Mar. 9
MT was out today. It was without notice, but they were able to bring in a sub, so I was able to be with the classes.
I was so busy I didn't take notes.
I was concerned that after the issues last class there would be trouble, but none arose, I think in part because it had just happened. There always seems to be a lull after the storm (or maybe just the eye of the hurricane?).
Two well-behaved, talented students have decided that the last forty minutes of class are break time. I don't want to get into a bargaining routine with them, but I agree that yes, they need and even deserve a break, but it will be for ten minutes. They don't really start to work again, but I do return frequently to them and remind them to work, give them praise for the work they did, ask questions about their drawings etc. I think part of it is a lack of motivation in the project. Also, these two students know they are talented and feel they are above the rules for the rest, and in reality they are ahead of the rest of the class, so it doesn't really matter right now if they aren't working all class, as long as they don't make a habit of it. I am able to joke with them, so it will not be a serious problem I think.
Sunday, March 11, 2007
Day Thirty-six
Mar. 8
I did not record notes from this day.
Students were completing make-up testing. Without considering this we used the circular saw in the classroom to trim some wood for an oil student's project. An administrator came to see what was going on, she said she thought it sounded like a workman with a drill. We were sorry, didn't realize that the sound would carry all the way up into the main hall.
I was the one using the saw. It was funny that several of the students were concerned for my safety. They asked if I had ever used that kind of saw before. I used to use one exactly like it all the time in painting and am very comfortable and familiar with using it. One student even suggested I use the hand saw, although that could have taken me all class period.
Students were still out from my class, but not as many. One student that I had considered unmotivated, I now consider a somewhat perfectionist. He worked out a rather elaborate test sheet with the paint and monochromatic color scheme before he would begin painting. This would also explain why he was reluctant to freehand things, he wanted to trace and use the artograph to perfect his imagery. He has been very precise and has very clean lines. I think some confidence building may help. He responds well to instruction and demonstration of technique, so I think skill building is in order as well.
I did not record notes from this day.
Students were completing make-up testing. Without considering this we used the circular saw in the classroom to trim some wood for an oil student's project. An administrator came to see what was going on, she said she thought it sounded like a workman with a drill. We were sorry, didn't realize that the sound would carry all the way up into the main hall.
I was the one using the saw. It was funny that several of the students were concerned for my safety. They asked if I had ever used that kind of saw before. I used to use one exactly like it all the time in painting and am very comfortable and familiar with using it. One student even suggested I use the hand saw, although that could have taken me all class period.
Students were still out from my class, but not as many. One student that I had considered unmotivated, I now consider a somewhat perfectionist. He worked out a rather elaborate test sheet with the paint and monochromatic color scheme before he would begin painting. This would also explain why he was reluctant to freehand things, he wanted to trace and use the artograph to perfect his imagery. He has been very precise and has very clean lines. I think some confidence building may help. He responds well to instruction and demonstration of technique, so I think skill building is in order as well.
Day Thirty-five
Mar. 7
Students from other classes have become a problem.
There is a student from another class who tries to regularly come into this class. Sometimes the student works, but rarely. MT sent the student out today. MT had mentioned it would eventually come to that.
Another student who belongs to another art class was sent there to work, told the class enrolled in is the class to work in.
There was a issue this morning with a student who has increasingly caused problems. The student is defiant and has a problem with authority. Cursing is one issue that has been slightly ignored when ignoring it is the most appropriate course of action, but today it couldn't be ignored. MT became the most angry I've yet seen. The student realized that the actions were inappropriate, but did not show remorse of any sort. MT asked if the student thought the actions were okay and if it was fair to the other students to have to listen to cursing in class. MT said later that the student has issues with past situations, but at some point a person has to decide to overcome the past and not let it dictate them.
MT put a sign on the door stating that no one from another class can stay.
Students from other classes have become a problem.
There is a student from another class who tries to regularly come into this class. Sometimes the student works, but rarely. MT sent the student out today. MT had mentioned it would eventually come to that.
