#Smarties??? Journal Entry #5During my time at the middle school last semester in 350, I learned more about teaching and working with middle schoolers now then in any other class. Now a short story time on what happened to me personally when I taught my first lesson in the middle school, and decided to give them candy. For my lesson I was working with a 7th grade middle school class, it was a lesson about critiquing other students works while talking about their own artwork. I planned that students that showed their artwork to the whole class would get a smarties and student that answered questions and participated would get a smartie. Unfortunately students did not properly eat the candy but pretend to “smoke” the smarties by crushing them up. Reflecting on my past, in middle school it was something that I know other students in my grade and older did do, and should have reflected on this and remembered that middle schoolers don't think things through in the moment, but if it makes them feel or “look cool” then they just go for it. Now as for the present and the future, a couple things that I learned from this experience was this, one was to review, should I be giving out candy or find something else to reward students with. Second is to think about if giving out candy, maybe have a conversation beforehand with students about consequences, but this goes to my last and final reflection about the future of my classroom. Having a good classroom management and rules in place before this could happen so they already have pre-existing ideas about consequences. When you establish rules with your students the first couple days of class this solidifies to them what can and can't happen in the art room, even thinking about rules that could be kinda crazy, like rules regarding candy or toys this needs to be talked about regardless.
I could utilize art to represent my ideas and change in the way I reward the students, and classroom rules by creating class posters around the classroom with reminders about the classroom rules. I'm thinking about expanding on this idea about having posters I've designed for class rules, how to properly handle materials and eat food, and lastly how to brainstorm as some students might not want to raise their hands regarding the fact they might not have any ideas for the upcoming projects. Honestly I have no idea how I could utilize materials or forms to assist in expressing the change or revisions for this learned experience. The only thing I could think of, as of right now is utilizing wrappers of candy or exploring 3d materials
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#ArtMuseumInTheClassroom Journal #4 This week at Beattie Elementary we taught a lesson on creating sketchbook covers for the 3rd and Kindergarten class. But we also did an activity that in some way relates to the readings from this week about the role of a teacher in the museum. In the lesson a Beatte we started off with a mini activity before we did sketchbook, we introduced our artwork to the students but without telling them whos art belong to which teacher. This allowed the student to look at artwork, first hand in a classroom setting. Now in the reading about Contextual Knowledge in Art Museum education it talks about when you bring students into that environment, what the best ways to teach the group about the artwork they are seeing while also teaching proper art museum etiquette. We didn't realize at the time of the lesson but we somewhat brought those same ideas into the art room during last week's lesson. We showed them each person's artwork they created, with the basic knowledge that they would need to interpret the artwork further, while also reminding them of rules you utilize when viewing other people's works of art. After reading the article and teaching the “mystery artist” mini activity I can interpret that the students were able to understand and draw key concepts from what we said and link back to the artist's work of art. All the students in 3rd grade were able to identify the artwork to the artist and about 90% of the kindergarteners were able to do the same. So when we explained the artwork we gave the right amount of information for them to make connections back to the artwork.
For me personally the teaching of these activities are important because even as the students get older, and less than half will decide to continue doing art into high school they will have that basic knowledge of art from K-8th grade, about how to look at art, and engage with it properly. These activities with showing students artwork, letting them view it up close teaches them not just about looking at art but how you never touch art unless it says somewhere its interactive, or the artist gives permission. While also looking at and reading art, are the two main things that I personally want students to take away from viewing artwork. Students don't need to draw or paint brilliantly, they just need to be able to think creatively, critically, and know how to engage with art. In my future as an art educator, it helps me see now how excited students get when they get to see an actual artist art up close and personal. When we first introduced the project to the student in the beginning they got really excited to see our artwork. Then when we added that element of a game, for the 3rd graders at least, it became even more fun for them, and increased their classroom engagement with the lesson. During the explanation about each artwork, they maintained full concentration on the questions and the artwork, with some students asking level 1 and 2 questions. Once the game came to voting whos art was whos, they all participated and were able to determine correctly each artists artwork. I find this exciting for my future classroom because it helps me brainstorm ideas for future fun art related activities and for students creates a fun art activity that's not just drawing or painting, and gets them excited to create their own artwork, it becomes motivation! #PastReflectionTime Journal entry 3 In my past education experiences, one key moment really shaped the way that I look at teaching and interact with students. In elementary school it was how my teachers approached me and the struggles academically and behaviorally I was having. In general I would consider myself well behaved my teacher(s) probably would say sometimes that was true, I then, as I still do now talk a lot. And it's a struggle to change that, Ive found personally ways to cope with that, my speech therapist in elementary school somewhat helped with that too. But with my academics during this time my teachers really didn’t do much, they signed me up for what we would call now a 504 and thought that was it, nothing else they needed to do. In reality I just needed that extra support in certain areas that should have been given at the beginning, avoiding any talk of a learning disabilities too. Now in reflection, this experience first hand with teachers that didn’t give support to they're struggling students (as I wasn’t the only one) and just shoving them under a behavior plan and called it good is really what I focus on when I'm looking at the idea of teaching students that might be struggling. I make sure to see who in my class needs more support and give them that, evaluating each student and distribute help to that students level of need. One of my EDUC professors said recently that teaching every student the same way, at the same amount, and same level, isn’t really teaching the majority it's teaching the minority, because each students at a different level and some might be further ahead or significantly behind then others.
