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?