Audioboo

My district permits the use of edublog, so I have spent the past several hours exploring on the edublog site. Unfortunately, I don't find it near as easy to use as I do Blogger.  I do want to begin blogging next semester with an after school group serving as my student guinea pigs. While exploring various class blogs which make use of edublog I happened across http://audioboo.fm/.  The site allows you to record from a smartphone, or on site and then upload that recording to post wherever you want.  It's a free sign-up and my mind boggles with fun applications...



Completed Tile Project!

Had a difficult time getting a good picture, was out of focus if I did not use flash,

too much reflection if I did.  Opted for reflection, obviously.

Final Studio Project Progress

Hard at Work, Mounting Tiles

Plan of Attack - Frame and Grout Tomorrow

Final Project - A Kindergarten Lesson Plan on Respect

Open publication - Free publishing - More respect

Chapter Twelve

Learning to Understand the Artist’s Worlds

Navigating Field and Domain

This Chapter of the Hetland text explores the steps taken by fine arts teacher as they help their students make a connection between their own art and domain, the art of professional artists. Students gain an understanding that the problems they encounter are similar to problems encountered by artists throughout history. They see how they can learn and gain inspiration from other artists. In the studio classes examined during this chapter the instructors infuse their lessons with opportunities for connecting to historical works of art. We also get a picture of the ways students make the important connection to the Art Community or field – museum curators, gallery owners, other artists and teachers. Working in communities affords students the opportunity to learn the value of collaboration and enables them to see the connection between the art they make and the outside world.

My Personal Studio Habits

I find that I am always ‘scratching’ for inspiration, examining whole works or bits and pieces of the work of others.  Although I did not realize it, I guess part of this process is an exploration of how the artists solved problems.  When I was struggling with the relief images on my clay piece I looked at my collection of Mexican angels mask and images of relief tiles….I needed to explore my options both as far as construction and expression.  The angel tile was inspired by a compilation of many images, the jawline borrowed from one and the hair fashioned, but not copied, after another.  As far as community goes, my world would be a cold and lonely place if not for the companionship of my art community friends! Who, but a like-minded individual, could understand us better than a fellow artist? Throughout the process of creating my clay piece I regularly consulted a fellow artist friend who has greater experience with the tile making process. Though it has been a long time since I have shown any work, perhaps I will put this piece in the MAEA Spring Conference member show.

The Art Making of My Students

In reading this book I continually compared what I do with my students to the instructors in the text and what they do. It has been an interesting process to see just how I measure up. In some cases, it has been challenging to draw a correlation between what is presented to older students in  a fine arts academy setting and my elementary ( non-fine arts academy!) setting.  In this case, I think I do a fairly good job with my students as far as domain.  My art textbook series is rich with images which we reference on a regular basis.  My students enjoy making those connections between historical works of art and the work that they are producing.  My third grade students put their own twist on ‘American Gothic’ earlier this year.  The results were delightful. 

When it comes to ‘Community’, I haven’t fared as well….though I can see where I can possibly begin to give my students some experience in that direction.  I am limited to a small number of art works I can display at our district art show. In the past I have always prepared the work for display. Now, I think I’ll get the students involved in the process.  The same goes for displays within my school, instead of work magically appearing in the halls or on the bulletin boards, pretty much the extent of 'public' for my students; I can see a value to having them assist, working collaboratively to decided placement and other display dimensions.

Chapter Ten

Learning to Reflect – Thinking Metacognitively

Wikipedia offers the following as a definition: Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.—J. H. Flavell (1976, p. 232).

In this chapter of the Hetland text we examine the reflective process of a strong visual arts class.  I created this Popplet, (what a fantastic tool for visual learners!!!) because I needed to see the process described.

Reflection and My Personal Studio Habits

At our Creativity Forum I shared from Roger von Oech’s book, A Kick in the Seat of the Pants, the four roles one must assume to achieve high creative performance: Explorer, Artist, Judge, and Warrior.  The Judge role is the one which evaluates the creative process.  As I shared in my review of this book, oftentimes I am critical of my own work to the point that I prevent myself from ever really starting anything! As I was creating my clay piece for class (I think I already blogged this) I found myself engaged in a running monologue for my own benefit.  Just as I needed to see Hetland’s description of the reflection process, it seems that I also needed to hear myself self-monitor.  Somehow, it just worked for me.  Beth Balliro, one of the teachers inter viewed shared that she requires her students to journal their art making process.  I believe this is something I want to put into practice, both for myself and for my students.

Reflection and the Art Making of My Students

Balliro says that to help her students develop the habit of ‘Question and Explain’; she circles from student to student asking open ended questions about their work.  I too, find this to be a helpful technique.  An added benefit of circling the room is that of making that personal connection to my students. It also provides an excellent opportunity to redirect someone who is causing problems, or who did not understand the directions.  I occasionally have my students do written reflections on their work, I do see the benefit in this, and, as I’ve mentioned, I think it’s time to implement classroom journaling.  If I can make it a regular part of art making starting when students are in kindergarten, the process should become second nature.  In trying to make more frequent use of technology, I have recently been experimenting with having students do a videotaped reflection.

As far as critique, my students share their work by coming to the front of the room.  They are allowed to call on two other students.  The students called on are encouraged to ask a question beginning with either “I notice….” or “I wonder…”. Balliro says that she has her students pick out lesson vocabulary words that they see evident in the art work, I think that’s an excellent suggestion.

