Tag Archives: choice

New Year, New Curriculum

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Summer is over for me as in-service starts on Monday the 7th.  And, that means it is time to shake off the sun, which is hard in Texas.  Anyway, with the start of the new year comes new lessons, new ideas, and new curriculum to be implemented.

Curriculum: the lessons and academic content taught in a school or in a specific course or program.

Since I am the only ceramics teacher, I am in charge of my own curriculum for those courses.  And, the ceramics curriculum is going to be the biggest thing I will implement this year.

For some years now, I have taught my ceramics classes in a way that lends itself to my TAB philosophy that I follow.  My purpose is for the students to be able to think like ceramic artists by the end of their time in those classes.  That includes knowing about clay, glazes, and different techniques to achieve the ideas the artist wants to create.  I have structured my classes as a teacher-led beginning, with the first semester leaning more towards a choice class with “projects” I have designed to teach the basic building techniques ceramicists use.  From there, we move into a more TAB atmosphere with themes and the students using the design process while interpreting those themes.  My upper classes have even more freedom to either take or leave the themes.

I have found that most students were not really understanding how ceramic artists work nor were they able to think like one…relying too much on me and very low-level ceramic skills.  That when I finally made the connection that I needed to dump themes like I had in my art 1 and art 2 classes, and move to a more unit based curriculum…but not units based necessarily on the artistic behaviors that I use in art 1 and art 2.  Instead, I needed to come up with common artistic behaviors that ceramicists use.  Creating 3-dimensional objects requires a different mindset and understanding that creating 2-dimensional artwork.

I racked my brain for what I had learned and seen over the years in ceramic arts, and invented a list of things I felt that ceramic artists did when creating their work.  Many are based on the type of work they create and how they create that work.  I will take those behaviors and structure the units like I do my normal units–with 3 parts: digging deeper, challenge, and your turn.  In the digging deeper students will define some pertinent words to the behavior, students will watch and analyze a video about an artist that works in that fashion, and then will find examples of ceramic art in that style.  For the challenge…well, I don’t know yet how that will work…but, I’m not too worried about it right now.  And of course, the your turn section.  I think that is self-explanatory.

My plan on using this is to start with my intermediate/advanced class and have them be the guinea pigs.  Once the beginning class has finished the first semester and is ready to move onto the units, I will have tried them once and can tweak what is needed so they will be able to use them.  Basically, intermediate/advanced will be a semester ahead.  And, in the long run, it should work out that those in advanced next year will be able to truly be full TAB having been through the ceramic behavior units.  (I hope that makes sense because it does in my head.)

Here is my list of ceramic behaviors:

  • Artists Work in a Series 
  • Artists Explore Color 
  • Artists Explore Surface Treatments
  • Artists Work Conceptually 
  • Artists Create Realism 
  • Artists Communicate 
  • Artists Work Decoratively
  • Artists Work Functionally 
  • Artists Develop a Style 
  • Artists Create Installations 
  • Artists Work “Figure”atively

This is all a work in progress, but I feel that it will be very successful.  My move away from themes and into AB units in art 1 and art 2 were highly successful in my students becoming artists, so the natural conclusion is this will too.

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TAB vs Choice

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As TAB (Teaching FOR Artistic Behavior ) and Choice both gain traction in art rooms across the country, I have been reading more and more posts on various Facebook Groups about teachers’ experiences, questions, queries, and various other complaints.  One thing that I have been noticing lately is that some people think TAB and Choice are one in the same and they are interchangeable…like tissue and Kleenex or Xerox and  a photocopier.  I am writing this post to say they are not the same.  I am going to short, and sweet, and get right to it.

While they have similarities and while there is much choice in a TAB classroom, just because a teacher offers choice in his/her classroom, it doesn’t make her or him a TAB teacher.

What makes TAB different from choice is the purpose of what is being taught.  It is not about letting students choose what materials to use in an artwork.  It is about teaching students how to think.  It is about teaching an understanding of the artistic process and the design process, AND about how to use them.  It is about letting the students be the artists, letting them make the decisions, and letting them fail and figure out how to grow/move on from there.

