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