Prethinking / Summative Project

 Practices I am developing to be a progressive post modern 21st Century teacher:
My goals are to make the current curriculum more meaningful and to rewrite the current curriculum. The past four years have radically changed both the way that I see myself as a teacher and the content I teach. I see myself as a change agent for my district, not so much by choice, but as matter of necessity. During this course I came to the realization that if I could not effect this change in my district, that I no longer desired to teach here, or maybe to teach at all. It was a profound conclusion! Life is too short, and the time spent with my students, far too precious to be consumed with formalism and lessons taught without meaning, without relevance. This was further confirmed when I heard Olivia Gude's acceptance speech for the National Art Education Manuel Barkan award. Gude asserted that the assessment of formalist practice is "unethical" and went on to say that if we can not move away from it, that art should not be taught in public schools. Amen!

I'm not sure about the final format, but I hope to address changes I have made in my own practice - focusing on areas of: student led inquiry, meaningful connections, teacher reflection, and teacher-student relationship. I'll also address my plan / progress for change.



 

Revisiting the Lineage Tree

 

 

I've been having a great time playing with the app, Helium Booth. Truth be told, I was introduced to the app at the NAEA Convention, by a dear friend who will remain nameless at this point.(Helium booth pusher woman - you KNOW who you are!) Over time I have grown quite addicted to the sound of my own chipmunk voice, as well as the chipmunk voices of others. I've got plans to use it in an end of school year activity with my students. I predict they'll love it.

 

Reading through my blog posts was like chatting with an old friend. I didn’t have any true epiphany like moments when it came to re-approaching my tree, but some things did stand out to me. For one, I don’t think I ever considered the thinking behind the way I behave when I encounter things I perceive myself as not being good at. I am very uncomfortable, nervous almost to the point of feeling ill whenever I attempt most sports, or wheel thrown pottery. A combination of negative experiences with previous teachers of these things and my own ridiculously high self-imposed standards has led me to believe that I might as well never attempt them. I have convinced myself that they are things I can never master. Those tacks at the bottom of my tree have more influence than I had ever realized.

 

 

In describing her tree Liv said, " I believe with all of my heart that everyone I meet is a teacher." I've mulled that thought for the duration of this class, and have come to the conclusion that I agree. I am continually influenced by everyone I encounter and every experience I have. Sometimes it’s the conscious realization of influence that smacks me dead-center to the face and other times it’s more of a niggling little notion circling around in the back of my head. Amy shared the quote above and I realized that I feel this way about not only artworks, but pretty much everything that catches my attention, from things like helium booth to plastic shopping bags trapped by the wind onto a tree branch. I'm influenced by my own inner child, the part of me that wonders and questions and doesn't care what others think. That part of me was nurtured and allowed to develop by the influence of others, but I'm the one who ultimately makes the choice to respond.

As I shared in the video, the addition of a spoon to the hand of my figure represents my fantasy dinner party. If I were to name specific names the list could be overwhelmingly long. I would include Daniel Pink, the late Viktor Lowenfeld,  Mihaly Csikszentmihalyi, Christopher Uhl, Parker Palmer, Olivia Gude, and Karen Lee Carroll. Sir Ken Robinson's name would be at the head of my list. (Csikszentmihalyi towards the end, because I'm not sure about my ability to engage in polite chit chat with such a brilliant thinker.)

I’m not sure if they would be links in the knit of the yarn stripes or the lights. I would add the names of all of my MU instructors, Sharon Hyatt-Wade, and almost all of my classmates from the Master’s program, and my precious (and not so precious) students.



Since I seem to be on a roll here, I think I'll invite Brian Eno to the fantasy dinner party list and make it a costume affair, as I've already got a great accoutre suggestion...

Week 12 Reflections

Ginia,
I had a multi-paragraphed comment composed and lost it when I tried to click over and see where your school is located. Looks like I would learn that I can't do that!

So many times I shun so-called arts integrated units, because they have such a contrived feel to them. The focus is often heavily towards one content area with an artsy crafty component is added in - *viola* integration. I love the authenticity of this unit! There are rich, juicy, AND relevant connections that cross over into so many different content areas. Well done, well done!

