Day 1: 01/03/2022
Painting was first period and the teacher introduced a series project of two or more pieces with a theme of the students choice. Jacob Lawrences Migration Series and Monets Hay Stacks were used as examples.The teacher placed a lot of emphasis on not reading off the board, students attention is easily lost when theyre tired, especially just back from winter break
The class was very tired and the teacher was sure to be very emotive and expressive to keep their attention. She had prepared a visual aid (powerpoint) to accompany her lecture and to give students examples of how big or small a series can be. This also showed how varied the thematics could be.
The students worked while she presented and handed out a book of the migration series for them to look at and pass around. The students were primarily working in acrylic and two were working in oil. Examples are important- students were very nervous about doing something ‘right’. Lots of different examples are necessary to communicate to them good work can look many different ways.
Day 2: 01/04/2022
Today I focused on period two drawing class, keeping their attention was very important, and less easy than period one since it was mostly freshman. The teacher was frustrated with them because of this. I could feel how burnt out everyone was and it made me think a lot about where ‘nagging’ (cannot think of a better word) does more harm than good. Students already feel behind and burnt out from ‘covid-school’ so they are more quick to give up and tune out. Any ‘nagging’ feels like a negative response & a sign of failure so I think asking where they’re at and meeting on an individual check in with positive reinforcement and lots of understanding would motivate them. I see how this is easier said than done though with the huge work load most teachers are given.
I really liked how the instructor broke down the project ideating process for them by asking them:
What Materials?
What Technique/Medium?
What is your subject matter?
What conceptual aspects? (texture,pattern, value, etc.)
It made the project less overwhelming and seemed to answer a lot of the kids' questions. Breaking it down into chunks makes it easier to conquer and think about.
Day 3: 01/05/2022
Kids went straight into work on their projects. I walked around and asked how some of them were feeling and commented on a couple. (I did compliment using the ‘thats really good’ which I shouldn’t have. I could see how that communicates favoritism or at least makes other students feel like theirs is not good. What you choose to compliment communicates just as much as saying something bad)
Weather was really bad today so attendance for all classes was really low and students were very tired.
We reviewed another example; crimes against nature by gwenn seemel
After advisory period in class we started an elements of art and emotion project, creating a chart for students to use as a key in how they would make their piece
Day 4: 01/06/2022
Attendance was low again because of the weather. A lot of students in period one were very self driven with this project, and that coupled with everyones tiredness made for a quiet and relaxed class today. Instructor communicated grade expectations and how would be best for students to use their time.
Day 5: 01/11/2022
I focused a lot on how I should go about talking with students today. I am very hesitant about being critical and am very confused about how is most affective to guide students in the right direction. How do I balance proper direction without being over controlling (making the learning environment unsafe) with being too nice?
I am realizing how important it is to always be putting myself in their shoes, they have a lot on their plates and are juggling other classes,sports,etc. Getting started is the hardest part and this is where I've seen all groups need the most support.
Students really appreciate the examples the instructor has given, they alleviate a lot of anxiety of how the project should be for them. They really appreciate ideas on how the process should go - particularly in the form of a live demo. Students need confidence to start- how can I best give them that?
The group is more comfortable with the teacher i’ve noticed, students are conversing more with her and asking questions. Referring back to day 2, I think a certain amount of trust and comfort must be established before you can ‘nag’. Students need to feel safe before they can joke. Thinking alot about how I can do that in the time frame public schools offer and how Amy is doing that right now.
She will joke a bit and vent about her own life to be vulnerable with them, and arts classrooms generally feel more safe because of the mildly chaotic atmosphere.
Day 6: 01/11/2022
Yesterday was a snow day so it’s a bit crazy.
Changed Instructors for the week after first period.
Everyone was tired and many students didn’t show up until halfway through class. We didn’t get a lot done in the first period.
Started with the new instructor’s second period drawing class, they are doing portraits from life, it is a smaller class with a majority upperclassmen.
I’ve noticed this instructors method of keeping a balance of motivating them to get stuff done and checking in to make sure they’re supported at the same time. Drawing classes feel very technical skill focused- so he is sure to revert students focus onto their process. It’s about how they’re feeling and how they get there- focusing on an end image is stressful and harms any learning.
Be sure to keep in mind balancing students social and emotional needs with the arts and academic focus- they are learning much more than just the subjects we are teaching them at this point in their life.
Don’t assume what’s goin through a students head- be sure to check in. it build a relationship with the student and is the only way to give them proper support.
Day 7: 01/12/2022
Did not take a lot of notes today because i did a self portrait in class with the students and had to leave early for a job interview. Started ideating my plan for a hand drawing exercise based off of Larry’s activity of making faces out of scribbly loopy lines.
