Tag Archives: ceramics

2 Weeks of Exhausting Fun

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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.

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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.

Top 9: 2015-16 Year in Review

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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!

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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.

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The Twitter Painting

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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.

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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.

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TAB and the Single Media Art Class

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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.

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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.

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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.

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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.

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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.

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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?

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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.

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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:  

Year in Review: Part 2: Things Learned and Things to Learn

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In this part of my reflection on the 2014-15 school year, I decided that I would look back over the changes that took place by bringing TAB/CBE into my classroom.  While I have offered modified choice in my room for a while, this was the first year to fully implement the TAB pedagogy. It has been a huge learning experience, both for my students and for me.

I had heard and read about all the wonderful things that have an open studio could do, but to be honest, I was still skeptical.  Could my student population really do well with such freedom?  The answer is yes.

Let’s start with some positives from this year:

  • P1050661Kids worked through artwork until they were satisfied…at times starting a new piece because it just wasn’t working.  This just amazed me.  I’ve had kids work hard on things before, but never with the fervor I’ve seen this year.  They pushed themselves. And it paid off.
  • Kids learned from other kids on how to do something I didn’t teach them.  They would see something someone else had discovered and asked how to do it.
  • Kids tried new things, even when previously saying they didn’t like such-n-such medium. Some would try out a material, such as clay, just to discover they still didn’t like it.  Others would finally break away from what was known to the, only to find a new love.
  • Clean-up/ownership of materials and tools.  I have to clean a lot less than in previous years.  I am not seeing a mis-use of materials (paper, paint, etc.–except for ez-cut.) Trusting my kids to be responsible with tools and materials was probably my biggest hang-up when moving to full choice. But, I was pleasantly surprised when tools got returned, when I still had erasers at the end of the year, and when the majority of brushes were cleaned.  I think that giving the students trust to maintain the studio was a big factor in this area.
  • I am noticing I use the word kids a lot.  My students are in high school and probably wouldn’t want to be called kids, and they aren’t related to me, but they feel like my kids.  This year I have had the most comfortable relationships with students.  I know more (and some things I would like to forget..can you say tmi?) about my students this year than I ever have before.  I think thP1060155is stems from a combination of reading their blog posts and the type of conversations I was able to have with my students.  Because I wasn’t focused on them creating a certain thing or following a specific rubric, I was able to go deeper with them into their work and their lives.
  • Lots of growth happened this year.  Not every student grew.  Some kids are just there for the credit.  They don’t care one way or another, and no matter what you say/do or don’t say/do isn’t going to change that.  There were classes I took in both HS and at my first college where I felt the same.  It’s normal.  It’s okay.  And I accept that.  But, for the majority of students, they did care.  I saw them push themselves.  Some grew in drawing skills.  Others in painting.  Some grew in meaning put into their artwork.  I had a couple that finally stopped copying things from the interwebs and began making their own.  One student who did the bare minimum for 90% of the year finally came alive at the end once he realized he could things in an anime style if that is what interested him.  He didn’t pass, but he promised me that the flame I saw at the end would be there for the whole time next year.  I have a hundred stories to tell about student growth.  It makes me smile when I think about them.P1040736
  • The art making didn’t always stop with just creating the theme artwork.  Many students just kept going.  They wanted to create this or that, so I let them.  Why stop the creativity?  Why make them sit there and do nothing?
  • My school is a 1:1 macbook, and this year I felt I really had the students using the computers in a positive way.  We weren’t using it just because it was an expectation.  We were using it to communicate and reflect.  The website/blogs created by the students and by myself were a great thing, even if their writing needs some help.

While I did change things during the year to better meet the needs of the students, I still have areas that need addressing over the summer.  And of course, there are areas I feel that if I just changed it up a bit, students would be more successful.

