Category Archives: Ceramics

Reflection and the Final Survey

Standard

Every other year, I like to provide my students with a final survey to see where they are at and to gain some insight on my teaching from the students POV.  If you don’t already do this, I highly recommend it.  I think you will be pleasantly surprised by the data you receive.  (Also, it’s nice to hear that our students love us every now and then. 😉 )

I created several google forms, breaking them up by class.  I think there are different things to know from the different students.  The insights of a student that has had you for 3 or 4 years is way different than that of a first year student or a student that was only there for the fine arts credit.  Also, if you have a single media class, you can form the questions to reflect that.

“What I liked most about how you ran our art class was how you had a great relationship with your students and your class was the class everyone looked forward to everyday.”

” you’ve taught me not to judge people for who they are”

“I learned that you have to trust yourself and learn to take risks.”

“I think when you pushed us we got better”

I asked a variety of questions, ranging from the students telling me their strengths and weaknesses to how they felt about my teaching methods.  I asked what they liked and what they didn’t like.  I asked what they had learned and what they wished they had learned.  I also asked what I could change.  Kids are pretty honest.

“the artworks we did were fun because we could do what ever media we wanted to do as long as we could fit the needs of the project”

“I liked how we had the prompt or whatever and then you allowed each individual person to take their time to make their art and you helped each person with their specific questions.”

(Favorite part of class) “being able to use a lot of the equipment freely” & “being able to talk to you about anything”

One thing that I think is important when creating the forms is to make almost all questions as required.  It makes the student think and add to previous answers. The only ones that are optional are “Name” and “Anything else you would like to add”.  If a student thinks he can be more honest by remaining anonymous, then that is a good thing.

(I’ve grown as an artist…) “because when I run into a problem I can figure out a way around it instead of getting frustrated and starting over again”

“You ran [class] like were weren’t just kids and you trusted us to use the tools effectively and whenever we wanted.”

“I loved that you would give us a broad topic to help get an idea of what we want to make our art of, but what we actually made was up to us. So we had freedom in our art.”

“I loved that you gave us a topic that we had to base our artwork on, but that you didn’t push us into doing anything. You let us create the artwork that we wanted and let us use whatever media we wanted”

As I sat this morning finally reading their responses, about a month after they filled them out, I made some notes.  I jotted down some of the things they liked.  I jotted down what they wished they had learned.  I made notes on things they felt would have helped them grow more.  I even wrote down some quotes that I didn’t put in this post. And, I have to admit, reading their words about how much they enjoy the TAB studio/pedagogy really helps to solidify that I made the right decision when I made the switch.  I’ve been TAB for several years, and I rarely doubt the decision to go ther, but it is still nice to hear from those that it truly affects that it was a good thing.

I am glad that I waited a month to read the responses.  Enough time has passed that my mind is fresh, but it hasn’t been so long that I can no longer hear the voices of my students in their responses.  This list will help me when I go in about a month to work out things for next year’s classes.  I can know what is missing, and what not to change.  Now, I don’t agree with everything they said.  I know some kids didn’t like writing about the artists we learned about and some didn’t like the computer stuff; that I won’t change because I do think it is important for their artistic growth…they just don’t see it at the moment.  But, I was surprised by how many liked learning about current artists and how many actually liked the drawing tests.

I have been doing surveys for as long as I have been teaching, but I think this year’s surveys were the most informative.  I think I finally asked the right questions and got responses that will be able to help me create a better studio and learning experience for my students.

“Most people just take art because they need a year of fine art and honestly that’s why I took art, but as the year went on I started to really love this class and making artworks.  I can’t wait to have art again next year!!”

 

 

 

 

 

2016-17 Year in Review

Standard

It’s that time.  Another school year has come to an end.  And, in honor of me finishing out my 10th year, I will count down the 10 biggest things that happened this year.   Not everything that happened this year was good.  In fact, it was kind of a crappy year.  But, I did learn a lot and made some great relationships with me students.  So, without anymore drivel from me, let’s do this.

10. UNITY:  I will admit, I saw the Unity Project video on Facebook, and I was in.  I emailed my principal and he was all in.  I created a gofundme project for it and through the kindness of others, the project was funded quickly and I was able to go shopping for materials.  It was a great way to kick off the year.  I had so much support from other teachers and our student body.  While there was a few hiccups along the way (one being when a students thought he could climb on a pvc pole and he broke it), in the end, it was an amazing installation.

9. THE PURPLE HOODIE: I had a tough student this year.  He was hard to reach.  He didn’t talk much, and he often had his purple hoodie pulled up over his head.  I started the year off by giving him some space, and by asking his monitor teacher for some strategies with him.  It took a while, but we built a relationship.  He spent much of his time during his class in my office, but he would do the work I asked him to do.  And believe me, he did not like making or talking about art.  After a while, he would come in during lunch to hang out and chat.  He did this at other times as well.  We built a relationship where I could be honest with him and give him a fair dose of snark and it was all okay.