Another student who belongs to another art class was sent there to work, told the class enrolled in is the class to work in.
There was a issue this morning with a student who has increasingly caused problems. The student is defiant and has a problem with authority. Cursing is one issue that has been slightly ignored when ignoring it is the most appropriate course of action, but today it couldn't be ignored. MT became the most angry I've yet seen. The student realized that the actions were inappropriate, but did not show remorse of any sort. MT asked if the student thought the actions were okay and if it was fair to the other students to have to listen to cursing in class. MT said later that the student has issues with past situations, but at some point a person has to decide to overcome the past and not let it dictate them.
MT put a sign on the door stating that no one from another class can stay.
Day Thirty-four
Mar. 6
I did not record any notes for this day.
Testing is going on this week. It is primarily ninth grade.
Several students were absent in oils, although they were not out for tests. This class is a good way to learn about interacting with students, because they are advanced enough to carry on discussion about art in an advanced way, but they are still unable to make some of the higher-thought connections without a little prodding. For the most part, they are vocal about their thoughts and can relate the intent of their artwork.
I sometimes assume they know more than they do. One student commented that he thought is was funny that I mentioned artist's names like I thought the class knew who they are. He was joking that I was over their heads, which was a good clue-in that it was time to use the computer and the art history books and do some introducing. They at least seem to appreciate that I talk to them as if they are real artists.
Most of the instruction I do with this class is aesthetic choices. I have discussed composition with several of them, specifically, unifying their artwork. I think many students of this age 16-18 who are talented are often unwilling to change a portion of a work that they have labored over, even if a change would be in the best interest of the composition. Also, there still seems to be an internal focus of many of the works with little concern for communicating the idea, that they articulate in detail when asked, to an outside viewer. They are on that brink of realizing so much about art, and even though are told the same thing multiple times (i.e. consider the outside viewer) they don't always make a breakthrough right away.
B2 was hit hard by the testing. There were only a handful of student here. I felt like I might be hovering a little much with so few students to monitor, so I made sure as long as they were working, which they did, and weren't having trouble, which most weren't, that I talked about something other than the art or that I left them alone.
I did not record any notes for this day.
Testing is going on this week. It is primarily ninth grade.
Several students were absent in oils, although they were not out for tests. This class is a good way to learn about interacting with students, because they are advanced enough to carry on discussion about art in an advanced way, but they are still unable to make some of the higher-thought connections without a little prodding. For the most part, they are vocal about their thoughts and can relate the intent of their artwork.
I sometimes assume they know more than they do. One student commented that he thought is was funny that I mentioned artist's names like I thought the class knew who they are. He was joking that I was over their heads, which was a good clue-in that it was time to use the computer and the art history books and do some introducing. They at least seem to appreciate that I talk to them as if they are real artists.
Most of the instruction I do with this class is aesthetic choices. I have discussed composition with several of them, specifically, unifying their artwork. I think many students of this age 16-18 who are talented are often unwilling to change a portion of a work that they have labored over, even if a change would be in the best interest of the composition. Also, there still seems to be an internal focus of many of the works with little concern for communicating the idea, that they articulate in detail when asked, to an outside viewer. They are on that brink of realizing so much about art, and even though are told the same thing multiple times (i.e. consider the outside viewer) they don't always make a breakthrough right away.
B2 was hit hard by the testing. There were only a handful of student here. I felt like I might be hovering a little much with so few students to monitor, so I made sure as long as they were working, which they did, and weren't having trouble, which most weren't, that I talked about something other than the art or that I left them alone.
Day Thirty-three
Mar. 5
There is a student who refuses to work during the class, but instead uses the excuse of unfinished work to get out of another art teacher's room, or she will work on it in the other room. The problem mainly arises from her having finished her work in the other class, in my opinion. I don't want to get into a power struggle with her, and she does get work done, so I this is a battle I will sit out.