I have SO enjoyed your contributions to this course. I think I've put in a plug for them before, but just in case, please think about Nick Kremer's Visual Literacy course and Mary Franco's Visual Thinking Strategies courses. I think you would really enjoy them and your classmates would benefit from the wisdom and knowledge that you would bring to the table. :-)

Reflection
A couple of years ago I conducted  research which explored the blurring of boundaries between visual and verbal. My ongoing curriculum reform battle has consumed my energies as of late, but  responding to Ginia fanned the embers of that passion.  To succeed in the conceptual age, it will be essential for people to make connections between disciplines, to possess the ability to relate disparate concepts; and to create from them something new. (Pink, 2005) Experts in the field of knowledge propose the creation of a new culture of learning where students are viewed as humans - and understanding is personalized and meaningful (Thomas, and Seely Brown, 2011; Robinson, 2006).
Sometimes the efforts to initiate change seem so overwhelming that I feel like it's my own personal battle, when actually, I'm a crusader in something far bigger than myself.

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Erika,
As I read through your post, it is so easy for me to picture myself from both the perspective of teacher as well as student.

I cringe to think how videos from my first year of teaching would look. There's so much that you have to learn through experience. No amount of teacher training can ever prepare you for the reality of your own class and your own students. You, however, seem to be a natural! You possess a natural calmness that some people never manage to attain.

Do you have a SmartBoard in your room? You might create a video or voice thread of yourself demonstrating the various watercolor techniques and share it via the SmartBoard. I have a voice thread I created which covers the use of cake tempera paint. I show it almost every time I paint with kindergarten and first grade students, mainly because I got tired of saying the same things over and over again. Somehow, just the fact that I am using digital media to convey content seems to impact their attentiveness, no matter how many times they've seen it before. Also, if you posted the videos to your teacher website, students could reference them at any time. Granted, I don't have high school age students, but maybe it could help.

 

Reflection

I have a clear recollection of screaming at a class of third grade students my first year of teaching. I had envisioned doing Eric Carle inspired collages using student created paint spattered papers. The entire process was a failure. Paint was spattered everywhere. Students would not stop to clean up. I had another class (with a most impatient teacher) waiting outside in the hall for a good ten minutes. After I finally got them in line I screamed, "You will NEVER paint in my room again! NEVER!" My face was flushed, and my heart pounded in my chest. Thank God, there's no video documentation of that day, although perhaps the indelible memory is worse than the reality was. The practice of taping and reflecting on ones in action is incredibly insightful. I think I will challenge myself to make it a regular part of personal goal setting for the future.

Week 12, Video #2

          

Prethinking Reflections

This is a different class than I filmed the first time. The previous class is at various stages of completing different work. The class I will film this time is in the middle of a unit, but are transitioning from planning and brainstorming to the introduction of the project. This is my smallest and most well behaved class out of four classes of first graders. It is my first class of the day. The unit is called ‘What I Am’. So far they have watched part of a Prezi featuring the Will.i.am Sesame Street video of the same name, and have made four small drawings / notes recalling: a family celebration, a favorite possession, a favorite memory, and something they are good at. I want them to think about the ways that individuals are unique, how all of our experiences influence who we are and how we behave. So far they have been excited and engaged, they may not grasp the concept as deeply as older students might, but they can readily relate to the topics for the small drawings. I have observed drawings that depict being good at sports, math, reading, and art. Celebrations include homecomings - not a surprise, these are my little military babies, sports again, holidays, and birthdays. Favorite possessions run the gamut from stuffed animals to video games. Favorite memories include visits to grandparents, trips to Disneyland, and activities experienced with parents or siblings. My goals are to make the current curriculum more meaningful and to rewrite the current curriculum. I’ve also, perhaps more informally, elected to work on being more flexible.

It wouldn’t take too much to make the current curriculum meaningful:

 

 

I’m pretty sure that I have covered at least four or five of these skills with this unit, though none of these outcomes has been the focus of a lesson.