There was this one day that was bittersweet.  It both made me sad and touched my heart at the same time.  He came into my office one morning during tutorials, but there were already like 6 other kids in my office.  I said hi, and he looked at me, but then left as quickly as he came in.  I sensed something was off.  I figured I would ask him later that day.  He didn’t show up to class.  When he returned the next day, he told me where he was…talking to some people in the office.  When he told me why, I was saddened.  I won’t go into details about why.  And I know this is weird, but it touched me that I was the 2nd person he came to find to talk with him.  The first wasn’t in her office, so he came to me. I care very much about this young man.  And, I am glad I gained his trust.  Sadly, he has moved to another city with his father.  But, rumor has it, he will be back next year. Relationships can sometimes matter more than art making.

8. ESCALATION: I have a co-worker that has been teaching with me for the past 10 years.  We get along on the surface, but when you look closely, you will notice we couldn’t be more different.  For starters, we teach on complete different ends of the art spectrum…he’s dbae and I’m TAB.  We don’t play well together and it has been building up for years.  I finally got up the courage to talk to an admin about the situation; I went in with the intention of seeking advice in how to make our department better and how to work with him.  It was suggested that we circle up, a restorative discipline term.  Basically, it was like mediation.  He basically refused, and one day it escalated between us in my classroom.  Luckily, I was on conference and I held my cool. We still haven’t worked things out, and I have been told our head principal will eventually talk with us, but I’m not holding my breath.

Why am I adding this?  Well, this was a big event that happened this year.  I think it needed to happen.  I would have liked to go to mediation, but I am mostly okay with the outcome.  The fact that I spoke up and I was honest about my feelings and that I took ownership that I wasn’t innocent in any of it was big for me.  I don’t like confrontation, nor to like to create waves in my workplace.

7. SCHOLASTIC ART: This year, I finally got up the nerve to enter my students work in the Scholastic Art contest.  I was so nervous.  I see the potential and awesomeness in my students’ works, but do others.  My kids don’t make “normal” pieces, and often times it’s not what “they” consider gold seal work–one reason I don’t enter into our state art event.  But, I was told Scholastic was different.  My kids didn’t win anything, and after looking at what did win for my region, I wondered about the judges.  But, that is neither here nor there.  I am so proud of my students for trusting me.  I still think they were shafted because their work was super cool.  I know, I’m biased.  I look forward to next year and entering more student works.

6. DALLASThis year’s Texas Art Ed Assoc held it’s yearly conference in Dallas.  I presented not once, but twice.  I presented once about grading and TAB…it kind of bombed.  I was told it was fine, but I know better.  The other presentation was a overview of HS TAB.  It went really well.  Beyond the presentations, I participated in my first live twitter chat, got to have great burgers and beer with a friend who I met in Chicago at NAEA16, I met the terraforma cards guys, and I got to throw some bowls for a local empty bowls event.  It was a pretty fun time, I must admit.  It was a much needed and much appreciated work-cation.

img_20161117_153704.jpg

5. THE BIG APPLE NAEA17 was held in my old stomping ground…NYC!  There was no way I was going to miss a chance to go “home”.  I don’t even know where to begin.  I got to room with 2 of my favorite TAB ladies.  I got to finally meet and hangout with Melissa Purtee.  I stayed in a hotel in midtown.  I lived in Queens, so the hotel stay was new and so cool.  I got to go to the MOMA, which is in a completely different location from the last time I went there…over 20 years ago.  I had a fabulous dinner with other TABbers, provided by my fabulous mentors, Diane and Kathy.  Times Square had become something I couldn’t believe…so bright and shiny.  And, I got to have a reunion with one of my closest friends from college.

4. 4th Annual THS Art Show:  Six years into my time at THS I asked if we could have a high school art show.  Up until that point, there wasn’t any.  This year marks the 4th year that I have put up a show that celebrates all art made at our school.  I don’t just show off my students and my co-worker’s students.  We include any other elective where art is created–welding, fashion, photography, floral design, culinary, and we include our teachers.  It is a lot of work, but in the end, it is so worth it.  This year I was worried that it wouldn’t go off well.  (See the escalation paragraph above.)  But, I put that aside and just focused on the art.  I think it was a great turn out.  Students sold their work, and not just to their parents.  The rain stayed away (every year it rains at the beginning of the show) during the show itself; I do believe it rained earlier in the day though.  I found a better way of hanging the paintings, almost none fell down this year…the rain always brings the humidity and that doesn’t play nice with how we used to hang out artworks. Granted no one from central office showed up, even though they were sent formal invitations, but I’ve come to expect that.  And quite frankly, those who are important, like parents, friends, teachers, and the community, showed up in support.  I look forward to celebrating our students again for years to come.

art show poster (1)

3. A SMILE LIKE I’VE NEVER SEEN: Art is a funny yet fabulous thing.  It can grab hold of the most unlikely and unexpected people.  This year I was lucky enough to witness this.  I watched a student finish a project early and ask me if I could show him how to use the wheel.  We weren’t slated to use the wheel for months, but who am I to stop a student from learning to art.  That week, I knew art had put her hooks in him.  Over the next few months, I watched him grow, and learn, and create.  I watched him create bowl after bowl, vase after vase, each time honing his skills, and using every ounce of clay we had.  But, it was more than that.  I saw the passion for what he was doing rise in him.  I saw a smile, and a light in his face when we talked about ceramics and his work.  I am so glad that he decided to sign up for beginning ceramics.  If only he found it before his senior year.