A student who was very receptive to instruction, explained a well-thought out idea, completed his well-executed drawing today.
An example of a relationship with a student improving after collaboration with my fellow student teacher is in this class. I was able to provide the mentor teacher with information from my MT and she in turn gave me the tip that her MT gave for dealing with said student. (elaborate for official journal)
Due to the more restrictive nature of the second project, some of the best students are lacking motivation. I have explained it in a way that I hope would at least catch their interest, that this is an opportunity to have work displayed in a public area. In response to their dislike of the subject matter- commercial places and airports, I have explained that it makes them think in another way, that restrictions cause the artist to engage in creative problem solving.
The golden days of interim-fear have left A2. I was unable to make progress with the student that is the farthest behind. Part of the problem is a basic lack of skill due to a counseling error placing several students in drawing one without having had intro to art. Also, classroom management was more difficult today. I cannot find a common denominator for unruly behavior, perhaps it is simply because it is a Monday.
There is a student who refuses to work during the class, but instead uses the excuse of unfinished work to get out of another art teacher's room, or she will work on it in the other room. The problem mainly arises from her having finished her work in the other class, in my opinion. I don't want to get into a power struggle with her, and she does get work done, so I this is a battle I will sit out.
A student who was very receptive to instruction, explained a well-thought out idea, completed his well-executed drawing today.
An example of a relationship with a student improving after collaboration with my fellow student teacher is in this class. I was able to provide the mentor teacher with information from my MT and she in turn gave me the tip that her MT gave for dealing with said student. (elaborate for official journal)
Due to the more restrictive nature of the second project, some of the best students are lacking motivation. I have explained it in a way that I hope would at least catch their interest, that this is an opportunity to have work displayed in a public area. In response to their dislike of the subject matter- commercial places and airports, I have explained that it makes them think in another way, that restrictions cause the artist to engage in creative problem solving.
The golden days of interim-fear have left A2. I was unable to make progress with the student that is the farthest behind. Part of the problem is a basic lack of skill due to a counseling error placing several students in drawing one without having had intro to art. Also, classroom management was more difficult today. I cannot find a common denominator for unruly behavior, perhaps it is simply because it is a Monday.
Day Thirty-two
Mar. 2
Before the first class, and then on into the first block, there was an Art Club Meeting. The members pay dues and elect officers.
This meeting was called to discuss an upcoming student show in the city. The show is a pretty big deal and the meeting was a chance to discuss artwork categories, day-of procedure, on-site competition, vote on t-shirt, and preparations for the show. The group is pretty large.
Despite the interruption/distraction of the meeting, oils worked more than not. The introduction to Dada may have back-fired as an excuse to not care, I may need to do some refocusing with this student. However, the student seems to comprehend the Dadaists ideas, just dislikes the class assignment.
A deadline was given: The students must have one option finished, or two in well in progress by the end of next week.
Before the first class, and then on into the first block, there was an Art Club Meeting. The members pay dues and elect officers.
This meeting was called to discuss an upcoming student show in the city. The show is a pretty big deal and the meeting was a chance to discuss artwork categories, day-of procedure, on-site competition, vote on t-shirt, and preparations for the show. The group is pretty large.
Despite the interruption/distraction of the meeting, oils worked more than not. The introduction to Dada may have back-fired as an excuse to not care, I may need to do some refocusing with this student. However, the student seems to comprehend the Dadaists ideas, just dislikes the class assignment.
A deadline was given: The students must have one option finished, or two in well in progress by the end of next week.
Day Thirty-one
Mar. 1
It was stressed to the classes today that they would need to work steadily to get finished on time. It was mentioned they may even have to take it home to complete.
I think working can be as contagious as non-working. I think the interim grades are still affected some.
