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".

Week 7 - GUDE Articles

·Summarize

-Playing, Creativity, Possibility. This article discussed the anxiety both students and teachers experience in the art room. The author described a teacher who longed for a classroom of excited students, but she got discouraged and began focusing on the few who seem to be enjoying art. Then, Gude talked about the many factors that lead to student resistance. Some students want to be "good" by not questioning and following all the "rules". Others just want to show realism or explore real issues. Next the author discusses ways teachers can cultivate creativity. He believes that art "standards do not represent the deep experience of immersion, wonder, and not knowing that are described by creative individuals" (33). I feel that our time constraints are another contributing factor. He quotes Rogers' conditions  of psychological safety and freedom that foster creativity. Last, he puts emphasis on the needed climate and safe space that is needed. He goes on to talk about assessment, internalizing, and ends with considerations.

-Postmodern Principles. In this article, the author is attempting to persuade teachers to teach postmodern principles and avoid the "big seven" (seven elements + seven principles). He explains that 75 years ago, Dow attempted to bring a new system of art education that would increase creative power in students, but this has yet to happen. Post modern creation focuses more on: the study of making art, investigating art, generative themes (relate to students' lives and community), and exploring various media. It's intent is to relate to 21st century students by utilizing exploration to convey meaning and pleasure. This method of teaching, encourages revelations into the intricacy of actual art. Gude says, "The elements and principles of design were never the universal and timeless descriptors they were claimed to be" (12).    

·Where /when do you notice “discomfort” when you are teaching? Illustrate with a teaching example.

The biggest "discomfort" I often notice from y students is their fear of doing something wrong. They want it spelled out for them. I recently, had my 4th and 5th graders do their own "Google doodles". We discussed this year's theme "if I could invent anything to make the world a better place..." Then, I told them they could follow the theme, but if they found that to be too constricting to go with whatever subject they preferred. Some of them loved it and worked diligently on their project, but I had a few students in each class who were blocked. "I don't know what to do.", "I can't draw a _____.", "Someone else is doing my idea." I tried asking them things like: What do you like? What was your idea to make the world a better place? Can you still use that theme but change it? I even pulled up images of certain things for many students so they could try to draw it correctly. A few students still ended up doing very little.  

Another "discomfort" I have noticed is in self evaluation. My students often rush through this process and they don't seem to be honest in their reflections.

·What do you think accounts for the discomfort?

They are used to having strict constraints that do not leave much room for creativity. Typically there is a right or a wrong way to do things and these students have learned how to effectively navigate through learning. School has "killed" their creativity. Also, they may feel like it is pointless to do something well if they will not receive a letter grade.

I think they dislike self evaluating themselves, because it is written. They don't really care about it and just want to get it done. I wish I had time to have them all verbally critique. Now that I say that, I have an idea. I was thinking I'd have to take the time for each student to individually critique, but I could just have each table work together to evaluate all their pieces. Duh! I guess that solution was too simple.

·What (if anything) inhibits your creative development?

On page 36 of Playing, Creativity, Possibility, Gude said, "A student's experience of focused experimentation is interrupted when strictures such as 'demonstrate crosshatching in your finished work' or 'you must use cool colors in the background and warm colors in the foreground' impinge on a student's intuitive choice-making." There was a time when I would've disagreed. I liked having structure and/or prompts to initiate my thought. It helped me narrow down my thinking and know where to begin. In one of my design classes, our final was simply "artist's choice". There were no limitations on anything, not even size. Ahhh! I was going through a peacock phase and decided to use complementary colors to create a large blue peacock and a smaller orange peacock. Also, I decided to paint big and used the largest canvas I had. I even hot glued some miscellaneous elements on. On the day of the final, our teacher had us rate each other's work. We worked together to put them in order from the best to the needs work. I didn't move too many things, because I felt that many of the student's were much better artists than me. In the end, I was shocked that my painting was number one! I had spent the whole semester amazed by how exceptional my classmates were, but when I had complete freedom I excelled. I had this same teacher the next semester, and her final was "artist's choice" again. My piece that time is my all time favorite work that I have in my collection. Like my students, I am anxious when there are no limitations, but I end up creating things that I am enthusiastic about. My enthusiasm shows in my work. Now, I just wish there was a way I could teach my struggling artists this lesson without having them give up first.

