Tag Archives: product

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.

Advertisements

Artists Communicate

Standard

Our most recent, and final artistic behavior unit, was a closer look at the behavior, Artists Communicate.  This unit was set up a little bit differently than the other units.  We didn’t do as many activities prior to the artwork.  And, this was the first unit where my students created their own original artwork…from conception to artist statement.

We started off with a video on an artwork/installation piece by artist Maxwell Rushton.  As a little background, on Mondays we do what I call “Artist Monday”.  I show a video ranging in length from 3 minutes up to 10 minutes about a current artist.  (Artists Have a Global Awareness of Artmaking) When I choose the video we will watch, I try to keep it in line with the big idea of the current unit.  So, back to Maxwell Rushton.  He created an installation called “Left Out“. It communicates a message about homelessness and our perception of the homeless population.  Students reflected on the video on their BlendSpaces.  Another video I showed over the course of the unit was about Latina printmaker Kirsten Lapore.

One other short activity my students did was a simple sketchbook assignment.  They were asked to break one of their sketchbook pages into 6 boxes.  In each box they had to convey a certain idea–without using the items in the description.  Descriptions included: smell of a fresh baked apple pie, feeling of loneliness, sound of an approaching train, the taste of a hot pepper, the feel of lambskin, and an alarm clock at 5am.  The activity forced students to think of line, shape, and color when creating their sketches.

screen-shot-2016-11-27-at-8-40-48-pm

We spent a day, which probably was really boring until about half-way thru the slide show when the students got to participate.  I showed a slide show that also touched briefly on planning and research.  (This was the boring part.)  Then we got to the communication part and the slide with 5 photos of artworks.  We discussed what they thought the meaning was.  I talked about what the artist intended.  Then we discussed what the artist did to convey those ideas and messages.

screen-shot-2016-11-27-at-8-40-35-pm

That night, after a full day of that slideshow, I realized that the works I chose were very heavy with meaning.  I wanted my students to know that artists also communicated other things that weren’t so steeped with deep meaning.  Here is the pinterest board with the images I chose.  I set up Padlet boards for each class, and one by one I would put up an image and the students would chime in with what they thought the artist was saying and how they determined that.  I was impressed with my students.  They really read the images well.  It lead to great discussions.  As things were posted, I would say some things out loud and ask questions.  I could see the students contemplating, then some would reply out loud with their thoughts.

screen-shot-2016-11-27-at-8-40-18-pm

This brought us to studio time.  My young artists were asked to fill out an artwork proposal for what they wanted to create.  My students really put a lot of thought into their work.  Some students knew what they wanted to communicate, but didn’t know how to convey that.  Others knew what they wanted to make, but didn’t know what they wanted to say about their image(s).  That’s where the meetings came in.  When a student turned in their proposal, I read over the form and wrote down questions and comments.  Then I went and talked with each student.  It really helped me to understand their thoughts, and it helped them to see what “tools” to use to help convey their message…colors, line, composition, viewpoint, symbols, etc.

screen-shot-2016-11-27-at-8-40-59-pm

One thing that I was really impressed with was how much my students prepared for their final artworks.  Some gathered photo references.  Some did sketch after sketch trying to improve their skills.  Many watched videos to learn new skills–such as drawing and shading eyes.  I had students trying out new mediums.  They were all so into what they were doing.  They put so much into their artwork.

screen-shot-2016-11-27-at-8-41-08-pm

Anyway, we concluded the unit by setting up weebly websites/blogs.  I wanted my students to have an online portfolio; something different than the BlendSpace.  I see the BlendSpace as a place for research and collecting thoughts.  The websites are for finished artworks with artist statements.  They are something where they can show off their work.  We learned about artist statements and looked at statements by my artist friend, Roger Mudre, and at my artist statement.  So, now when my students finish an artwork, they take a photo, write an artist statement, and create a new blogpost.

For the first time in a long time, I felt my students’ artworks were at the same caliber as those from the students from my peers, such as Joy Schultz, Ian Sands, and Melissa Purtee. Their students always seem to have so much depth in their art, and now my kids did too. Proud teacher moment, if I do say so myself.  I hope we keep up this momentum because I can only imagine how amazing my students will be by the end of the year.

