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