Week 9

1. Consider the word “teacher”. Imagine dropping the title “teacher”…. What lies beyond the title?

I like how the author explained that she gave herself and everyone around her more appropriate labels. The teacher became the healer. Vygotsky, and other constructivist theorists,  would describe the teachers as the guide. Teachers should not necessarily "teach", but they should provoke thought and lead by example. I've noticed, one of the best strategies in teaching lesson objectives is to physically model the steps to my students. Why only model academic content though? Educators should be models for every aspect of life. It is unlikely your students will remember everything you taught them about your content; they will remember your character, personality, and the relationship they had with you.

2. Reflect on your classrooms and your relationships with your students… How and where is truth speaking present?
 I am a huge advocate for truth speaking. I know that I am more likely to be persuaded when someone is honest and gives me a reason; therefore, I try to always be truthful with my students. One example, with one of my third grade classes last week, was a discussion about our future plans. They had been behaving very badly. So, we all sat down and had a discussion. I explained that I was hurt, because I spent a lot of time planning their lessons and they were not even listening to my lesson. Next, I asked them what was causing them to start acting up. Then, I explained that I wanted to use chrome books to give them a chance to explore a real art museum, but I was afraid that they could not handle it. I asked them to tell me how they felt they would do and what they thought we could all do to change our current situations? They had some great remarks and they ended up doing better than the other two third grade classes when we used chrome books.

3. Mission Statement:
to encourage my students to not only take pleasure in the creation of art, but to use art as a form of expression and communication. My wish is for my students to, build, investigate, and challenge their own ideas; but to demonstrate respect and tolerance towards alternative opinions.

Why is this my mission? I believe It's important for children to learn how to communicate through art, especially if they have difficulty writing. Also, I want them to learn how to think, but acknowledge that their opinion is not the only opinion. I guess this has a lot to do with my own personality and want to be compassionate.   

4. Reflect on some ways your consciousness about teaching has expanded since the start of this course and how does this relate to your goals?

This week's reading has made me realize that I want to work harder on: not crippling labeling any individual, think with a more WE mindset, provide my students' more specific praise, make a point not to avoid or cast aside problem students, and take more responsibility when I feel wronged. Overall, this course has made me want to set yearly goals and not be so hard on myself for not achieving all my teacher wants in a year. Also, it has reminded me that I need to make a point to continue creating my own art.

5. Anything else that moved you in anyway.
- Page 113, talked about not avoiding problems students. The student they talked about seemed to not care but they found out that was not the case at all. My "student from hell" likes to constantly test me. He does not seem to have any desire to please me or any teacher, but wants to fight us every inch of the way. Since I look young, he challenges me more than any of the other. I am having a lot of trouble figuring out how I should approach this situation. ANY ADVICE would much greatly appreciated!!
- Page 119, talks about the labeling game. In my school, I'm on our lighthouse team. One of my jobs is to come up with things to do with the staff that remind them about using the 7 habits in their personal life. I want to do this activity and have them explore the effects of crippling labels. I would like to encourage them to do this with their own students.

Week 8 responses

Week 8: Ginia
Nice wings! I like how they serve a purpose for you by allowing you to "take flight", but they are also artistic and visually appealing. Is there a reason you chose to use gadgets in them? For someone with no art background, you have done an excellent job! I like your idea of adding color. I hope you post the finished product.

Week 8: Adair
Wow! You evidently know your way around Photoshop. Your self portrait depicts you nicely and the colors go together well (I love color). I really like that you included your student's work as well. Great idea! My only minor complaint is that I can't properly read your teaching philosophy. Could you shift yourself and the letters to the left more? Maybe even have them overlap into your drawing? I like how the child's hand have chipped paint. :) Overall, this is absolutely beautiful. Well done!

Week 8: Response to Amy & Ginia's Comments:
Thanks guys! I meant "bent down to bring myself to kids level" as both physical and metaphorical. I often stoop down to see what they are seeing in their own work and it helps me to communicate better; but I also like to put myself in their shoes and try to think they way they would. It helps that I'm still a kid at heart myself. I liked how Ginia related my finger painting to kids' painting. I think it's important to really put yourself into your work.
My students amuse me all the time in many ways. They are surprisingly perceptive and think about things in ways I couldn't imagine. Their creativity often shows in their work.
I believe the ideas that flow are often a combination of them, their classmates, and myself. We are a community that builds off each other to depict our own passions.

Per Amy's Request:
Some of my past work.
These are my 2 favorite pieces. I made them for two different finals from the same professor. They were artist's choice with no limitations.
The first: I am obsessed with peacocks. So, I decided to use complimentary colors in my design. I also added real gyms and confetti. This one hangs above my bed to match my peacock sheets. :p 
The second: I incorporated some of Bansky's street art and cave art at the bottom. I was trying to ask the question: Why is one considered art, but the other is often frowned upon as vandalism? I love hearing the take my viewers have on this picture as well. It makes me not want to share what my original intentions were.

Week 8

My Portrait:

When I began my self portrait, I was initially excited to do some "adult" painting. My excitement quickly shifted to becoming overwhelmed. What would best represent my teaching style? There were SO many options. My art style could be characterized as "colorist". I am very passionate about color! I typically use bright, vivid colors in my work (I once had a professor tell me I need to utilize more neutrals).  I decided to stick with my colorful style. Also, I am a very messy painter. I like to really get into my work. This usually results in my getting paint all over myself. I decided to get into my work even more by adding some "finger" painting (aha moment).