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)

NAEA 2016: Chi-Town (part 2: the sessions)

Standard

imag5687_1.jpgWhat is the most important part of going to a National Art Ed Conference? If judging by my first post, Chi-Town (part 1: the intro), you would think it was hanging out with friends.  And you would be right.  But, just a small percentage point behind that is the sessions.  I mean, I did pay to go to some relevant professional development so I can become an even better, more awesome teacher. I don’t want to go too awesome though, I don’t think my students could handle that.  😉

imag5601.jpgSince I am somewhat old school, I wasted a whole bunch of trees and printed out a copy of the sessions.  Yes, I know that I would get a program once in Chicago, but that’s not very helpful to a planner like me.  (Don’t be too mad, I did print them double-sided.)  I sat down in my kitchen with my coffee, my stack of papers, my yellow marker, and my phone.  As I read thru the sessions, I circled the ones that were interesting to me.  Then I would fire up the conference app on my phone and add them to my agenda.  Is this a little more work, maybe, but who wants to carry a quarter ream of paper around the McCormick? Not me.

It wasn’t an easy thing to do.  In case you didn’t know, I teach all TABbish and my interest is finding better ways to run my TAB classroom so it is more meaningful for my students. However, there are a couple of problems that I come across at art ed conferences.  I teach high school, and it seems the majority of sessions (especially TAB/choice) are aimed at elementary. Also, out of the TAB/Choice sessions, many are geared towards getting people interested in TAB/Choice.  I am already interested, I don’t need to go to those.  So, while I did attend one or two of those sessions (my fav being “Lead, Follow, or Get out of the Way”, presented by Julie Toole, Nan Hathaway, and Ian Sands),imag5836_1.jpgI opted against most because I would rather give up my seat to someone who needs to learn about TAB/choice and their awesomeness.  And, I am glad I did because those sessions were packed.  I mean, standing room only, out the door packed.  This makes my heart happy, by the way.  IMAG3327_1

So, powers that be at NAEA who deal with choosing sessions for NYC, we need more sessions on TAB…at all levels and areas of interest (getting to know vs. already am in love with) of TAB.  Obviously it is a hot topic and people want to know.  I, personally, am willing to present a session or two or three about TAB at the secondary level.  I know some others too who would be as well.  Hell, we would even do some joint presenting.  Just sayin’….

Over the course of the 3 days, I attended 15 sessions.  One was not all that, and only 1 did I walked out.  I lucked out and found 13 good/great sessions.  Don’t worry, I won’t go over each session, but I will give you some highlights.

10612715_10107362239544810_1343979125320880173_nI started off the conference with a great session called “Break theimag5692_1.jpg
Wheel”, presented by Chris Wills.  His session was about brainstorming and ways to help students get over the creative block.  It really got me fired up to go.  He had us do a small version of his activity called “60“.  I really enjoyed the activity.
I enjoyed it so much that I brought it back to my classroom and used it already.  At first my kids were all, “what the…”, but after completing the activity, which we only did for 20 minutes, they were glad we did and I think they have some ideas to work from for the next artworks.
After that I was pumped and went to a couple of more sessions that day.  One was a look at the way the AP portfolio was “graded”.  While I don’t teach AP, I was able to take some things away from this.  The presenter talked about looking into the creative process and being able to imag5699_1.jpgcapture the day to day…which is something I am working on in my classroom.  There is so much more to artwork than just the final product, and wouldn’t it be great to allow our students to showcase the process instead of just the end of it?

Rounding out the day was a presentation by Jeff Pridie that made me think about what my program goals were and why my program should be there.  And a session by the Journal Fodder Junkies.  I had seen them before in NOLA and was excited to see them again.  Every year they encourage me to have my students develop visual journals.  Maybe next year will be the year I incorporate them.

Friday started off big as well.  “Art Without Authority” was standing room only.  Presenter Justin Crumpner is an art teacher from Dallas, and he feels the same way about our state VASE competition as I do…so right then I knew I liked this guy.  The more he talked, the more I realized that he believed in the TAB philosophy, but just didn’t know there were others out there like him.  In the middle of the session I texted Liz asking why he was not part of our tribe.  He talked about his realization of moving to student-centeredness when he had an AP student that wouldn’t finish her work.  But, when he saw her sketchbook that was filled with fabulousness and asked her why she wasn’t doing that in class, she replied, “I didn’t think I could do this.  I didn’t think this was “school art”.”  WOW!   Seriously, talk about a way to start reflecting on your teaching practice.  Anyway, he said some things during his presentation that were right on:  “Your (students) work is VALID”; “their voice (student) = your voice (teacher)”; and “create a climate; don’t create winners and losers”. Of course I paraphrased that last one, but still… If you missed his presentation, you can still see it.  He posted it on his blog.  As a final note, we (Liz, Hillary and I) did run into him later on in the conference, we talked over a beer, and he ended up coming to our TAB meet-up.  He has since joined our tribe on the Midwest TAB teachers page.  I look forward to meeting up with him again next year in Fort Worth/Dallas at the TAEA 2016 conference.