Responses to Comments from others for Week 6

In response to Sheryl's comment:
Wow, I didn't realize I could really fight this. I'm afraid to anger anyone. It's not the classroom teacher; it's the special services teacher, and I already get the impression that she's not a big fan of me. I talked to her about it by explaining that this student gets frustrated when he is always behind in art. Things have gotten better, but she still sends him late quite often. She claims that during art is the only time she can take him because of library. I understand she is helping him catch up in all the other subjects, but he misses needed instruction. Also, he has less time to work on his projects; he already works very slowly. Also, many teachers often send their students to me late because they are finishing up work. These students are not late enough to be neglected from their 50 minutes a week, but it is a huge inconvenience to have them miss instruction. The teachers don't even tell me they have students coming in late. I would rather have them leave a little early if it's needed. Do you have any suggestions on how I can advocate for my instructional time without angering the other teachers? Thanks for the help!

In response to Ridlen's comment:
-4th graders are obsessed with right/wrong answers. They are so stuck in the "What do you want me to do?" phase. Some of them are still very creative, but they still follow all of my guidelines. They usually don't even question them. They will often complain that they are bad at something. As a result, many of them "give up" and it has resulted in many behavior issues. I feel bad for the ones that do want to try.

-Kindergarten - 2nd graders are all about creating and exploring. They are always pleased with their work and they will add their own alterations/tweaks with out bothering to ask permission. They are so enthusiastic! It's nice, it makes me miss being that carefree.

-3rd graders are still typically pleased with their own work. They like to add their own perceptions, but they will typically ask for my permission first. They like pleading their case and I like allowing them the freedom they crave. I am often amazed by how well they fight for what they want.

-5th graders are much more creative than my 4th graders, but I think this is due to their past experience and their personalities. This group of kids is a tough bunch behavior wise. I learned that last year, the art teacher got so fed up with their misbehavior that she only taught the "good kids" and gave the rest coloring pages. I'll admit there were times I wanted to do that, but I fought through. They've finally realized I'm not giving up on them and most of them are truly trying. There are some very talented students in 5th grade and they are more independent. It is nice to be able to assist them in perfecting their work without having to continually re-explain the steps and procedures.

Week 5 & 6 Responces

Week 5: Kelley
Kelley,
I'm interested to know which parts disgusted you? The more I read, the more I think about just how off base our education system is. We've chosen a ruff profession and I think we'll always be battling to create a system that is right.
What ah-ha moments have you had recently? Sometimes I fear, being a first year teacher keeps me so busy with management and planning that I often overlook the important things. I need to focus more on my spiritual-contemplative side as well. :)
Katie

Week 5: Ashley
Ashley,
Nice reflections to all of the situations from our textbook. At one point you quoted Delpit, "learn what it might feel like to someone else" (location 1895) and is probably, for me, the most important part of being a teacher. I agree with this statement. I wish we could spend a day in our students' shoes and see what they are really feeling.
Let me know if you figure out how to spark interest from the apathetic students. I have a 5th grader who I really get along with, but he just won't try. I've been told he's this way in the regular classroom as well. I've tried so many things and I'm getting to my breaking point! Keep up the good work!
Katie

Week 6: Ginia
Ginia,
It sounds like you put a lot of effort into this. I'm sorry you did not get the excitement from the students you were looking for. Do you think groups of 3 or 4 students would've worked better than pairs? It might be a great time to use some cooperative learning strategies.
You've had some great reflection here, but try not to be so hard on yourself (I have an issue with this as well). Wait time is a difficult habit to consistently obtain. I've had a few interviews the last couple weeks and I didn't contemplate the questions long enough before I started rambling like a wind up toy that just repeats itself! When I'm teaching a new lesson I often use a "talk brush", the student with the brush is the only one allowed to talk. Having to pass this brush helps me force myself to use some wait time. Another good tool would be Popsicle sticks. Write each students name on a stick, ask your questions, then draw a name. This will force a little wait and you can always call on another student after the first. Good luck completing all of your goals!
Katie