Pre Video Watching Reflection

I think the lesson went well. Almost every single student seemed engaged in the discussion. They request the Will.i.am song every time they come. Of course, I always play the video and we all dance. There are a couple of students who stay in their seats and observe the rest of the class, smiles on their faces. I find myself wondering if they are just shy. Several of them really know how to bust a move and the rest just kind of flail around displaying a style not unlike my own special white girl sense of rhythm. No matter, it gets the wiggles out and the song has a great message. It’s a great way for all of us to kick off our day. There are a couple of students with behavior issues in this class. One of them was very well behaved, and the other struggled. I’m not sure the struggling student actually gets the concept. The energy level was higher than usual, but it was a positive energy. We spent a lot longer on discussion during the prezi than I had anticipated, but their responses were so deep. After the first prezi we watched a second one which introduced the project, creating a piece of wearable art that will reflect the things that make them unique / special. OMG! They were SO excited.

 

Post Video Viewing Reflection

This time I did not tell students that I was recording the video. I subtlety switched photobooth on to record and walked away. This seemed fairly effective until one child noticed my computer display and pointed it out to her tablemates. The three of them were off-task for a couple of minutes, but two quickly returned to their work. The pictured student was highly entertained though and spent a considerable amount of time yukking it up for the camera, of course, same as last time, this always took place when my back was turned. Now I understand why this particular student accomplished very little in the way of progress.

Aside from this little bit of horseplay, the lesson seemed to go the way that I thought it did. The thing that surprised me the most was the inherent understanding that these little ones possess. As I mentioned, we spent a lot longer on the discussion than I had anticipated, but they were deeply considering the question “Are people always the best me that they can be?” My favorite responses included: “No, because maybe they had a dream and someone broke their dream and now they break other people’s dreams.” “No, because maybe their Mom told them they were going to the store and then the weather got bad and they had to stay at home and it made them mad.” There was a lot of student led discussion on change, relationships, and power. (How do I post an “I can________” statement on my board broad enough to encompass such BIG thinking!) During the independent work time one girl shared that she would like to create a dress and on the skirt she planned to use actual photographs of memories with her family. In true Kathy Unrath fashion, I could not conceal my excitement! I felt like she was truly thinking the way that an artist thinks!

 

Both of my videos reflected lessons designed with meaning in mind. Like Amy suggested, I think using the same class for my videos would have made this experience more cut and dried. Video #2 revealed a kinder, gentler Mrs. Lamme. Was this due to this being my first class of the day? Different behavior expectations for different age students? My own excitement over the lesson? Most likely I think it was a combination of all of the above. Observations from the last video concluded that I was under a lot of stress. I had a lot going on outside of work and I felt that stress was evident in my affect. In the second video I am much more calm and patient. Both my voice and body convey more excitement.

During each lessons I noticed students kept checking, “Is this right?” Even by first grade students are conditioned enough that they want a correct formula. They need reassurance that they are doing things the right way. I notice myself being careful to use language that promotes inquiry and self discovery, but I think there’s room for improvement.

 

Week 11 - Reflection on Reflection

Beth,
I had a vivid mental image of the feather frenzy in your room. Feathers rank right up there in a category close to glitter for me. I use them, but days later find that students are still distracted by the tiny little barbs that seem to float through the room for days on end.

I seem to recall that your district was requiring some serious integration of images and core curriculum content. Was this image one of them, just out of curiosity?

I have been trying to read 'Why Are School Buses Always Yellow? Teaching for Inquiry, Pre-K-5' by John Barell. (Unfortunately, this reading takes place in my free time, which is non-existent, sigh...maybe this summer...) It's all about the process of "...help(ing) students pose significant questions about the content they are studying." (p4) I'm not sure that it addresses all of your questions, but I suspect you might enjoy Barel's take on inquiry.

Reflection
I loved reading the questions and responses of Beth's kindergarten students and I appreciate the questions that she has generated about the process of questioning. One of her questions ,"Do questioning strategies follow stage development?" is right in line with something I seem to be asking myself all of the time - how does this relate to stage development? I find myself wanting to know more about stage development. I find myself wondering if we do a disservice to students by limiting what we are willing to put out there, thinking that they won't get it, that they aren't theoretically ready for it. (Case in point, my VTS lesson this week.) Has technology affected Erikson's stages of psychosocial development?