Week 15

Expression – Finding Personal Visions

Chapter Eight of the Hetland text presents that in learning to express, one makes “works that exemplify properties that are not literally present, such as moods, sounds, and atmosphere… and also convey properties such as emotions, a sense of movement, or personal meaning.” (p 53) Jim Woodside, one of the teachers interviewed, challenges his students to make meaningful connections between their art and their life, their life to the world, and their place in the world. Another teacher interviewed, Beth Ballirio, shared her belief that part of being an artist is “figuring out how to get yourself heard.” (p 57) As a teacher she tries to get her students to go beyond technique, to a place where they can visualize the message they are conveying to a viewer.

My Studio Habits

As far as my own studio habits are concerned….sometimes I think I get so focused on the aspects of manipulating the media, of trying to achieve ‘perfection’ that I stifle my voice.  One of the things I have enjoyed the most about studying the studio thought process is that I have gained a deeper understanding of myself in regard to studio thought.  Oh, in the past I’ve had little glimmers here and there as to my personal preferences, but this book has made me focus deeply on the way I work and has dared me to expand my way of thought, and to hopefully become a better artist ( and teacher as a result). So, I think it’s fair for me to say that Jim and Beth have inspired me to delve a little deeper into that meaningful connection part of my art.

The Art Making of my Students

Working with grades K-6 I encounter a vast range of connectivity in relationship to art making.   I think, perhaps, that my youngest students, the kinders and first graders are probably more naturally expressive in their art than the older students.  These little ones become so deeply engrossed in the process of art making, freed from the fear of failure and unconcerned about what others think, they truly have the ability to put their all into their work. They delight in sharing their expression as well. One of my favorite kindergarteners, explaining her painting to me this week, “This is me on the slide, and this is you, when you were a little girl, and we are playing together on the playground.” To me her work is a profound expression of personal vision.

None of the Methods courses I took towards teacher certification, a hundred million years ago, really prepared me for teaching my students to express. I think I need to work on challenging my older students to consider ‘evocative’ meaning in their work.

Internet Safety

Was searching YouTube for a internet safety video for my younger students. I think my third through sixth graders can appreciate this one.

A Conversation With Digital Natives

A powerful message to us all!

Times they are a-changin'!

Today the Director of Instructional Media and Technology in my district announced the formation of a committee to explore possible changes to the electronic devices policy. My fingers were a blur on the keyboard as I volunteered to participate. The Artistic Thinking Course has armed me with the weapons needed to fight a good fight.

Feel free to send any additional tidbits of wisdom my way!

It's All Over but the Drying...

Okay, there's slightly more than that, but I'm getting close.

Press Mold Success!!!

These will be the corner tiles for my clay piece.  I love the way they have turned out! Now to mold a few more extras and pray that they dry, without warping, in time to get them fired and the piece assembled.

Week 13 Studio Thinking – Stretch and Explore

PLAY!!! Finally a topic I feel very comfortable addressing!  I can say with great confidence, I excel at play. My friends and colleagues could share many tales of the times I’ve coerced them into some delightful nonsense.  Sometimes they’ve participated only after much kicking, screaming, and gnashing of teeth, but, in the end, they almost always say, “Wow, thanks, that was fun.”  I’ve long recognized that this was a character trait that few people, outside of the creative realm share, but I’ve never before taken the opportunity to actually study why. (Let alone know the definition of “neoteny” Can you say BONUS point for the cool new word?!) 

Though my teaching certification is K-12, and though at one time I explored the possibility of moving up to high school from elementary (you can keep your middle schoolers, thank-you very much), and though you should probably never-say-never, I find it near impossible to think of my life without my little ones.  I love the way they share exactly what’s on their mind.  I love that they dive into a process never once considering the possibility of failure.  I love the way that they become so engrossed in an activity that occasionally, despite many warnings that art class is almost over, I have to actually pry a crayon or marker from a hot little kindergarten hand.  I enjoy my older elementary students as well, but by the time they reach fourth or fifth grade it is plain to see that their concerns over peer perceptions override their desire to explore the processes of creating art.

How then, can I foster play experiences in the art room?  At the start of the second semester I believe I will experiment beginning each class I teach with a quick ‘play’ experience.  Perhaps we’ll do some 30 second portrait drawings, perhaps explore, as suggested in Tim Brown’s video, the 30 Circles test, where students would have a minute to change 30 circles onto something. On other days maybe we could spend five minutes sculpting with playdough…there are a lot of possibilities.  I think a regular engagement in this type of activity would make students less concerned with failure, less concerned with what others think. Maybe we could learn to laugh at one another in a safe environment.

Hetland presents that we teach students the process of stretching and exploring beyond the familiar, versus telling them exactly what to do, that we encourage them to explore, and to take risk, and provide opportunities for them to make discoveries. I think I do a fairly good job at this process, but am sure there’s room for improvement. At the risk of sounding like a broken record, again, I must say, I NEED to SLOW DOWN.  I think I need to adjust my mind set and, Lord forbid the higher-ups stumble upon my blog, focus on providing lengthier, more meaningful art experiences for my students, instead of rushing to make it through the curriculum and the gle’s.

Several years ago the inner district delivery man pulled up to the back of my school in a brand-spanking new district owned delivery truck.  He proceeded to leave it idling at the back door while he went to make his daily delivery to the office.  The principal and I glanced out, admiring the shiny new vehicle. Overcome by a sudden desire to ‘play’ I somehow managed to convince my boss that we should take a little joyride around the block, with her at the wheel of course.  Sadly enough, the delivery man failed to see much humor in our little prank, but the laughter that the principal and I shared more than made up for it! Play, isn’t that what makes life worth living?