The main techniques that I have found successful in all the classes have been:
-point out the successful parts; I have found that students sometimes do something absolutely wonderful and didn't realize it, or didn't realize exactly why a section works well; if they are made aware of the fact that it works well and why they are more likely to continue or use that technique again
-encouragement has been big; I've used "This part works because (insert technique or because they've been working on it) you should keep it up!"; they are used to praise and upbeat comments from MT and I think it is important that I continue this in my own style (I'm not always as exuberant, personality-wise)
-monitoring work; they know I walk around often, sometime they don't really start until I start making my way closer to them; encouragement on work done so far usually follows with this type of student
-demonstration; I used a demonstration in small groups to teach the media, but often an individual student will have a technique issue specific to their artwork (i.e. a texture of hair, feathers, clouds, or wood grain) so I will use a small scrap of paper for individual demos
In the A2 Drawing one there is a table that I often startle the students sitting there. I think this arises from their lack of focus on their work and deep attention on each other and conversations. Also, the fact that they are slightly noisy limits their awareness of my approach. We have turned it into a joke, which I feel is a good way to interact and build rapport with this table. I've announced my approach in a joking manner from a distance, while smiling of course. I've joked about needing a trumpet fanfare to announce my presence and at other times a student noticing my approach will sing the 'Jaws' ba, ba-dumm, ba-dum theme which was pretty funny. I think they are responding well to my approach, especially since I generally am coming to get a few students back on task.
It was stressed to the classes today that they would need to work steadily to get finished on time. It was mentioned they may even have to take it home to complete.
I think working can be as contagious as non-working. I think the interim grades are still affected some.
The main techniques that I have found successful in all the classes have been:
-point out the successful parts; I have found that students sometimes do something absolutely wonderful and didn't realize it, or didn't realize exactly why a section works well; if they are made aware of the fact that it works well and why they are more likely to continue or use that technique again
-encouragement has been big; I've used "This part works because (insert technique or because they've been working on it) you should keep it up!"; they are used to praise and upbeat comments from MT and I think it is important that I continue this in my own style (I'm not always as exuberant, personality-wise)
-monitoring work; they know I walk around often, sometime they don't really start until I start making my way closer to them; encouragement on work done so far usually follows with this type of student
-demonstration; I used a demonstration in small groups to teach the media, but often an individual student will have a technique issue specific to their artwork (i.e. a texture of hair, feathers, clouds, or wood grain) so I will use a small scrap of paper for individual demos
In the A2 Drawing one there is a table that I often startle the students sitting there. I think this arises from their lack of focus on their work and deep attention on each other and conversations. Also, the fact that they are slightly noisy limits their awareness of my approach. We have turned it into a joke, which I feel is a good way to interact and build rapport with this table. I've announced my approach in a joking manner from a distance, while smiling of course. I've joked about needing a trumpet fanfare to announce my presence and at other times a student noticing my approach will sing the 'Jaws' ba, ba-dumm, ba-dum theme which was pretty funny. I think they are responding well to my approach, especially since I generally am coming to get a few students back on task.
Day Thirty
Feb. 28
I asked MT this question today: "When should I push them to achieve a little more, and when (i.e. in the case of burn-out) do I let them be, even if they could work to make it better?"
The reply: Give them encouragement with the suggestions: "It looks great as it is,..." and mention something measurable, like their grade "but it would help your grade if you...". Sometimes surprises happen, a student you didn't think would work more will. Know what the student is like and if they're suffering from burnout don't press the issue if they don't want to take your suggestion.
Oils:
I showed one student the Dada movement section of the art history book because he said he wanted to deny meaning in his work. I know it was probably a stretch, but I hoped that he would at least get excited about the movement if not the project. He's a smart student, and read the article and looked at some of the artwork that I had found online.
I tried to help another student with stretching a canvas, and I think in this particular situation I did more harm than help. I had never worked with pre-gessoed canvas, and so my usual technique of wetting the canvas before stretching seemed only to cause wrinkles. The canvas was too small as well.
Some of the students were talking to me about another teacher they don't particularly care for because this teacher doesn't relate well to them. I chided them, because they weren't being fair to the teacher, but it did flatter me that they commented on my ease and comfort within the classroom versus the other teacher. I didn't let that show, however, because that would be unprofessional and I don't know (and shouldn't know) all the details.