  • Helping the students to understand why we do the blogs.  We started out with artist behaviors.  The students wrote about what they were doing and addressing the behaviors.  I thought P1040846they were moving along and understanding things.  So, we moved to artist statements after winter break. Nope. Most students weren’t there yet.  I then gave them the option to either do an artist statement or pick 2 behaviors like we did previously.  After reading their end of year surveys, I know they didn’t really see the point of them.  A handful of students did (and by handful I mean like 5), but the majority couldn’t see the point of writing in art and thought it was just busy work or for a grade. This is good to know.  I know my student population has an issue with writing, and I am sure that our state testing is partially to blame.  They are not good at writing, sad to say.  But, what I gleam from all this is that need to help them to see that artists write about what they do.  That reflecting on the actions they are doing can help them grow as an artist.  And, that writing is not just for English and History class.
  • I did well creating demos for the students, but I feel I could do more.  I feel that I left some things up in the air…like color mixing…and some kids never explored that on their own.  Perhaps if I give them a taste of what color mixing could do…it could bring more life to their artwork.
  • The students have the ideas, they just need a bit more help as to what is possible oP1050608ut there–both in image, media, and technique.  How do I get them to see beyond the typical art room materials?  How can I encourage them to try something new?  How can I get them to go deeper and think further beyond the obvious? I need to address my line of questioning, the way images get shown to them for inspiration, and helping them to make more dynamic composition decisions.
  • This is the first year I had all 3 sculpture levels doing ceramics.  It was a lot of trial and error. While the students were happy with how things ran, it could be better.  I haven’t figured this out yet, but I will…even if every year we change some things to make it better.
  • Themes were tricky.  Ones that I thought would be killer…dropped dead.  I like working with the themes and I think, especially for my art 1 kiddos, they worked well.  Feedback said the students liked to have a starting point for their artwork.  Things I have been considering for next year…giving the entire list of themes and having them pick as they please…but then how would our padlet brainstorming work with that method.  Having the students suggest themes and then having a vote.  Something else?P1060109
  • Feedback and critique needs to change…big time.  I give personal feedback as I walk around, but I feel I miss students or I hit them too late in the process and they have yet to fully understand things can still be changed and you can go back to an earlier stage.  I want to do critiques more…especially mid-project. (And definitely mid-project in ceramics.)  I am hoping that this topic will be brought up at the TAB Institute this summer so someone can help me to suss this out.

I have more questions, but this has gone on long enough.  I feel that I will always have questions and that is a good thing.  I can’t become stagnant and complacent in my art studio.  No one will benefit from that. All in all, it was a fabulous year.  I mean, there wasn’t one day this year where I woke up and said I didn’t want to go to work.  That says something…don’t you think?  And I know that things will just get better and better if I keep putting my students first by helping them to think like artists and behave like artists and create like artists.

Big changes are on the horizon at my school.  Our entire admin staff is changing.  We are getting a new principal and moving from 4 assistant principals to an assistant, an associate, and a dean of curriculum. And, they will all be new people.  I’ve had a chance to sit and chat with our new principal.  He is very easy to talk to.  I told him about all the changes that I’ve done this past year.  I talked aboP1050334ut TAB and choice and the pedagogy.  He thought it was wonderful and that it aligned with something that was talked about at some principals/superintendents conference.  That made me happy and feel that I was doing the right thing.  And, surprisingly, when I said my final good-bye to our current principal, he said something I never thought he would.  We didn’t always see eye to eye, and sometimes I thought he just didn’t notice and didn’t understand.  But, he told me to keep doing what I was doing.  To keep my expectations high and keep pushing the students.  He said that that is what they will remember and what they will appreciate.

And to that, I say, they do.  And I will.

A Great TASK to Help Start the New Year

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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.

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Choice and the Ceramic Classroom

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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.

Ceramic Spheres

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My beginning ceramics students are slowly learning the basics of hand-building in hopes that soon I can let them enter a more choice-based atmosphere.  One of the basics we learned was the pinchpot.  In Art 1, my students create pinchpot monsters.  I wanted to do more than that in beginning ceramics class.  I also wanted them to continue to practice carving, which we had done in the previous unit, carved slabs.