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Response to Karen's reflection Week 9

ARGH! I just crafted a long and thoughtful response to your response and accidentally deleted it while attempting to publish it. Experience has taught me that my second response will be briefer and far less witty. (After two attempts, don't worry, I wised up and copied after deleting the first response - Karen, I can't respond on your blog. It just deletes, maybe a setting issue?)

 

Let me start out by saying that I've always prided myself on being "out there." I'm naturally attracted to others who are also "out there". Peregrine Honig claims that she can immediately identify a person who is a twin. I think I'm gifted in identifying my own kind...for whatever that's worth. LOL

 

Yesterday I ate lunch by myself in a restaurant, kind of unusual for me, and I found myself thinking the exact same thoughts that you describe. I'm in the middle of a unit on identity with my first grade students. I want them to begin thinking about the experiences that contribute to the fact that humans are unique and special. I sat in Panera, listening to snippets of ambient conversation, wondering what more I can do to foster the understanding that "every individual is an ocean of experience," since it's something I have to force my much older, and hopefully much wiser-self, to do. Is it just a seed that I plant in the mind of a seven year old, or could I do more? These are the kinds of questions that keep me awake at night.

 

 

My Reflection or Adding to the questions...

Okay, so technically, this is a reflection on a reflection on a reflection...strange to put in writing, but completely normal in the course of dialog. I find it interesting that I am back at square one with my response to both Karen and Beth. How does stage development come into play? Ask anyone who has ever experienced a baby crying in response to hearing another baby cry and I think it's plain to see that humans are inborn with a degree of empathy. How do we get so wrapped up in ourselves that we turn a deaf ear to the cries of others? When does that happen? Is it the same in every culture? How has it changed over time?


And some people think art class is about making pretty stuff to hang on the walls...





Week 11

Pink and green frames indicate pre-thinking for this lesson,

 blue and orange frames represent my post- lesson reflections.

  4/9 Looking at my lesson plans; third grade is the highest-grade level ready to begin a new unit. Due to me being out of the classroom so much last month, both fourth and fifth grades are in the middle of completing units, and I promised them no further interruptions. I will go ahead and VTS the Jenny Holzer image I posted for last week, but I am a bit apprehensive, I’m not sure that third grade students can comprehend the complexity…we’ll see. This will lead into a unit on the power of advertising.

4/10 Third grade wasn’t quite ready to begin the new unit, but I went ahead and VTSed the image before they started work on their work in progress. Like I said yesterday, I was apprehensive about the image. I wasn’t sure that the students would be able to develop much in the way of a narrative. Was I ever in for a surprise, I was both astonished and amazed at the depth they were able to perceive. For those unfamiliar with Visual Thinking Strategies, here’s a brief introduction: The teacher shares a carefully selected image and invites students to look closely. After explaining the protocol for the discussion: there exists no one right answer, respectful listening, and respectful disagreement; the teacher poses the question, “What’s happening in this work of art?” Responses are paraphrased back to link comments and scaffold the development of language. The facilitator remains neutral at all times, and asks students to support their observations with the second question,"What do you see that made you say that?" The discussion progresses with the third question,"What more can we find?"

I conduct VTS on a regular basis with this particular class, and today’s discussion was one of the best. As soon as I displayed the image and over half the class of 26 student’s hands shot onto the air. Students felt like the city was either New York or Chicago, some picked out details that reminded them of certain businesses. Many students noted the contrast between the dark “restfulness” on the left of the image in comparison to the fast paced, “dangerous” action on the right. There were several narratives that developed in regard to the sign. It could be that the city grew too fast, that the people wanted the city, but didn’t realize how quickly it would grow, or how dangerous it would be. Or, perhaps the left side represented the past, a calm and peaceful place, while the right was today. Over and over they equated the right side with danger in the form of car wrecks, fires, and hot lava. A couple of students even said that sometimes people want something, but don’t realize that the thing they want has the potential to hurt them. YES! YES! YES! Outside I was calm and cool, but inside I was turning cartwheels. Engagement was high throughout the discussion and many hands were still in the air at the conclusion of the discussion.