2. RESTORATIVE DISCIPLINE: Our school started to implement a new behavior management system.  It is called restorative discipline, and for the most part, it is meant to be proactive instead of reactive.  It is not something that the entire campus learns at one time.  It is done in stages.  I know that seems odd, but after learning about it, it makes sense.  I was lucky enough to have been asked to be in cohort #2, which began it’s training 2 weeks before school ended.  It is so much about community and building relationships…which is right up my alley, and why I was asked to be in the 2nd cohort.  I personally think it was cool to be asked knowing why they asked me.  (Some were asked because they thought that teacher was lacking in that area.)  Anyway, so far, so good.

But, more than being part of the next cohort, I did participate in a couple of tier 2 circles this year…these are reactive, but they can make such a difference.  I had one student who I kept butted heads with, and if she kept it up, we knew she was headed to our alternative center.  We circled up and we both spoke our piece and listened to the other person.  We made a contract and tried to implement it.  We hit a bump and had to re-circle.  But, that time worked.  We now have an amazing relationship, and don’t tell her, but I will miss having her in class next year.

1. NO MORE THEMES: This year I dropped the themes for my art 1 and art 2 classes.  I instead went with artistic behaviors for major units.  We worked our way through: artists solve problems, artists communicate, artists, observe, artists steal, artists represent, artists abstract/don’t represent, and artists work in a series.  This was a major step forward for me and my students in our TAB studio.  I think it really was more meaningful to them to really understand what artists do.  It really made a huge difference, the switch that is.  I could see it in their work; I could see it in their exploration; I could see it in their understanding of art making; and I could see it in their growth.  And, at the end of the year, I had the least amount of work left behind I have had since making the leap to TAB.

IMAG1038_1

It has been a very interesting decade of art teaching for me.  I have changed so much.  My teaching has changed so much.  I like to think it’s all for the better.  I keep learning new things, about art, about teaching, about students, and most importantly, about myself.  I often wonder what is going to happen next, which is something that keeps me interested and wanting to go to work every day.   What obstacles will I face and will I overcome them?  What new things will I learn?  What new things can I teach someone?  What new relationships will I make?   What new surprises will I find?  I think it’s this last one that I really enjoy because I love being surprised by what my students do and learn and create and tell me.  It is what makes it all worth it.

2 Weeks of Exhausting Fun

Standard

September is finally here, and for me, it marks having the first 2 weeks of school in the books.  It’s been exhausting and I have had to stop my personal exercise regime because of it. BUT, it has been so worth it.  My new (and returning) students and I have had a blast and have rocked it.

Screen Shot 2016-09-03 at 10.52.36 AM

I don’t like to start off the school year in a traditional way.  I like to have my students jump right in and get busy getting messy.  On our first day, we had 20 minute classes, and I was required by my admin to go over certain things during certain periods.  But, that did leave me time to show a small video to hopefully get my kids thinking about my class and art making in a different fashion.

Over the summer, or maybe it was last year, I found this video by artist and motivational speaker, Erik Wahl.  I thought it was perfect for some first day inspiration.

 

The next two weeks were spent doing not one, but two community projects.  First my students prepped, and installed our own Unity Project.  The welding students cut down steal tubing to use as our braces.  My students painted 7′-6″ PVC poles black, and they balled up miles of yarn.  Once the set-up was complete, they began to add their voices, by choosing the identifiers that represented them, then bringing it to life with yarn on the installation.  (I will write more about the Unity Project in another post once it is complete.)
 

Once we were finished with our part in the Unity Project, it was time to play with some clay. I like to start the year working with clay.  The majority of kids like clay, and it gives them some time to get to know me and each other without much pressure.  I use this time to teach some basic clay skills–slab draping, scoring/slipping and other surface treatment techniques, and to have the kids give back to their community.  This is the one piece the students will make this year that they aren’t allowed to keep.  I do ask all my students to create a bowl for out Duck Art Club’s charity fundraiser–Empty Bowls.

Next week, we will finish up our bowls, then move onto exploring the artistic behaviors that are essential to my classes.  I hope my students keep enjoying art class and continue to knock it out of the part when it comes to my expectations as the weeks, semester, and year continues.

The “No-Grade Challenge”

Standard

Sounds interesting, right?  Well, my good friend Ian Sands nominated me earlier this summer to go “no-grades” this year.  And, after much consideration, I have accepted his challenge…well, mostly. There is no way at the high school level, with the GPA reward system we have going in America right now, that I can not grade. My kids need to have some numerical grade…for UIL purposes (pass to play), for college applications, and for the “ever important” class rank–which if you live in the great state of Texas like me, it is important to those kids in the top 10% (or for some colleges like UT–Hook “Em!!–it’s the top 7 or 8%) for automatic admission to state schools.