·Symbolism: (1) My use of color represents the many different ideas constantly flowing through my head while I am teaching. (2) My messy, finger painting represents my personality to always put myself completely into a project; even if the results are not always organized. When I teach, I sometimes look like a crazy person (paintbrush in hair, paint on hands, throwing sponges for clean up, excited jumping or high-fives, and even the occasional barefoot moments).  During the school day, teaching and students is the only thing on my mind. (3) In my picture, I am bent down and on the kids level. I physically do this so I can relate to them and "see through their eyes". I metaphorically do this by trying to think the way they would (It helps that I'm still a kid at heart myself).  (4) My face is amused. This represents my reaction to my students. The children are surprisingly perceptive and think about things in ways I don't even consider. Their creativity often shows in their work. When they argue their case, I often give in; because they surprise or enlighten me. We are a community that learns/grows from each other. Respect and entertainment are often displayed in our classroom.

·How do I create? I completely absorb myself in my work (just like when teaching). I put on some quiet background music and get "lost" in the project on hand (there is often music played in the classroom too). I almost always lose track of time (so do the kids). It's a good feeling though and I feel empowered and complete after I finish a piece I am happy with (or after a lesson goes well).

·What does that process look like? I begin by jotting down thought and ideas. Anything that pops into my head! Then I contemplate my thinking and start creating a rough sketch (or 4). Next, I form a palette plan. Finally, I go for it!

·How does the creative process we follow in our own lives, echo within our teaching styles? When planning lessons, I begin by writing out objectives: what has not been taught, what have the kids said they want to do, what do they need to practice more. Then, I start searching for lessons that fit these requirements. I tweak the lessons to help me fulfill the most important things needed at this time and I write a list of future ideas. I don't usually write out lesson plans. Instead, I create the project myself and think about how to best explain it to my students. Then, I typically create a Prezi to provide visuals and help me address key points. Finally, we do it!

·How are these processes the same? They both begin with me jotting down ideas and then I attempt to narrow my thinking. In both processes, I problem solve as I go and make changes where needed. Also, I am continually learning as I go (with both).

·What can we learn about our teaching from this? I will be the first to admit that I am not perfect, and I rarely do it right the first time. But would having the best plan possible at the start be better? For most people the answer would be yes, but for me it is no. If I made myself start with "perfect", I would end up spending too much time worrying and researching. I wouldn't want to make changes, because I would think about all the time and effort I have already put into it. Instead, I start with a plan that I am OK with changing. I think best in the moment and I want to have the opportunity to include my students needs. It makes me more easy going and my students seem to appreciate the fact that I allow them to make alterations. (aha moment!) I used to feel guilty about not being prepared weeks in advance, but I now realize that I like it better that way. I like being able to put the students needs ahead of my plans!

·Where do things flow easily and how does that manifest in your creative teaching process? Things flow easily when I have a good initial plan, but allow things to take their own course. If I don't have the answer, I ask the students for their input or we find the answer together. The days that I give up having total control and allow everyone to contribute are the most enjoyable and bring about the best results.

 ·Where do you struggle and again reflect on the teaching process? I struggle with keeping everything orderly and organized. I have trouble determining what needs to be done by me and what I can and should relinquish. Also, I overestimate what common knowledge kids have. Sometimes when I let students do things, I am not always happy with the results. For instance, I has students fill up water cups for painting. They filled them to full and we had 3 spills in one day. After that, I tried to micromanage supplies when we painted and ended up wasting too much time and having more behavior issues. The solution was simple. Finally, I quickly showed the class the appropriate way and then let them do it. If I take more time to model, it will save loads of time in the end. During clean up, my classroom is very busy and chaotic. An outside observer would think I have terrible classroom management, but if you look closely everyone is cleaning up and helping. Yes, it's loud, but it's keeping the students engaged in the task at hand and it saves me the headache of doing it all myself.

18" x 24"
Acrylic paint on canvas board
Very textured

Week 7 Responses

Week 7: Adair
- I understand having those students who just don't "get it". I try to give them extra help, but it's hard to keep re-teaching again and again and not end up doing it for them. One thing I've found that sometimes helps, is having another student who does understand explain it to the struggling students. The kids are better at "dumbing" it than I am.

- I find it interesting that your students are many time uninterested in the project to begin with. I am fortunate that in elementary most of my students are still excited about art. One thing my students seem to want, is permission to tweak/alter the guidelines. They like to plead their case and ask me if they can do something a little different. If it's acceptable, I usually relent. Do the older kids try to add their own perceptions as well?

-That is so sad that your students already have a set mind about their future. The only advice I can give is to show them ways they can use art in their manual labor career choices. I once dated a welder. He still liked to creatively weld in his spare time. He made me a really cool metal light with my name welded into it. It even switched on and off. Maybe the construction worker would want to learn about architecture design as well? The farmer could save money by advertising for his own farm with his own art.  As for the student who throws away his work, this always makes me so sad. Maybe you could take pictures of his work before you return it? At the end of the year, you could give him a CD and show him his improvement or write him a note about what you think he did well?

-Maybe your 6th grader has had a traumatizing experience involving cities (PTSD)? Could you differentiate his project? I wish you the very best in your endeavor to motivate all of your students!

Week 7: Burnt Toast
-I have a few Martins in my classroom. One thing I have done, that seems to help, is show off student work. First, I showed the whole class a student's project that was exceptional. (This student was in the same grade, but in another class). I asked them what made this piece look so good. This helped re-teach my objectives. Then, I challenged them to work as hard as that student had. Also, when I do have kids that are lazy, I make sure to acknowledge when they do well by holding up their work for the whole class to see. In elementary, they usually love the attention and it persuades them to work harder in the future as well.

-Is there any way you can explain to your administration that working with the students is a great way to model? You are not only showing them how to do something, but you are proving to them how enjoyable art is. You'd be promoting intrinsic motivation through the example of your own enjoyment and want to create. Just some "food for thought".