There was a student who finished the drawing and then the next project, which is a drawing for a banner contest at the airport, so he was allowed to go to another art class and work on a project there.
Two students finished the first drawing, but were reluctant to work on the next one.
Several students were absent, so I monitored a few of the slow/unmotivated students heavier today.
I am more frustrated with the students, one in particular, who exhibit skill, but lack work ethic. The student is not particularly motivated by a grade, unlike the students at the same table who are highly skilled as well. I think this student is a good candidate for the "will you do it for me" technique outlined in "Love and Logic". I feel like I have a pretty good rapport with the student, so I have been easing toward this type of request.
There are some really amazing drawings from this drawing one class. One student in particular is working very slowly, but it is because she's doing some amazing detail work and layering of washes. It is students like this that are benefiting from a long period of time spent on the one drawing.
(add more for official journal)
I have taken on a full teaching role in this class. However, I have deferred to MT on occasion when a question regarding the boundaries of the assignment arose. For example, a hard-working student requested the use of two colors where the assignment set the limit at one. The student explained how the second color would be handled, and I did not feel that it went against the spirit of the project. However, I didn't want to be unfair to the other students who were allowed only one, so I requested MT's input. She allowed the second color.
I researched visual journals/altered books during AP Art History.
I asked MT this question today: "When should I push them to achieve a little more, and when (i.e. in the case of burn-out) do I let them be, even if they could work to make it better?"
The reply: Give them encouragement with the suggestions: "It looks great as it is,..." and mention something measurable, like their grade "but it would help your grade if you...". Sometimes surprises happen, a student you didn't think would work more will. Know what the student is like and if they're suffering from burnout don't press the issue if they don't want to take your suggestion.
Oils:
I showed one student the Dada movement section of the art history book because he said he wanted to deny meaning in his work. I know it was probably a stretch, but I hoped that he would at least get excited about the movement if not the project. He's a smart student, and read the article and looked at some of the artwork that I had found online.
I tried to help another student with stretching a canvas, and I think in this particular situation I did more harm than help. I had never worked with pre-gessoed canvas, and so my usual technique of wetting the canvas before stretching seemed only to cause wrinkles. The canvas was too small as well.
Some of the students were talking to me about another teacher they don't particularly care for because this teacher doesn't relate well to them. I chided them, because they weren't being fair to the teacher, but it did flatter me that they commented on my ease and comfort within the classroom versus the other teacher. I didn't let that show, however, because that would be unprofessional and I don't know (and shouldn't know) all the details.
There was a student who finished the drawing and then the next project, which is a drawing for a banner contest at the airport, so he was allowed to go to another art class and work on a project there.
Two students finished the first drawing, but were reluctant to work on the next one.
Several students were absent, so I monitored a few of the slow/unmotivated students heavier today.
I am more frustrated with the students, one in particular, who exhibit skill, but lack work ethic. The student is not particularly motivated by a grade, unlike the students at the same table who are highly skilled as well. I think this student is a good candidate for the "will you do it for me" technique outlined in "Love and Logic". I feel like I have a pretty good rapport with the student, so I have been easing toward this type of request.
There are some really amazing drawings from this drawing one class. One student in particular is working very slowly, but it is because she's doing some amazing detail work and layering of washes. It is students like this that are benefiting from a long period of time spent on the one drawing.
(add more for official journal)
I have taken on a full teaching role in this class. However, I have deferred to MT on occasion when a question regarding the boundaries of the assignment arose. For example, a hard-working student requested the use of two colors where the assignment set the limit at one. The student explained how the second color would be handled, and I did not feel that it went against the spirit of the project. However, I didn't want to be unfair to the other students who were allowed only one, so I requested MT's input. She allowed the second color.
I researched visual journals/altered books during AP Art History.