Anyway, I have accepted his challenge and plan on grading as little as possible this year.  I know I am pushing it, and it my admin gets wiff of it, I may be up sh*ts creek. But, if I am going to start a change and get people talking and thinking about change in the grading arena and the education realm, I need to start somewhere.

Now, don’t confuse what I am doing in so far as grading with what I am doing in terms of assessment.  THEY ARE NOT THE SAME THING!!  And, you better believe that I am going to assess the hell out of my students.  In fact, together we, my students and I, will asses their learning and growth like there is no tomorrow.  It will mostly be informal and occur through dialogue between us–the students and myself.  And, that is what an ideal classroom, at least in my opinion, should be like.  It should be about growth and understanding how to think and move forward in the thinking.  And, in order to do that, things need to be assessed.  Grades have no part in that.

Now comes the part where you say, but how will you do that?   You have to grade.  Why not put numbers to your assessment levels?  Then you can be in compliance and all that jazz.  I answer you with, I’ve done that.  And it works well, but I feel it is truly not a good showing of what a student in my studio has learned or how they have grown artistically–either in skill or thinking or both.  It doesn’t really show growth over time.

Last year I read the book “Hacking Assessment” and I have taken a few things from the book about assessment, like having conferences with the kids and letting them be part of the conversation.  I also went to a fabulous session at NAEA-Chicago with Justin Clumpner who at one point talked about grades and what they mean to each individual student.  I think at one point he even said, I ask the kids what grade they want. Those things really resonate with me right now.  Students need to be involved in their assessment of their learning.  It is a 2-way street.

Now, if you know anything about the program I run, I like to have my kids reflect on their learning and their journey.  We have done that through blogs and, more recently, BlendSpace.  So, it occurred to me, why not combine all these things and thus my answer to the “no-grade challenge” was formed.

I do have to have at least a grade every 3 weeks…one a progress report time and one at report card time.  (Technically I am supposed to have more, but don’t tell my admin, okay?) My plan is to have my students reflect on their learning and art making processes to help them determine their grade for that time frame.  Of course, I have final say if I feel they have either graded too high or way too low.  But, I think this will help shift the focus away from grading and back onto their learning, which is what it’s about….or should be. (Do I say that a lot, because I feel I do.)

Here are some screen shot of the google form they will fill out for this reflection process.

 

Will this work?  I don’t know.  Will it need to be tweaked?  I am sure.  What document is perfect from the get go?  I am confident in what I am about to embark on. I think that it will make a difference; a difference even bigger than when I stopped grading artwork and focused on the processes only.  Keep your eyes out for updates as the year progresses.  And who know, maybe soon you too will also be up for the challenge.

Top 9: 2015-16 Year in Review

Standard

It’s been a week since the 2015-16 school year ended.  I have taken a week off from doing any work, but it is now time to take a moment to reflect on the year. And, what better way to do that than to do a top 10, well, a top 9…close enough. Normally, a top 10 would only be the best things, but I thought I would add some of the not-so-good as well.  I mean, we all like things to be puppies and rainbows all the time, but let’s get real folks…it ain’t.

9. New Ceramics Curriculum…or should I say lack there of.  I decided to go balls to the wall and go full-on TAB with my ceramics students.  This is the last year I will have had any students that were part of my sculpture program–from before I made the switch to “all clay, all day”.  And, if you were to walk into that intermediate/advanced class, you could tell which kids those were.  But, I digress.  For the most part, for my intermediate and my advanced students, they were given complete freedom.  They were allowed to work on what they wanted, in the time frame they needed.  I did have some themes with guiding questions to help them if they were stumped, but they were in no way “forced” to follow those themes. If you are wondering how to do a single-media TAB class….read this!

img_20160526_113212.jpg

The Ceramics Graveyard and Senior Totems Sculpture Garden at THS

I think this was a great decision.  It allowed the students to move at their pace and do what interested them.  Are there some kinks to work out concerning the structure of the class? Of course.  I plan on doing a “Technique Tuesday” type of thing.  I will have a demo day once a week to show different things they could use in their work, like sprigs and molds and glazing techniques.  I also am revamping their technical reader and going to incorporate that more into the class.

8. Braeden, The Beginning Ceramics Student Who Learned More Than Me.  I was fortunate enough to have that student this year that many teachers dream of having.  That student who falls in love with your subject matter so much, that he or she just becomes a sponge and soaks up everything.  Who during their free time spends it watching videos and reading about the subject.  Who is in your room working and learning and creating at all times of the day.  I had that student this year, and his name is Braeden.  I had Braeden in art 1 his freshman year, but for some reason, he decided to stop taking art for 2 years and finally returned to me his senior year for art 2: beginning ceramics.  I often wonder where he would be if he hadn’t taken that time off.   He started off as a normal ceramics student, doing the required beginning projects.  Then all of the sudden, he changed.  He found a passion.  He found what he wanted to do with his life.  He would come in whenever he could to practice throwing. He learned to make his own clay.  He learned about glazes and different types of firing and their temperatures. He attempted to make his own wood ash glaze.  It was amazing to watch his lust for learning about all things clay.  I eventually had to tell him to stop learning because he knew more than I did.  Of course this became a running joke, and I love it when he teaches me new things.  I loved being able to have those conversations about ceramics with him. I will miss that next year.