What did I learn? I think this was the perfect opportunity for me to realize that I shouldn’t under-estimate my students or what they have learned in my class this year. Initially I felt like they might just inventory this image, but, being the VTS pros that they are, they readily went down the path I had selected. (I also noticed for the first time that one of my most impulsive ADD boys, who I treasure for his quick wit and sophisticated humor, is far more brilliant than I ever suspected. He was a superstar during the discussion and made observations that blew me away. I suspect that he frequently gets in trouble in the regular classroom. I love that he was able to SHINE in the art room.)

Why did they engage with this image? They understand the procedure for VTS. They understand that art conveys meaning; it is “about” something. This image is perhaps a little more worldly than I would normally select for third grade.

What would I do differently? Not a blooming thing! Why? I’m an obsessive perfectionist, I hated that I was starting something new before fully completing the last project. My kids didn’t mind in the least. I think it was a good brain break, for all of us! I don’t think you can be a teacher without being flexible, this experience taught me that it’s good to be even more so.

Week 10, Reflection on Reflections

Michelle and Amy,
I read your post twice yesterday, each time reflecting on how much I want this change for my district as well. As you and I have recently discussed (WHOO! HOO! San Diego!) I envision myself as the initiator of this change, so my questions were very much in line with your own. I wasn't sure I could respond with any help, but I was drawn back in to review your questions again....kinda like that sore spot in your mouth where you keep sticking your tongue to see if it still hurts. Amy's response brings a fresh perspective. You both seem to have an innate ability to empathize with others. I, on the other hand, get frustrated that others can't readily SEE that this change is good. I get fed-up that they just want to do whatever is the easiest. I find myself wanting to cram it down their throats though I know that's no way to make friends and influence people. LOL!You've both given me ample food for thought and the ability to see things in a different light. Thanks!

My Reflection
I did it, I did it, I really, really did it! I sent an email to the superintendent yesterday, thanking him for the opportunity to present at the NAEA convention. I shared how I  got goose bumps while attending  the National core visual arts standards pre-conference workshop and requested to meet with him and discuss the direction that our visual arts needs to be headed. This really is an exciting time to be an art teacher, now, if only I can entice everyone else to accept that in a way that is not too "abrupt and harsh." My only problem with the knights of the round table approach is that I am so out-numbered by the old school warriors that I get out-voted time and time again. This time I'll have the cloak of the new standards as my protection!

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To Erika

I'm flattered that you were inspired by my unit and I love that you are inviting students to question their own beliefs. That's some pretty powerful stuff when you're dealing with teenagers. Actually, some pretty powerful stuff for all of us to consider. Would love to know how your students respond to this.

My Reflection

I remember a mock election my seventh grade social studies teacher conducted and how I voted straight ticket for the party that my parents did. When I asked my Mom why they were that particular party affiliation, she replied that as far back as she knew, all of her family had voted that way. As a thirteen year old, that seemed a reasonable explanation. Family is family, after all. As I got older I realized that I didn't necessarily agree with the platform of that party. My high school art teacher taught us how to decoupage and to do string art. I wish I'd had someone like Erika, encouraging me to experience and know my voice.

Week 10 Loving the Questions

Contemporary pedagogy does little to foster, much less nurture, natural human curiosity. Social conditioning, to some degree, tends to discourage an innate desire for knowledge. However, it is through the process of asking the right questions that learning becomes personal and therefore meaningful.

Six Explorations designed to cultivate “question-based learning.” (p 62)
Questions to Create Community:
Collaborative questioning which leads to the development of group identity.

Observation as the Foundation for Questions - Spending sustained time engaged in mindful observation of one’s environment, noting any and all questions that might arise and then analyzing and critiquing the questions. This process hones the ability to ask quality questions.

The Power of Why / AKA - the Annoying Child practice (p 66) - The simple practice of continually asking why leads to introspection and is a valuable means to uncover the thinking behind one’s thinking.

Using Questions to Promote Critical Thinking - Explores Plus - Minus - Interesting Points questioning. This form of questioning invites participants to suspend all judgment in thoughtful consideration of all aspects of a question.

Lectio Divina: Using Questions in the Context of Contemplation - The process of deeply and openly contemplating the innermost working and feelings of the mind with the idea that everything has a lesson to teach.

Going Public With Questions: Strategic Questioning - Involves the process of inviting participants to answer deliberate and open questions and carefully and openly listening to the response. This type of questioning promotes listening skills in the questioner, and leads the respondent to a deeper understanding of themselves.