And, while sometimes a TAB teacher may set limitations such as theme or a big idea or what stations are open, the student is still the main artist.  The student is the one who interprets things, does the research, does the exploration, creates the artworks, reflects, revises, and then decides when it is finished, and even it is successful.

Offering your students some choices, but still not letting them actually drive the boat doesn’t mean you are TAB.  If you don’t have those thinking and behaving goals in mind for you students, you aren’t TAB, yet.

Now, this isn’t to say that you can’t become TAB.   And, I am not trying to exclude anyone who is TAB interested.  I think it would be wonderful to have as many TAB teachers as possible teaching and leading our students.  That would be, as they say, amazeballs.  But, I also feel that if the pedagogy is going to spread, what is and what isn’t TAB should be understood.  TAB is not something you can decide to do on a whim.  You need to do your research on it.  You need to do your homework.  And, the site I linked above, and again now (TAB) is a good place to start.  I also recommend the book Engaging Learners Through Artmaking by Katherine Douglas and Diane Jaquith, and the eBook  Choice without Chaos by Anne Bedrick.  These are great books.  Coming soon is a book called The Open Artroom by Melissa Purtee and Ian Sands (I think that is their title.)  This book will be geared towards secondary art TAB teachers.

I do hope you will join us on this wonderful journey of helping students navigate the road to becoming artists.  The more the merrier.

 

NAEA 17: New York City Reflections

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When I arrived in the city, it had been too long…almost 7 years….and so much had changed.  Even though I had lived in the city for many years, I had never actually stayed in Manhattan, so I was pretty psyched for that.  And, to stay in midtown…oh the excitement. I arrived at JFK, and took the airtrain to the subway to get to our hotel.  The first thing we did that day was check into the conference so I could get my badge and the bag of crap that I didn’t need or want.  I mean really, who needs a paper-thin bag full of magazines and other things that weren’t eco-friendly.  Unfortunately, I had to carry that around for the rest of the afternoon, but I digress.

imag9930.jpg    We then headed over to the MOMA.  I was a little bummed that I didn’t get a discount with my badge like I did last year in Chicago. (And if I was supposed to…. ::sad face::) But, no big deal…the MOMA was fantastic.  I hadn’t been to the museum since it was in its old location, many moons ago.  The new location is great, and so much bigger.  I am a fan of modern art, so I really enjoyed this visit.  It even sparked a discussion between my friend and fellow TABber, Hillary, about craftsmanship.  We were both noticing the same things about the paintings and sculptures of famous artists; things that made us question why we ask our students to paint/color/draw a certain way when these artists wouldn’t pass that “craftsmanship poster” that is floating around.  We are in the midst of discussion of a proposal about it for Seattle…

That evening we ate Mexican outside.  Made me long for the days I lived in the city.  I am glad we had a chance to eat outside because this would be the almost the last time we could…thanks Obama for inventing global warming.  It turned imag9974.jpgwicked cold while we were there.  This Texan implant wasn’t having it.  Anyway, that night we went to Times Square.  Man, totally not the same as I remembered.  When did it turn into a 24-hour sunlight extravaganza?!

Enough about all that touristy stuff.  I really should be writing about the conference and sessions and all that artsy stuff. Thursday morning started off as a dud.  We went to the first general session, which was the keynote speaker, Jeff Koons.  Boring.  I don’t like his work, and I find he is so boring to listen to.  He was quiet toned and just wasn’t what an estimated crowd of 7000 members needed to jump-start their conference.  We left.  If only Tim Gunn could come and speak again….

Over the next three days I went to several sessions on TAB/choice. img_20170316_173427.jpgTwo were by 2 different men, both with wicked cool mustaches.  In fact, I scribbled their mustaches in my notes.  Both men were interesting and full of information that I already knew.  I guess that is what happens as you move up the high school TAB ladder.  One thing that I did take away from Andrew McKee’s (red mustache) presentation was the “style book”.  It’s basically a place to save ideas, get ideas of what they like, are into, etc.  So the students can pull from that when they create their work.  I mean I have my Pinterest page that I refer to often when I create my work, but I don’t “require” my students to do that.  I think it might be helpful to incorporate something like this in my art 2 classes next year…and also maybe my ceramics classes.