7. Starting Over, again, and again… Sometimes you think you have a great plan. And sometimes that plan, no matter how awesome YOU think it is, sucks.  This was the case with my art 2: painting/drawing class this year.  I won’t go into too much detail, as I wrote about having to start over with this class here.  But, I will say I learned a lot from that class.  It is okay to stop and rewind.  You HAVE to do what is best for your students, and if that means if what you are doing isn’t working, then try something else.  However, if you are going to “start again”, you have to keep your students informed about what you are doing and why.  I had that tough conversation with them.  I told them I wasn’t feeling it, and that I thought they weren’t where I had thought they should be.  That we needed a new direction, and this is what we were going to try.  They looked at me with puzzled looks, but they were willing to try.  I think in the end we started over twice.  But, they say third time’s a charm for a reason.  By the third start, we figured it out.  We figured what worked for them, what they needed to grow and be successful.

Like my ceramics classes, I do have some things to tweak, like the timeline for the artistic behavior units, the digging deeper sections, and how we get to full choice by the second semester.  I wish I could open the studio to full choice sooner, but seeing as my co-worker isn’t TAB, and my art 2 classes are a combo of his and my students…I have to do a little work to make sure all students understand the TAB studio.  It’s all good though….my kids could probably use a refresher anyway.

6. Two Wonderful Opportunities.  I work hard, both at my job and as an advocate for TAB.  So, it is nice when someone else recognizes what I am doing.  This year, not one, but two different people recognized this.  First I was asked by my friend, Betsy Murphy, to come and speak about TAB at the T(exas)AEA High School Division meeting at the 2015 conference. I was honored that Betsy, once my mentor, now my friend, thought of me in this way–that I had something important to share with my colleagues.Screen Shot 2016-06-05 at 10.37.47 AM

Second, I was asked to present at the AOE Winter 2016 Online Conference.  I presented about the assessment model I was working on.  It, again, was an honor to think that something I was doing would be of interest to other teachers.  I hope that it helped people make a connection between assessment and grades.

5. Speaking of AOE…Blog Finalist Here.  That’s right, Me, Jean Barnett, author of Art
Class by Mrs B, was a finalist inRisingStarFinalistHI the Art of Education, Blog of the Year, Rising Start category.  I didn’t win, but I think it is pretty cool that I made the list.  I even got a nifty badge to display on the blog.  Oh yeah!  I write my blog with the hopes of not only documenting my journey, but also of helping another art teacher by sharing with I have learned along the way.

4. Art Club I have been at my school for 9 years.  For 8 of those years, my co-worker “ran” the art club.  Well, I wouldn’t really call it running an art club.  I’m not really sure what it was. This img_20160211_220850.jpgyear I took over art club.  I can’t remember the exact reason why he was willing to give it up, but he did, and finally it was mine.  When we started, the club had no money (in fact the account had been closed due to inactivity), and they hadn’t done anything in years.  I advertised the club.  We met every Friday morning during tutorials.  We elected a president, a vice-president, a secretary, and a treasurer.  We sold popcorn, made Duck Art t-shirts and sold them, and even held a painting party.  Was it the best art club?  No.  Did we do a whole lot?  No.  But we did paint a mural in our computer lab, and I am glad to say that we did have a few hundred dollars in the art club account by the end of the year.  Furthermore, we still had members returning to meetings at the end of the year. So, I call it a win!  Small steps people!  I am so proud of the kids.  Next year will be even better.  I know it.

3. I am Not Invincible, But At Least My Admin Believes in Me. I like to think that I am invincible.  That nothing is going to bring me down, except for maybe myself.  And, that was definitely the case this year.  I won’t go into details, but I did have an incident this year that caused me to pause.  I can’t change what happened, but I can say that students can be unpredictable and retaliate in damaging ways.  Luckily for me, I have some students that know who I am, what I stand for, and what my students mean to me.  They were honest and I commend them for that.  I also learned that I have an administration that believes in me and what I do in my classroom.  My principal understands the climate of the art room, and how it differs from an academic class.  We had a long talk about it, and when I left his office, I knew that finally, I had an administrator that finally understood.

2.  School Art vs. Authentic School Art vs. What the Student Really Wants to Make Art This was something that I had not had a ton of thoughts about until I attended a session by Justin Clumpner at NAEA16 in Chicago.  He was talking about an AP student he had who wasn’t making the work or getting anything done.  Then one day he saw her sketchbook and asked her why she wasn’t creating works like her sketches.  Her reply, “I didn’t think I could.  I didn’t think this was ‘school art’.”  I thought that was an interesting concept…school art.  In TAB, we talk a lot about “authentic art”, and what our students are making is authentic art.  And, I thought that I encouraged authentic art and that my kids were making what THEY wanted to make.

