worked out really well. Of course there were rules and guidelines as to what kind of music you can play, but the students really enjoyed it. In a way it made the students feel more connected to the classroom. 

Advocating for Art Education

There is talk of cutting art programs in my home town right now, and this is a cartoon for the local news paper. I thought it was pretty fitting. 

I believe that the first step to advocating the importance of art programs is to educate people about how art is beneficial is to children. For many people proof only comes in the form of facts, so that is what we will give them. I found a great website, Museum of Children's Art Oakland, that had an article full of great information and facts about art. So, I was thinking for many art classes you have to have the students and parents sign a form alerting them about the dangers of the class, in that form you place these facts as well. This way you are educating the parents about the importance of art, without having to stand on a soapbox. The facts are:

1.              Art stimulates both sides of the brain.

2.              33% of kids are visual learners.

3.              There are studies that show that kids, who make art, read better and get better grades in science and mathematics.

4.              The kids learn by using their senses and art is ideal in this process

5.              The kids need a place to express themselves at school.

6.              Art promotes self esteem

7.              Art encourages kids to give more attention to the physical space that surround them.

8.              Art develops hand and eye coordination.

9.              Art stimulates perception.

10.          Art teaches them to think openly. It represents a culture of questioners more than a culture of responders.

11.          Art teaches that there is more than one solution for a problem.

12.          Art teaches kids to think creatively to solve problems.

13.          Kids can share and reflect on their work of art and learn something about the world they live in.

14.          When art is integrated with the other subjects in the curriculum, kids commit more to the learning process.

15.          In the process of doing art, the child is exposed to different possibilities, to discover and to freedom, this way they avoid falling into the control and the predictability of the conventional education in the United States of today.

16.          Art nourishes the human soul. One feels good doing it.

17.          Art brings the cultural resources of the community into the class.

18.          Art involves parents and tutors in the school, inviting them to participate as volunteers in diverse activities.

19.          Art provides a common ground across racial stereotypes, barriers and prejudices.

20. Art is valuable all by itself

It is important to also get your students involved in advocating for the arts. To do this I feel that students such be allowed to express how they would feel if there were no art programs. This could be done in the form of a project, or a letter written to the school board. Let your students know that their voices are very important and people want to hear from them. By advocating for the arts you may upset people. That is why it is important to educate people about the importance of art programs before it is a problem. There are risks to advocating for the arts, but I feel that if you advocate in a professional way the repercussions would be minor. In some cases though, you may lose your job. But, why would you want to work for a district like that anyways? 

Not So Smooth Sailing

The second week of UAY was interesting, to say the least.  We had a new student added to our group, and the vibe of the class has definitely changed because of it. The new student is very talkative, and it seems he would rather socialize then work on the project. In the beginning of the class, we tried to bring the new student up to speed with the rest of the class, and he seemed very interested right away. But, things did not go as smooth as we had hoped. The new student seemed to not be able to grasp the idea of making a three dimensional mask. It took a while to get him to somewhat understand how this was done. I would not say that this experience was frustrating, but more challenging. It took a few ideas to get him to start understanding the concept of three dimensionality. But, in the end I would say it was pretty rewarding because he left the class saying that the mask was the best thing he had ever made in clay. As far as the rest of the students in our group, they all seem to be doing pretty well. The two girls came to class with ideas, and started working on them right away. Both of their projects are interesting and original. The other boy in our group is not following the original idea of the project and is making an object that is not a mask, which is okay. Overall, I would say that this experience is going to be very beneficial for me, because I am really starting to understand what it is like to have to think on your feet as a teacher. 

The First Day of U.A.Y.

The first day of UAY I was too exhausted to be anxious, which I guess is kind of a good thing. I was just hoping to muster up enough energy to make it though the class.  Towards the end of class I was getting slap-happy, which I am sure the students were enjoying. I really had no idea what to except.  I was surprised at how few boys were enrolled in the program. I had an idea in my head that it would be a more even mix of males and females. I was upstairs helping the students with registration, so I missed out at seeing the kids pick out what classes they wanted to be in. I am sure that it was interesting to see them interact and their reactions to the projects.

I came downstairs when the student’s classes were already picked, and the introductions had already started. When the introductions were done we gathered into our classes. There are three students in my class.  The students were pretty quite in the beginning, so I just began to ask questions, and made sure that all three of them answered. After a few questions the students started to interact with each other. One of the girls seems to be very intelligent, and keeps to herself. She said that she wants to work with plants when she grows up, and that she is in a robotics club after school, which she really enjoys. The other girl in our group seems to be very open, and talkative. I felt that she likes to be different and really enjoyed asking bizarre questions. For example, I asked the students if they had any questions for us and she replied by asking us what your favorite pie was. It should be interesting to see how the two girls interact in our group. The male is our group also seems to be intelligent, and talkative. I had no idea that he was autistic until the instructor told us. I really don’t see it being a problem, but I am a little nervous because I have never worked with someone who is autistic before. I think that the male in our group, and the girl who enjoys robotics will get along pretty well. I think our group has an interesting chemistry, but I don’t see any problems happening in the future.

Overall, I am pretty excited to teach the students about how to make masks and mosaic. All three of the students expressed an interest in masks, with all three of them being collectors of masks. I would not say that I am nervous or anxious about teaching them, but I am a little apprehensive about working with an autistic person. Hopefully, because I didn’t even notice before, it wont ever be a problem. 