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I went to a very interesting Raku session, which of course now has me wanting to write a grant for a raku kiln.  Thursday afternoon I went to an MCAD session on drawing as thinking.  We basically spent the 50 minute session doing a bunch of drawing warm-ups. It was a nice break, and it left me with some great exercises to bring into my classes next year as we move into block schedule.

The rest of my session were, like I stated above, choice/TAB sessions.  While the sessions were fabulous, (I’m looking at you Cynthia Gaub, Joy Schulz, and Melissa Purtee), I felt a little empty.  And, it’s nothing against my colleagues.  I am just looking for something more…something more than what I already know and am 100% agreement with.  I am looking for more than an intro to what TAB/choice is. I want something for those of us who have been doing it a while.  I hope that makes sense.  I did have an “a-ha moment” during Joy’s session.  For years, I thought Joy had this magical way of pulling greatness from her students.  After sitting through her session, I get it now.  She is so organized and her analytical side really affects how she works with her students.

The final session I want to talk about was a super-session.  It starred Katherine Douglas, Anne Thulson, Sharif Bey, and Olivia Gude.  It was amazing.  These four leaders really hit it out of the park.

These were my lasting thoughts from the session:

~Do we intervene: how, where, when, why, how much (OG)
~concept=something we use; not something to possess (OG)
~2 sentence curriculum: what do artists do? the child is the artist (KD)
~art supplies are materials; concepts are materials (can’t remember if this was OG, I think so)
~How do we keep students in that magical place as they get older? (OG)
~we have the capacity to exist in many art worlds (OG) [personally for me, this meant a lot]
~Sometimes LESS can be liberating (OG)
~We’re getting lost….ON PURPOSE (OG)

I know it seems that Olivia gave me much to think about, but Kathy always gives me much to think about…I wouldn’t be here without her.  Anne gave an activity to try for next year when we talk about “artists observe”.  It will get my students out of my classroom and really looking at the small, mundane details around them.  And Sharif…oh Sharif….we are kindred souls and I think we should totally hang out.

imag9999.jpgWhile I enjoyed the sessions I went to, I did think the selection, for me anyway, was limited.  I don’t understand how imag9987_1.jpgsessions are selected.  I don’t understand how they choose to schedule which ones and when.  I also don’t understand why so few TAB/choice sessions are offered, when clearly, year after year, the sessions offered are packed–which was another downside to conference in NYC…small rooms…or at least those rooms that held popular topics were small.  And, rooms that held research sessions (no offense to research) were in these huge rooms with few attendees.  And when I say TAB sessions were packed, I mean, way over room/safety capacity, on the floor seating, out the door, room temp went up 15 degrees packed.  NAEA needs to work on this.  It is just ridiculous.  I pay a lot of money, out-of-pocket, to attend the national conference.  I want to get my money’s worth.

imag0028.jpgMy favorite part of the conference is always the part where I get to see and hang out with my TAB/Choice mentors, colleagues, and friends.  I even got to meet some new friends whom I have only seen on the interwebs.  I want to thank Kathy and Diane for setting up the amazing dinner we had Friday night.  And, thanks Diane for making me not sit with Hillary and Liz.  It was fabulous to get to chat with Melissa, Joy,Cynthia, and Anne for a while.  Spending time with those that get it, and get me, is always a good time.

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I hope to make it to Seattle next year.  Cynthia promises it will be a fabulous time.  So, hopefully, at least one of the sessions I propose or co-propose will be accepted.  And, maybe someone will help me write a grant and/or convince my school to pay for it…I just can’t afford another year.

Artists Solve Problems

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Our second in-depth look at an artistic behavior in Art 1 classes was “Artists Solve Problems”.  For this unit, I really wanted to give my students a chance to create some art, while figuring out how to overcome a problem or problems.  I feel this is a very important skill to have for life…not just for art making.

We started off the unit by watching the TED Talk by Phil Hansen, “Embrace the Shake”.  Most students really enjoy watching this video.  They are intrigued by how Phil fulfills his need to create while overcoming his perpetually shaking hand.

Our next activity came to my from my friend and fabulous art educator, Melissa Purtee.  Earlier in the school year, she wrote about game she played with her student on the first days of school called “What’s in the Bag?”  I read her post and thought this would be a great activity for students to begin working on problem solving skills.