I know I am getting long winded and I still have more to say, so bear with me.  I attended Joy Schultz‘ presentation where she talked about choice and her students use of Blendspace.  She had the presenter’s nightmare where the technology was non-existent. But, being the rockstar she is, went on like it was no big deal.  Again, standing room only.

I attended a session on authentic assessment in a choice classroom presented by 2 elementary teachers.  While it was interesting, and it gave rise to a sudden interest in a badge system, it wasn’t anything really new to me.  I am not sure I will use a badge system, but it is something worth looking at–extrinsic versus intrinsic rewards.

Ian dragged us to a session called “New Weird Ideas”.  There were four presenters and they each talked about how they set the tone for the beginning of the year.  And of course, they said the same thing that I kept hearing over and over through out the conference…”Focus on the process and how to make the process meaningful.”  It is at this point I should mention that they presenters were giving away free e-zines and Ian drafted Andy to go get us some…you would think that a 6′-4″, lean guy would be able to leap his way up to the front and procure some, but noooooooo….smh.  No e-zines for us.

Saturday was the last day of sessions.  We got there in time to see “Lead, Follow, or Get Out of the Way” where Nan dropped this gem, “If there were no grades in art, how would that affect your work?”  Just let that sink in.  Yeah.  Exactly.

I didn’t really have any sessions lined up for the day, so luckily, I was with Ian who did. We went to a session about Shepard Fairey.  There is a lot more to him than I thought there was.  I left with the idea of “post-museum art“, which is art of the people; it’s an interesting concept.  Ian and I also went to a session on maker spaces.  I am now considering trying to get a 3-D printer, some paper circuits, and conductive ink.  For more info on maker spaces, check out the Makelab.

Our final stop of the day was one that Ian and I are very interested in.  It was titled “Stop Grading Art!”  It started off great with ideas like we should moved from being art focused (fixed mindset) to learning focused (growth mindset), and questions like what is the purpose of grading, what are my standards, and what are my learning objectives/goals? Next he talked about looking for evidence of learning.  It was here that it became frustrating and where I wanted to just start arguing with the presenter. He wasn’t talking about getting rid of grading (which is what we had hoped the session was about), and he was basically using assessment and grading as interchangeable terms, which of course they are not.  There was nothing new learned from this, and it seemed that he was pushing grading in art as we know it now, but with a different language.  His example was very simple, and didn’t really seem to assess any learning.  He said the learning objective (from either the state or national standards) was to provide multiple solutions to a problem.  And the evidence of learning was based on how many thumbnails a student created.  There was a cute rubric that went with it too.  How is that really assessing the learning?  That is just grading on how well a student jumped through a hoop.   And, that is what I am trying to get away from.  I walked out of the session frustrated, but with lots to think about; so #winning?  I got stuck on what my learning objectives really are and how to see the evidence of that learning.  So, while I walked out with a new conversation in my head, I’m not sure I needed a session to get me there…I have already been on that path.  Maybe I will figure something out and present on this topic next year in NYC.

imag5798_1.jpg

This post shows just a snippet into some of the notes I took.  If you could see my imag5715_1.jpgnotebook, your head would be swimming too.  I took a lot away from this conference–things I want to bring to my program, things to stay away from, ways to enhance the process more and to bring the kids to “buy in” sooner.  Overall, the sessions I went to and the buzz I heard about other “popular” sessions made me realize that I am on the right path in my teaching philosophy.  I look forward to hopefully presenting next year at both the TAEA [Texas] conference and the NAEA17 conference.  ::hint, hint::  I promise my sessions won’t disappoint.

Let There Be Light?

Standard

Light:    

  1. the natural agent that stimulates sight and makes things visible.  
  2. understanding of a problem or mystery; enlightenment.
  3. (of a color) pale.
  4. of little weight; easy to lift.
  5. gentle or delicate.
  6. (of entertainment) requiring little mental effort; not profound or serious.
  7. (of persona) good; vs. evil (dark)

This was our theme.  Seems like there could be a myriad of possibilities.  I thought it would be “easier” that our previous theme of “Sound“.  Unfortunately, it was much harder than I thought it would be for my students.