That was until the end of April this year.  I happened to come across a tweet by one of my art 1 students of a painting she had just finished at her house.  I tweeted back to her that I thought she should do that in class.  When I talked with her about it the next school day, I asked her why she didn’t do this stuff in class.  She said she couldn’t figure out how to work it into the themes we were doing.   That’s when the lightbulb went off.  As much as I thought I was empowering my students to bring their own life into their artwork, and as much as I encourage authentic art…maybe I wasn’t doing all that I could.  I don’t have an answer yet as to how to really encourage it more, but I have an idea to work through over the summer.

screenshot_20160605-121236_1.jpg

The Twitter Painting

P1080720

The Final Artwork

And, just as an aside, while this girl in particular worked hard all year, I never saw her work like the way she did on that final painting.  She learned so much and was so proud, and I could tell she was a little sad (but still proud) when I said I wanted to keep it to display in August when we returned to school.

1. Knowing You’re on the Right Track  Deep down in my heart, I know that TAB is what is best for my students.  It keeps them engaged.  It really helps them to grow artistically. And, it makes them think and reflect.  My years of running a TAB studio have been my favorite years of teaching.  But, sometimes, it is hard.  Sometimes you feel like the kids just aren’t getting it.  You feel like maybe the “others” are right, and you aren’t really teaching them anything.  You doubt yourself and your program.

But, then something happens. You assign a completely open final artwork for your art 1 students.  You see 90% engagement. You see growth at its peak. You see that they have been paying attention all year.  You see the research and the planning, the trials and errors, the experimentation, and the pushing forward all come out of the students.  Yes, I was physically exhausted for the last 2.5 weeks of school.  Yes, my room was a constant mess, for which I apologized to Connie, my custodian, on a daily basis.  But, I was happy.  I was proud.  I knew I didn’t need to doubt.  I hope to remember this next year when I will more than likely doubt myself again.  I can’t wait to display all this wonderful art in August.  I did include a few pieces from my art 2 class’ final work, Artists Work in a Series, in the slide show.

This slideshow requires JavaScript.

Hope your year was as good as mine.  After I finish recharging over the summer, I will look forward to implementing what I learned from this year.  And I do want to take this opportunity to say thanks to my tribe for helping me and encouraging me along the way.

FB_IMG_145836013793120100_10207094072213672_364082503752064828_n (1)

TAB and the Single Media Art Class

Standard

From time to time, I come across the question of how to run a class that has a single focus such as painting, printmaking, or ceramics following a TAB pedagogy.  It seems as if people think it isn’t possible to be fully TAB because the students don’t have 100% choice of everything.  I mean, the medium is already chosen for them.

DSC_0375.jpg

Well, I think it is possible, and I have been running my ceramic classes that way for the past couple of years.  It has evolved into the almost fully student-led class it is today, but there is always room for improvement.

As we know, TAB isn’t just about giving the students free reign over things. It’s about a way of thinking and about the process of going from conception through to end product and all the steps in between. So, since it isn’t about a product so to speak, that leaves room for lots of exploration, skill building, and concept growth.

DSC_0360.jpg

I have three levels of ceramics…beginning, intermediate, and advanced.  My program is small, so intermediate and advanced meet at the same time.  I think that is better anyway.  Our classes run for a full year.  I start off my beginners with a bunch of “have to” projects. Yes, I know, not very TAB, but I think this lays the ground work for moving to full student driven work.  We spend the first semester learning basic hand-building techniques: a slab box with rolled in texture, a carved pinchpot sphere, a carved tile, and a coil built vessel with some kind of additive texture.  We also spend some time on the wheel. The students do have some choice aesthetically, but in the end, I have picked the project for them and I know the outcome.

DSC_0372.jpg

Once we get passed that, we move to themes.  I came up with a bunch of themes and put them on the class’ website.  Under each theme, I asked some questions to help them begin thinking about how they could interpret the theme.  From there, they can pick a theme that speaks to them and begin the creative process.  They decide how to build.  They decide size.  They decide clay type (we have low-fire, mid-fire for the wheel, and porcelain).  They also decide their time schedule.  They work at their pace.  No longer is the class all together in the same place working on the same thing.  My intermediate and advanced classes work in the same way, but without the have-to projects at the beginning of the year.  We do start together with the same theme–just to get back into the flow and shake off the summer, but after that, they can move into their own groove.  If a student wants to repeat a theme, they can.  If a students doesn’t like any of the themes, they can come up with their own.  Once pieces are bisqued, they also get to choose surface treatments.  Not all students like to glaze, so I have tried to show and display many other non-glaze treatments.  This really gives a lot of variety to the pieces my students create.