I created 6 bags for each of my art 1 classes.  That required my students to break into 6 teams of 4…no one was allowed to work alone. (Working together in a group was another problem to solve.)  Each group picked a prompt from the bucket and then received their bags.  They were given an hour (broken up over 2 classes) to bring their prompt to life.  Bag contents included: a portion of an egg carton, 3 pipe cleaners, a cork, a round plastic piece, 10 popsicle sticks, 2 tongue depressors, some puzzle pieces, 3′ strip of lollipop wrapper, 3 small square chipboard pieces, and 2 rectangular chip board pieces.  They could also use the bag if needed, but it was not required.

After time was up, students were asked to present their creation to the class, addressing the following topics:

  • What was your prompt?
  • Talk about your creation BEYOND “this is my project”…DESCRIBE IT!
  • What was the hardest problem to overcome building your creation?
  • How did you overcome it?
  • What was the best part of this activity?

Lastly, each class took a closer look at the creations and then voted for the 2 they best felt fulfilled the following criteria:

  • Best interpretation of the prompt
  • Best visual appeal
  • Best craftsmanship
  • Best use of materials

I also showed a few other videos along the way for kids to see how real life problems could be solved in fun, artistic ways.  The videos came from The FunTheory site.  Thanks Ian Sands for showing me that one.

Our final activity of this Artist Solve Problems unit was SCAMPER.  I learned about SCAMPER while at a Gifted and Talented training this past summer.  Out of all the different activities we went over at the training, I felt SCAMPER was one that I could actually take back to my classroom and have the students use.

I wanted my students to create an artwork, on their own, but I wanted it to fall under this unit.  I thought with SCAMPER I could kill 2 birds with 1 stone so-to-speak, as I have a ton of old student artwork that I no longer needed or wanted.  So, this was a great time to use them.  Students will pick an artwork from the pile and use it to create a new artwork.  The catch is, they have to choose one of the letters of SCAMPER when creating their  “new”artwork.  Subject matter, medium(s), and technique(s) are all up to the student.

S = SUBSTITUTE

C = COMBINE

A = ADAPT

M = MODIFY

P = PUT TO OTHER USES

E = ELIMINATE

R = REARRANGE

Modify was the letter most used in the activity. But, a few really dug in with combine, rearrange, eliminate and put to other uses.  I wish I had some of the before images, but I don’t.  Oh well.  Anyway, they stepped up with SCAMPER–some students taking the artwork so far off the original…YAY!  One student totally took her piece apart and created a whole new piece.  (The feathered bird above–it was once a rhino.)  One note I did have for myself for next year is to have a wider variety of old artwork for the kids to choose from.  Too many of the same starting image and ending with not changing the image enough.  Thanks DBAE. Live and Learn.

As we have moved on from this unit, I can see my students talking with each other and trying to work through problems on their own first before involving me.  This is huge.  It leaves me more time to walk around and chat and get to know my students.

 

Journey of an Artwork

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I want to share a story.  The tale of the journey an artwork.  Today a student’s piece finally found where it was going. She started with a proposal to make some kind of moving box…I don’t even know. I didn’t quite understand it.  But, she jumped in and started working, trying to figure out how to make it move.  She cut thin cardboard into enough squares and rectangles to make a box. She found some string and 2 buttons to help pull the walls down.

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When she got frustrated because she couldn’t make it do what she wanted, she took the box and began to spray paint. Every day she did a different side, experimenting with the spray paint.  Trying different color combos and using different tools.  Learning all this on her own.  She then decided she would instead turn her box into a lampshade.

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After completing the forth side, she came back into the room, her face all lit up with the spark of a new idea.  “I have a new idea Mrs. Barnett” she said. She began taking tape off her lampshade.  A little while later she came to me with 5 smaller pieces; each from a different part of her box. She found a silver piece of matboard in the cardboard bin.  She said, this is what I want it to be.  She was so happy.  I could tell she was much more in love with this piece. So was I.

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I write about this because I think that TAB has allowed this type of focus of the journey and the process.  If I had decided on the lesson and artwork ahead of time, my student would not have had the chance to stray, to experiment with different ways to work with spray paint, to problem solve, to experience the artistic process first hand. She was able to see that ideas change over time.  And to see that it is okay.