Day Twenty-nine
Feb. 27
The first drawing one class was good and quiet, working steadily. There are two, sometimes three girls who don't always work, but as long as they are quiet they are usually left alone for a class or two, until it would become a problem.
I'm starting to wonder when the surrealist drawings will be finished. There doesn't seem to be a deadline in MT's mind. I'm wondering when and how my unit will fit.
Question answered. This class, which is a little behind, was told that it would be due next Thursday. Also, if they were not on the final paper and using the paint, they are behind and need to get caught up today.
They received their interim grade and signed to say they've seen it. I think this improved work habits, as they all put nose to grindstone.
The first drawing one class was good and quiet, working steadily. There are two, sometimes three girls who don't always work, but as long as they are quiet they are usually left alone for a class or two, until it would become a problem.
I'm starting to wonder when the surrealist drawings will be finished. There doesn't seem to be a deadline in MT's mind. I'm wondering when and how my unit will fit.
Question answered. This class, which is a little behind, was told that it would be due next Thursday. Also, if they were not on the final paper and using the paint, they are behind and need to get caught up today.
They received their interim grade and signed to say they've seen it. I think this improved work habits, as they all put nose to grindstone.
Day Twenty-eight
Feb. 26
It's interim grades week.
Oils- talk on not working. Mt gave the reason for having three options for assignments. It's so that if they get stuck they can work on the next! All will be due at the same time.
Draw I- really quiet and working. I gave individual goals (i.e. finish draft and transfer today) because they are at so many different levels of completion.
I had a big surprise from a student who didn't seem to draw well or work consistently. He is interested in baseball, and this is obvious in his drawing (he included a pitcher on a mound) and by the large equipment bag he carries. He needed something in the immediate foreground. I discussed this with him, and he decided that a large catchers mitt would suffice. I asked if he could bring one in to class (there has been some trouble with students wanting to trace and so I'll jump on any chance at observational drawing) and lo and behold he pulled one out of his bag! Later in the class I came back to check on him and was amazed! He is one of the students I am focusing on for using motivational techniques, and I think for him it was finding something he's interested in. I had totally underestimated his skill level as well, because his observational drawing of the mitt displays a great deal of detail and skill. He was quite precise, and included all the ties and overlapping mesh found in a mitt. He had even consistently worked without my constant checking up on him.
MT mentioned that even the highly motivated students can suffer burn-out (maybe even more rapidly here) because they often have a number of art classes back-to-back, usually two, but sometimes more. So, then the kids who aren't necessarily highly motivated can easily suffer from burn-out.
I graded tests in AP Art History during the lecture.
It's interim grades week.
Oils- talk on not working. Mt gave the reason for having three options for assignments. It's so that if they get stuck they can work on the next! All will be due at the same time.
Draw I- really quiet and working. I gave individual goals (i.e. finish draft and transfer today) because they are at so many different levels of completion.
I had a big surprise from a student who didn't seem to draw well or work consistently. He is interested in baseball, and this is obvious in his drawing (he included a pitcher on a mound) and by the large equipment bag he carries. He needed something in the immediate foreground. I discussed this with him, and he decided that a large catchers mitt would suffice. I asked if he could bring one in to class (there has been some trouble with students wanting to trace and so I'll jump on any chance at observational drawing) and lo and behold he pulled one out of his bag! Later in the class I came back to check on him and was amazed! He is one of the students I am focusing on for using motivational techniques, and I think for him it was finding something he's interested in. I had totally underestimated his skill level as well, because his observational drawing of the mitt displays a great deal of detail and skill. He was quite precise, and included all the ties and overlapping mesh found in a mitt. He had even consistently worked without my constant checking up on him.
MT mentioned that even the highly motivated students can suffer burn-out (maybe even more rapidly here) because they often have a number of art classes back-to-back, usually two, but sometimes more. So, then the kids who aren't necessarily highly motivated can easily suffer from burn-out.
I graded tests in AP Art History during the lecture.
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