Drawing in the Classroom

Drawing is a key component to any high schools art curriculum. That is because with drawing you learn about a variety of skills and concepts (perspective, composition, contrast, value, shading, etc.) that can be translated into many different mediums. Plus, it is probably one of the cheaper ways to teach students these concepts. When teaching drawing it is important to remember baby steps. We all dread the day that we have to set up a still life drawing, but lets face it, it is an essential step in learning how to draw. It is the beginning exercises, like cross-hatching an entire page and still lives, that allow people to build their skills. I once had a teacher compare drawing to a muscle, saying that you could not just one day decide to bench-press 200 pounds, you slowly have to train and build up to it. Also, the more you use it, the stronger it becomes. This could not be more true for drawing. You have to slowly build your skill and practice, practice, practice.  It is important to remind students that everyone will start to build their own individual style. It is also important to expose students to many different styles of art so they have a wider appreciation. 

I chose this print by MC Escher because it was the image a teacher once showed me that made me want to learn how to draw. I know, I know, it is a photo realistic drawing, but hey, it made me want to learn how to draw. As I stated before it is important to show a variety of images to students, because this MC Escher drawing may have pulled me in to drawing, but a much more abstract drawing could work for someone else. 

I Knew I Wanted To Be a Teacher When...

I knew I wanted to be a teacher when… Mr. Boulware sat me down. He asked me what I was going to study in college. I explained to him that I wished to follow in my father’s footsteps by studying finance. I had already started my journey by taking AP Economics and applied to business schools across the country. Billy the Badass Bezel-setter (my nickname for Mr. Boulware) was in complete shock. He joked about how he did not know that I was smart blah, blah, blah, and then he told me that he thought I would make a great art teacher. Being a teacher had always been in the back of my mind, so when he told me this it was like a light bulb went off in my head. Here was the man that inspired me to make art telling me that he personally thought I would be a good art teacher. I was sold. At that point in time I already hated, with a passion, my AP Economics class, so why I want to study that type of material for the rest of my life? When I could be doing something I loved. It was at that point that my career path changed from being determined to make massive amounts of money, to following my passion. 

The many faces of Sheamus.

So, this was my first experience making artist trading cards and I have to say I liked it a lot. It was quick, easy, fun, and stress free. I thought we had to be finished at the end of class, so I did something that was simple, yet personal. My puppy :) Well, he really isn't a puppy anymore, but I still call him that. Enjoy!

Why should I still be making art?

Many teachers have told me that the key to teaching is being confident. Even if you have no idea what you are talking about, say it with confidence and the students will trust and respect you (The fact that I had a college professor tell me this the other day is a little nerve racking, but that is beside the point). Well, when one is an art teacher is it a little harder then just saying something with confidence. You have to be able to talk the talk and walk the walk. Meaning, when you are teaching the students a lesson, you typically have to give a demonstration. If that demo doesn’t go well the students are going to see right throw your b.s. How can you except the student to do something if you cant even do it?

That is why when one is an art teacher it is very important for them to keep making art, to practice and perfect ones skill. I feel that as an artist, the more comfortable you feel in your own skills, the easier it will be for you to teach those skills in a classroom setting. I remember my high school wheel-throwing teacher going around the room helping students center their clay with one hand. ONE HAND! I was in awe. I would ask him how long it took him to learn that. His reply would be “26 years” (so some number along those lines).  My point being, he didn’t learn how to center with one hand magically over night, and just pull it out when he needs it. He practiced and practiced every day. When he had free time he would be in the throwing room working on his own projects. It was nice to see that I was learning from someone who actually knew what he was talking about.

In the reading, “From Ordinary to Extraordinary”, Vieth talks about students seeing a teacher in “learning mode”. Vieth suggests to do this, the teacher should also be doing the assignments given to the students. Not only will this provide the students with an example, it will also prepare the teacher for any problems that can be developed during the project. Also, this will show the students that the teacher actually know what they are talking about.  During the reading it was also stated that, it is important for the students to have a personal connection to a project. To do this I feel that I will give student open-ended guidelines. For example, if they had a clay hand-building project I would state the height it needed to be and that it needed to reflect something about them. The students would be about to choose the hand building technique they wanted to use, and pretty much build whatever they were interested in. 

Final Metals Project

Here are a couple pictures of my final project I did in metals last year. It is a ring (actually three rings) with a lily.

Attending Oak Park and River Forest High School

I was very fortunate to attend a high school that had an excellent art program. Courses ranged from Jewelry/Metals, Graphic Design, Advanced Photography, Wheel Throwing to AP Portfolio. It was because of this wide range of studio art courses I was able to fall in love with art.  Attending this high school I could not have asked for anything better, but as a future art teacher I feel that OPRF’s art program will hinder my expectations.

The students in art courses in my high school were most likely there because they wanted to be there. There was only one required art course, which was Art Foundations.  Most students stopped exploring the program after that. The students in the more advanced courses were very hard working, and for the most part pretty damn good.  If you wanted to stand out in these classes you had to come in during your lunch period, study hall, maybe even miss a gym class or two, to make your project stand out. I was one of those people who would be in the Wheel Throwing room for three or four periods in a row not caring what class I was missing. It was my goal to be the best in the class.

It is because of the intensity of my high schools art program I feel the expectations I have are very far fetched.  I have never been exposed to a school with a barely-there art program. I except all schools I walk into to have a classroom strictly from wheel throwing, which I know is completely crazy, but it is all I know. I guess you can say I was spoiled. I would really like to student teach, or even just volunteer at a school were there is only one art teacher. I want to be exposed to a different kind of art program. Because, I know the idea I have about what a high school art programs is pretty hard to find.

I am excited to be working with children everyday, and exploring art with them.  I feel that when one becomes a teacher they find out who they really are. Kids have a way of pushing buttons that you never knew were there.  Your true colors will show. But, besides getting on your nerves kids can also make your day. Just by something they say. That is what I am most excited about. I just hope they don’t think I am too young.