DSC_0314.jpg

Another great thing about keeping the class student-led is that it really allows for mistakes and taking risks.  Students don’t have the looming deadline over them of a piece they may not even want to be doing.  If a piece blows up in the kiln because I rushed it or it falls apart because they didn’t score/slip properly, the kids have been okay with that. They move on to the next thing and figure out what went wrong so they don’t do it again.  If something they are building isn’t coming out right, they are more willing to fix it or take it apart and try again because they know their project isn’t being graded and that I am instead looking at their artistic process, habits, and growth.

As for assessment, I do follow the same thing I do for all of my classes.  Each student has a blog and has to write about artistic behaviors every other week to let me know what they are doing and how they are progressing and thinking like artists.  However, for the past 6 or so weeks, we have been playing with a combination blendspace and the blog.


As my class evolves, I am working on changing up the ceramic reader I have created to be more helpful to the students.  I am also going to implement what I plan on calling “Technique Tuesday”.  I have created a list of things I think the students should know how to do and what they are, such as press molds, sprigs, 2 part molds, different tools, glazing techniques, etc.

imag5890.jpg

I really enjoy running my ceramic classes under the TAB pedagogy.  My students have really began to flourish.  I can see them applying the techniques they have learned.  They are creating pieces that are important to them.  It allows them to be always working and not waiting on classmates to finish in order to move on.  It allows them to stop a project for a while and come back to it later.  One of my intermediate students, Julia, is working on a willow tree.  She has been all year.  But, she also has worked on other pieces when she tires of it.  She comes back to it with more interest each time.  It is a fabulous piece. Another student, Frank, has been able to work in a more “make it up as I go” type fashion…which is where his work flourishes and becomes fabulous.  Having “projects” wouldn’t work for him.  A beginning student, Braeden, has completely blown me away this year because the TAB atmosphere has allowed him to follow his path.  He has learned how to make his own clay, how to create his own wood ash glaze, and he is close to surpassing me on the wheel.  If I made him to projects, he wouldn’t have realized that working in ceramics is what he wants to do with his life after high school.DSC_0383.jpg

I am writing about my experience, but I think this can be done in any single-medium class. It’s all about giving them the reins to drive what interests them.  They will learn the process as they go along.  It’s about learning through exploration.  Because it is single-media, they really get to know the ins and outs; therefore, since so much time isn’t spent learning multiple mediums, they can really focus more on message, process, and content. Which, in my opinion, leads to higher quality work.

Tired of Traditional Wedging?

Standard

I hate wedging.  There I said it.  My name is Jean, and I hate wedging.  I have no upper body strength.  I don’t have a wedging table that is the correct height for me.  And I don’t like spending my spare time wedging.  Earlier this year one of my ceramic students came upon this video that showed him how to “Slam and Stack Wire Wedge”.  He said it would be easier for me, but of course, I didn’t believe him.  And, well, it seemed like a lot of work…I would have to have him teach me and set up a make shift wire cutting station.  I was very busy. (Yeah, I wasn’t busy, I was just lazy and wanted him to do all the grunt work for me.)

I finally told him that if he would make a tutorial video for me, I would watch it over the summer and use it next year.  He said okay.  Then, about a week ago, a video appeared on a Facebook group, Clay Buddies, showing exactly what my student had been talking about. The method looked easy enough, so I thought I would try it out.

So, I had my student take some our reclaim and spread it out onto our plaster wedging table to dry out some.  We left it overnight, and the next morning, he set up the make-shift wire cutting station for me.

Game on.  We cut the clay into 4 “smaller” sections, so it was easier to work with.  I took 2 pieces and slammed them together 4 times, flipping over each time.  Next I cut the “new” piece in half with the wire cutter.  Then I put the 2 pieces on top of each other and slammed again 4 times, flipping over each time.  Wash, rinse, repeat for 30 times.

The result?  My clay is wedged.  My students can get back to hand-building.  My arms aren’t so tired.  I am a little sweaty, but I did get a lot of frustration out with all that clay slamming.  And, it saved me so much time.  I call this a win.

imag5985.jpg

The clay after 30 stacks and slams. You can see it is uniform and ready to be used.

Does this mean I don’t have to wedge traditionally anymore?  Yes.  Of course I will wedge my clay before I throw, and of course my students will wedge before they throw.  But, that will be smaller quantities. This is good for all that clay I have in my reclaim buckets.  Now I have 2 methods to help me with all that “old” and reclaimed clay I have just cluttering up my classroom and kiln room.  (Other method for larger blocks of clay.)

Here is the “Stack and Slam Wire Wedging with Michael Wendt” video:  

What to do with all that dry clay

Standard

I have been teaching ceramics classes for about 4 years now.  And before that I taught sculpture classes and we would always have at least 2 projects with clay during those classes.  Now, as students work, clay dries out and because “unusable” for awhile.  Clay dries out because as you work with it, you hands and the air take out the moisture, kids build things that they don’t want or need, they fail to wrap up their pieces correctly and instead of trying to work with it, they move on, or they rip holes in the bags that hold the clay.  So, due to all of these reasons, I have a ton of extra clay.  Seriously…it is just so.much.clay.