Week 6: Erika
Erika,
I love your lesson! I may have to steal it. Don't be too hard on yourself for not noticing that Gabby was upset right away. It's nearly impossible to see everything as it is happening. Do you have any more compassionate students you could pair her up with next time? Or maybe try having the students verbally share their stories? This would help with your problem of keeping them engaged when they weren't writing.
Sometimes I feel like I'm moving around too much too. We're told it's beneficial to use proximity, but I wonder if students find it distracting?
Great lesson, I wish I was a student in your class for this one!
Katie

Week 6

A day(45 min.) in Miss Amos' Art Room...

            This was a lesson that introduced Georgia O'Keeffe. She is one of my "table artists". The students were very enthusiastic and engaged. I was originally only going to have them do flowers, but some of the boys asked if they could do skulls of shells instead. So, I easily relented and let them have some more choice. I thought it went really well and I was pleased with how much my students wanted to share their ideas. After watching the film, I think my thoughts were pretty accurate. I only had to quietly ask two girls to stop talking during the introduction and everyone else was engrossed. They were pretty respectful to each other and listened well. There was one instance that they were all too loud, but I clapped and they mimicked me and shut right up. I was pleased with how much student voice was heard. They told me what they saw or thought and I did not tell them they were right or wrong; I just let them explore their ideas. I was surprised that they wanted to draw skulls, because I thought they would think they were too difficult, but they did an exceptional job.

            My goals are to have the students talking more than me and showing their understanding. I want to engage them by keeping them interested. I also want them to be confident in their ability and to ask each other questions. I have a "talk brush". When we are looking at artists' works, the only person allowed to talk is the one holding the brush. They seem to be very used to this by now. They say what they notice or what they like and then pass it to another student. They see things that I never would've thought they'd see. Also, they related some of the images to a past lesson on warm and cool colors. They students were sitting on the carpet looking at my Smart Board and I was standing in the back as more of a facilitator than the "sage on the stage". When they were working, it showed me going around to each table and giving those students attention and help. The other tables were still working hard and helping each other out. I only had to move one girl, because she was too busy flirting and had not drawn anything. I want to change my seating arrangement a little. I notice that I give mostly positive encouragement and when they do need to change something i try to make them come up with that decision themselves (ex. "Do you think that will be big enough when we outline it with glue?").

            If I were one of my students, I would be excited to be learning about one of our table artists. If I do not sit at Georgia O'Keeffe, I might be a little put out that we are not learning about the artists at my table. I would enjoy the chance to talk about what I see in the paintings, but I would be a little bored by how some of the other students are repeating each other. I like the video about Georgia O'Keeffe, and the music is catchy. I started drawing a deer skull and it is awesome, but I'm having a little trouble figuring out what else to add. Flowers? Mountains? I wish we could use the glue today!

           

TED Talks

            I guess I'm behind on the times, because I had never seen Ken Robinson before. I watched his video "How Schools Kill Creativity". Can I start by saying, what an amazing accent he has? He made some very accurate points about how schools are hurting children and not educating them for the future. I am amazed by how many restrictions my elementary students expect. When I give them choice, they often ask well what do you want me to do? I want you to do something you enjoy! I agree with Ken Robinson, that creativity should be equal to literacy. It really bugs me that art in elementary is often just there so that the regular teachers get a plan. I have some students who only excel in art; but they often miss half of my class, because they are being help out to catch up in other subjects. I feel that this approach is going to make these low learners start hating school. They enjoy art and they need an opportunity to learn without being told that they are right or wrong. 

            Rita Pierson: Every Kid Needs a Champion http://on.ted.com/RitaPierson

Rita Pierson is so inspirational and passionate about teaching. "Kids don't learn from people they don't like" So True! I completely agree with her about the need to apologize to your students when you make mistakes. They need to see that we're human too. She gives us great examples of how to help children believe in themselves, and look at their improvement not failures. Rita Pierson is genuine. She acknowledges that we will not like all of our students, but the trick is to never let them know that. Teachers become actors.