I don’t know if it was the theme or if it is just that time of year.  (To be honest, I have hit that proverbial wall that often shows it face in February as we are just on the cusp of beginning the last 2 marking periods of the school year.  But, I digress.)  While a few knocked it out of the park and had some deep thinking and meaning to their artwork, many just went through the motions.

Not everything that came out of this unit was bad.  It helped me to realize some things about my students, myself, and the atmosphere in the room.  My students need a break from computers.  Enter our next theme of surrealism where they will rely on their minds for ideas.  I need a break.  I know we just returned to school, but I feel like I am about to start up this huge mountain of responsibilities and I won’t get to the top until mid-April.  And, finally, my room has become too comfortable.  It’s a double-edged sword really. It’s what I wanted.  I wanted my students to want to be here.  I wanted my students to want to make art.  I wanted my room to be a living thing.  And it is all of these and it is not all these things.  I don’t know how to explain it.  I like the chaos of art making and several of my classes deliver.  But what I don’t like is just general chaos–which other classes are becoming.

So, see, this unit has brought reflection and thought for me.  This is a good thing.

Here are a few more good things that were brought about by this unit.

P1050806 P1050811 P1050814 P1050837 P1050839 P1050844 P1050874 P1050879 P1050882 P1050913 P1050914 P1050923 P1050925 P1050927 P1050974 P1050978

Picturing Sound

Standard

Sound.  Visualize it in your mind’s eye.  It’s not easy is it?  Well, that’s what my art 1 students were tasked with.  They were asked to take something that is not concrete and turn it into something that is.  And, they did just that.  They picked images that remind you of certain sounds…tires screeching, wind chimes in the wind, the quietness of peace, speakers booming, the vibration of bass, the crack of a baseball bat or thunder.

In this unit I introduced block and collograph printing.  Of course, tons of kids wanted to try block prints. I think they did well for their first try.  It was difficult to get them to understand placement of the print on the paper, but luckily I had a template they could use to help them get it right.

I am so pleased with their solutions.  There is so much thought put into these works.  Check out their artist statements telling of their intent and processes.  This is definitely a theme I will use again.

P1050503 P1050508 P1050511 P1050513 P1050518 P1050520 P1050536 P1050537 P1050539 P1050547 P1050565 P1050568 P1050574 P1050575 P1050577 P1050621 P1050625 P1050626

Ceramic Spheres

Standard

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.

P1050151 P1050152 P1050156 P1050160 P1050161 P1050165 P1050166 P1050173 P1050174 P1050177

Clay Slab Tiles

Standard

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.

P1040693 P1040873 P1040875 P1040919 P1040927 P1040928 P1050268 P1040930 P1040933 P1040941 P1040942 P1040944 P1050055 P1050199 P1050200 P1050202

Ceramic Slab Boxes

Standard

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.

P1040581 P1040587 P1040586 P1040585 P1040583 P1040582

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.

P1050129 P1050243 P1050242 P1050150 P1050149 P1050146 P1050144 P1050139 P1050137 P1050136 P1050134 P1050133 P1050132

Under Pressure

Standard

I just had to put that as a title.  However, my students were not under any pressure.  Pressure was the latest theme for my Art 2: Painting/Drawing students.  This was an interesting theme.  The students had some wonderful ideas, but a few just never hit the mark.

I added into the mix printmaking–both collograph and block.  I also addedpainting–watercolors (paints and pencils) and acrylics.  Funny thing was, almost every student chose to use block printing.  I asked them about it after the fact and some said they really liked the carving aspect, but some said they thought they had to do block prints.  I looked at them with a questioning look on my face.  We discussed, again, that they could use any medium they wanted for their work.  Hopefully they get that now.  I am unsure what I said or did for them to get that impression.

I have 6 life skill students in my class.  Most of them chose to do block prints.  I want to highlight Noah’s.  While I am sure that what he did had no ties to pressure, I love this piece.  He has been scribbling since day one and he has developed so much.  I love this piece.

P1040856

This next piece is also by a life skills student.  Deven is one of my more advanced LS kids.  He plays football and much of his work is centered on it.  His pressure piece is no exception.

P1040868

This piece had so much potential when I talked with this student.  We talked about the pressure from people looking at us and watching us.  I think the execution missed the mark.

P1040861

The rest are pieces that are super successful.  These are my favorites from the group.

P1040860 P1040866 P1040858 P1040855 P1040854 P1040852 P1040851