Students created 2 pinchpots and scored/slipped them together to form a sphere-like shape.  After letting it firm up some, they were to carve, incise, and/or cut into their sphere.

Some kids spent a lot of time figuring out their designs.  Other just went for it.  Two kids added to their sphere.  But, they all learned a lot about thinking in the round and time spent in the air.  A couple commented that their carving got better, even though it was much harder to carve a round surface than it was the flat surface.

The last thing we did was glaze them.  For this I had them choose from the test tiles they had created.  They could choose from their samples or from any sample from the other students.  Luckily they all took good notes.

Here are some of the results.

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Clay Slab Tiles

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Beginning ceramic students learned all about rolling out slabs when making their clay boxes.  So, I thought I would use the slab to let them experiment carving.  They all rolled out and cut 6″X6″ tiles.  From there they were given the “rules”.  They needed to have a minimum of 4 levels.  How that was achieved was up to them.  They were shown this Pinterest board for some examples.  They had to have a frame…again, they decided what constituted a frame.  And, one element had to break said frame.

And go.  As usual, I have a few kids that can just jump in and go for it…and get great results.  Others carefully planned and revised their designs.  I had one student wind up at our alternative center and had to work on her tile without help from me or others…she did a fabulous job.

Once they were finished, I had decided this was a great project to show them a non-glaze surface technique.  I had seen pieces done on my Facebook Art Teachers group and thought the oil pastel tempera resist would be perfect for them.  First they color the tiles with oil pastels.  I tell them to color darkly, but not to color fully.  Where ever there were holidays, the tempera would soak into the ceramic. Next they covered the entire piece with tempera.  On my example I had watered it down.  I didn’t have them do that, and they turned out just fine.  After that they held the tiles under a running stream from the faucet.  I reminded them just to let the water wash over it and not to scrub.  The water would rinse away all the tempera where they had colored with the oil pastels.  Many were nervous and seemed as if they didn’t believe me.  I love their faces when they finally saw the amazing result.  As a last step, I had them spray with a spray gloss to seal the piece.

They were super happy with their tiles.  I don’t think they ever would have though to do anything like this.  A few of them are in painting and drawing with the other art teacher and the connected what we did with the resist to a similar project they did on paper with tempera and ink.  Love when they can do that.

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Ceramic Slab Boxes

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Our first big unit in beginning ceramics class was to build a slab box that had texture, a lid, a handle, and a few added embellishments.  A fellow ceramics teacher, Jen,  was kind enough to share her lesson.  I tried it out for the first time last year.  I thought the kids did well, so I did it again this year.  I think it is a good intro to the hand-building technique of the slab.  Also, it brought in texture, a favorite aspect of mine, by use of texture rollers, adding a usable handle, and adding embellishments.

The students learned a lot about slabs.  The state of leatherhard is one they all know now.  Some really did understand the state, while other just never got there and didn’t heed advice to cover the slabs they weren’t working on at the moment, thus letting things dry out too much to use.  A couple kids did find out that you can mist way too much.

But, I did hear good conversation about using the stilts (in our case made of paint stirrers) to help keep slabs even, how much pressure to use when using texture rollers, and reminders to put in reinforcing coils.

I am pleased with the results of the boxes, even though more than one handle was either not scored/slipped right or was too fragile and broke off–unfortunately, usually by me.

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For the surface treatment, I wanted them to learn a technique that would enhance the texture created by the texture rollers.  I asked them to choose 2 glaze colors–a dark and a light.  They learned how to pour in a glaze and roll it around to cover the interior of the box.  They did this with the dark.  After that, they used the dark to brush into the texture.  Once dry, they washed off the excess leaving the color in the recesses (and as a slight stain on the flat surfaces.)  Then they brushed on the lighter color to the outside of the box, going over everything–including the dark in the texture.  The theory is that the dark will show through the light, creating an interesting surface with a bit of depth.

Not everyone followed instructions, and that is okay.  But, the ones that did created some wonderful looking boxes.

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