My art honestly doesn’t change much as Im getting older, my ideas that I'm interested stay the same or I acquire new ones. I can utilize this more in showing the progression of ideas and expanding more on one idea, going further in depth, something I've done once or twice in my art creation. Looking back on past projects and creating or adding something more or creating new works of art from that one idea with a more detailed idea from the original topic. Utilizing different materials and mediums can help with the exploration of the idea and expanding on what you can or can’t create based on the material. For example I usually only painted in high school, as I got to college I still painted but with the exploration of oil painting it changed the way I mainly had to create works of art, considering more time and processes that when into the creation of one painting. Now for some reason my paintings still have the same look to them just with oil paints. Same with my fibers work you can tell my fibers work and sculpture work is all from me due to my corkiness and the amount of color and topics I focus on. With my path to become an art teacher, these two previous ideas of creating and looking at mediums shaping the ideas and process I take in creating an artwork. Im still finding it hard, even now to get further away from myself being and artist creating art and an educator just due to time commitments and classes. I personally go through periods of time where I just want to focus on creating artwork, and then solely focusing on my teaching. And I defiantly feel that now this semester just with being in k-12, Monday thru Friday and only being in one studio class, its hard for me to focus on doing both. While sometimes I miss creating artwork all the time, being the only thing I do, I feel that it's not something I want to do when I'm doing something else I equally love. Journal entry #2Artwork to come.... still working on #ChoiceBased Upon visiting Beattie once, I've observed that in the kindergarten class students are really close with each other and like to share there work with each other as more of a collaborative based learning, while also having choice based artwork. The teacher their started each class (aside from kindergarten) with a prompt on the slideshow, it has two common images that are seen japanese woodblock prints and a posed question, How do these images make you feel? The students then spend time reflecting on their own selves and feelings they are having while viewing the images. This can reflect to the choice based theory we have been talking a lot about in the art education classes, for the last two semesters of being in art education related content choice based teaching models have been a common theme. It allows for student expression without the restraints of the teaching requirements. Typically when students engage in choice based art, they utilize almost all, if not all of the visual art standards. Now that doesnt mean I saw all the students fully engaged in the 10 minutes they had for this drawing exercise, some either sat in their seats blankly, some found themselves thinking of how they felt or ideas they had while looking at the images, and others found themselves drawing whatever they wanted. Now yes, this does relate to the choice based art students can create in this teaching model as well as play they have with the use of just a pencil or marker and paper.
So for me personally, as I was only their for one class i cant fully say that I agree or think I would utilize all the teaching methods I saw at beattie. While it is a short time students are in the art room I think to better utilize the idea of play in the class, I would allow more time with students to create and play with materials in the class. Personally I would love to have time in the class period at the beginning of class or a new project have students sketch and draw their feelings, and reflect on themselves individually. Then continue working on assigned projects, or starting a new project, for me personally I always enjoyed having more time to think and work on sketches for projects or having free draw then sitting and filling out a worksheet on contemporary artwork. So for the future I want to focus on creating engaging art projects that challenge students to think while also drawing in their interests. Knowing the age and what kids like will really help with the creation of projects enticing projects that students can throw their creativity at really allows for student engagement. |
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November 2019
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