Normally, I reconstitute my clay by putting the pieces in a 5 gallon bucket and then fill the bucket with water.  Eventually the clay softens and becomes slurry-like.  From there, I pull some out, put it on a plaster bat, and let it dry enough so I can wedge the clay back into a usable form for my students.  Quite frankly, this is a pain in the ass.  I hate wedging with a passion.  It reminds me how weak and out of shape I am.  Not to mention it is time consuming.

Recently it was brought to my attention that our district has a grant program.  I thought great, I can apply for a grant, talk to the principal to see if the district will help with the cost, and add in the money that ceramics club has raised, and with all that I can purchase a pugmill to help me on my “mission” to get all this dried clay usable again.  I asked a group of potters on a Facebook group I am part of for a pugmill recommendation.  That is when a woman told me this method of reconstituting I had never heard of.

She told me to put no more than 2 cups of water into the bag with the dried out clay.  Next put the clay bag in a big bucket–like a 5 gallon one, and fill the bucket with water until the bag of clay is covered.  Finally, let it sit for a week or so.  The theory is the pressure from the water outside of the bag will push the water in the bag back into the clay and soften the clay so it can be used again.  I’m gonna be honest here, I was a little skeptical.  But, I did it anyway.  P1080085

Well, after about 5 days I checked the bucket.  Almost all of the water I had put into the bag was gone…it had soaked into the clay.  I took the bag out of the bucket and opened to see what the clay felt like.  It was a little slimy on the outside, but the clay it self was wet all the way through.  It was as if it was brand new from the store.  And bonus, because this was a bag of clay that was solid and not a bunch of pieces left over, I don’t have to wedge it.  I was able to re-bag it and put it with the other clay for my students to use.IMAG5300

I am so excited that this worked.  I went through all my clay and pulled all the bags where the clay was one big giant block like this and put them aside.  I loaded up my bucket with a new block and water, and in a week I hope to have another bag ready to go.  I still have the other buckets with scraps the kids create, and that will have to wedged, but this new method will really help me out, and I can save the ceramic club’s money for something more fun for us to use it on.

A Great TASK to Help Start the New Year

Standard
A Great TASK to Help Start the New Year

Today was the start of a new semester at school.  I thought we needed to start off with a great activity–one that would shake off the slumber of winter break and ring in creativity and imagination for a new year.  And what better way to do so than have a day-long TASK party.

What is a TASK party you ask?

You can also find a previous post on TASK here.

I pulled out a bunch of supplies I had in my storage room:  yarn, egg cartons, craft items, fabric, 12″ dowels, wooden hearts and starts, buttons.  I plugged in all the hot glue guns we had.  I grabbed the large rolls of colored paper from the faculty lounge.  And, I started with a container full of tasks.

This party was to last all day.  I have 7 classes.  Once I started the party, I only broke for lunch, which consisted of writing more tasks.  This was the only place the students faltered…well, and when it came to blindly picking a task.  (Many wanted to pick and choose their task.  It was hard to stop them.)

It really was a fun day.  A few kids fought it at first, but ended up having a good time.  I think they need that time to play.  High school kids don’t often get that anymore.  And bonus, no one was on their computer today.  I wish I knew how many tasks were completed today…or at least attempted.   It would be fun to figure it out.  Perhaps next time.

By the end of the day, my feet were killing me and I was tired as all hell.  But, I had a counter full of artifacts.  I had a hopscotch board on my floor, and I had 2 body outlines–one in dry erase marker and one in tape.  (Just an FYI–certain dry erase markers don’t come off the floor so easily.)  I had a roll full of photos of the students making and laughing and creating and smiling.  I had a heart full of memories. And, I think it set the tone that creativity is welcome here–and encouraged.

This slideshow requires JavaScript.

Choice and the Ceramic Classroom

Standard

As you may know, I have changed the majority of my classes to a TAB/Choice-Based classroom.  And, I love it.  The work is authentic and I feel students are really learning and creating something they are invested in, rather than just going through the motions.

Well, how do I do that in a ceramics class?  That has been an internal issue I have.  I want to bring choice to them, but felt that I couldn’t just jump in.

I did with my intermediate and advanced class, but they are really my guinnie pigs.  I have told them as much too.  There are only 6 kids total in those 2 classes, and 4 of them took beginning ceramics last year. But it was only for a semester, so in reality, they are technically beginners.  It’s a long story.  Anyway, they know the basics and are just given themes to work with.

That is my plan for beginning ceramics…to eventually bring a theme for them to interpret how they see fit and to choose the best building method to carry it out.  But first, I felt they really did need to have some basics.  They needed to learn how to use slabs, how to coil, how to score and use slip.  From there, then they could explore further.

I know many are ready to break free, even though we haven’t covered coil yet.  But, am I ready for them to break free?  There will be some things I will show them as we go along–engobes, slip casting, mold making, the potter’s wheel.

Can I really treat my ceramics class in a similar fashion?  Can I just show them a demo, record it, and have them refer to it later if need be?  Will that be enough? Can they just have a theme to interpret and explore?  I guess after the coil lesson, we will find out.