The author concludes with the notion that all students are inherently filled with a vast wealth of significant questions. When educators truly value and invite those questions, students are free to become the facilitators of their own learning.

My Reflection
This chapter is deep beyond measure. I feel as though I could read it over and over, uncovering new and momentous meaning each time. During the course of summary, I could not help but notice that each of the six explorations requires attentiveness, contemplation, openness, and a true desire to explore the thinking behind the thinking. On paper, or in this case, in the blogosphere, those sound simple enough, but in actuality, doesn’t social conditioning propagate numbness, blindness, and a fear to even acknowledge that thinking behind thinking exists? It’s scary what thoughts might be lurking around inside little heads and oh-so-much easier to turn to a canned curriculum than to invite true thinking and true exploration.

“Questions are catalyst for learning; they provoke movement; they yield change.”(p75) I’ve said it before, and I’ll say it again, proponents of 21^st Century Learning call for change, but school policies and standardized testing doesn’t readily facilitate the process. Makes me wonder what questions I need to be asking and to whom I should be listening…or, is the answer already there and I’m too afraid to see it?

Pre thinking on lesson with “Why questioning”

Rough Lesson Plan
How do images influence our views of the world? Students will consider the ways that images have the power to influence thought. The first activity will be a VTS discussion of the Jenny Holzer piece, Protect Me From What I Want. I have selected the pre-thinking for this image selection / lesson for my self-interview why questioning. The unit would further explore a variety of images such as advertising, public service announcements, propaganda, and pop culture. It could include art making designed to influence thought / evoke specific emotion.

Question the teacher
Amy,
  I have no real burning questions to ask you, but over the course of time I have come to recognize you as an expert questioner. How did this book influence your questioning expertise? What other influences would you credit with developing your inquisitive genius?

Reflecting on Reflections Week 9

Beth,

Your historical social restrictions comments made me laugh. I clearly recall the list of restrictions that my advanced methods teacher gave us right before student teaching, 100 million years ago. He stood before the class and delivered this sage advice:     

      Join a church immediately.           

      Never step foot into an establishment that sells liquor, be seen purchasing alcohol, or with a drink in your hand.           

      Never, ever, should an unmarried female, allow the vehicle belonging to a male, remain parked at your home for any extended amount of time, and most especially overnight!

Fast-forward to the future, and it seems that many of these restrictions are still in place, though perhaps not as overtly as before. I don’t worry that I jeopardize my job, but I still cringe whenever I run into parents, students, or school board members at Wal-Mart, and I have a cart full of booze!  I wonder how my own perceptions perpetuate social restrictions. 
Reflection

The more I read of this book, the greater my interest in social conditioning, perceptions, and social structure overall. Sometimes I become so overwhelmed by the day-to-day demands on my life / time that I forget to step back and take a look at the big picture. 

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Ginia,

Let me begin by saying that middle school students frighten me! Consequently, I have great admiration for those of you who are brave enough to jump in there and wrangle those little souls amidst their transition from child to young adult! I always enjoy hearing the stories that come from another teacher’s classroom. It really lets you step into that persons shoes, just for a moment. Who knows the profound effect your truth speaking to the child (and her parents) may have on her life in the long run.

 The past few days I’ve had several students profess that they are bad at art, bad at drawing or whatever skill or technique they are working on. I’ve been questioning why they feel that way and assure them that I too struggle with the same skills and techniques. Thanks to you and Beth, I think I’ll work on my self-talk skills!

Reflection

This week more and more of my students have complained that they aren't good at whatever they are working on. I found myself wondering if it was due to the fact that I have been away from the classroom for awhile attending both the state and national conferences. Some students have had subs for as many as four class periods in a row. One of my sweetest little girls told me that the sub kept telling her that she "Wasn't doing the assignment the right way!" and made her begin over and over again. (Grrrr!!! Kinda makes you just want to show movies when you have to be gone!) Then, I also realized that state-wide testing is rapidly approaching and students are taking the practice test and doing other test taking prep in the classroom. I think this generates a lot of anxiety for kids. I want the skills learned in my class to be like a suit of armor, or a layer of Scotchgard...insulation from the negativity!