WOW! There is so much that I have learned in this course. I am so thankful for every experience that I have had in this class. Everything that I have done has been so beneficial and I feel so much better prepared for student teaching and getting my first job. Although going to the alternative high school was very different from most experiences we are going to have teaching, I feel that it really gave me a better sense of what goes on in a teenagers mind and really opened my eyes to the many backgrounds that my future student's are coming from. I really formed some strong bonds with the students and it was a really amazing experience to watch them succeed.
I also really enjoyed and learned alot from visiting the two other secondary schools in Iowa City and the Maharishi school. It was really beneficail to see the many alternative settings that students can learn art in and the different approaches that teachers can take to teaching art. I saw many different discipline strategies, and approaches to lessons that I would like to incopperate into my future teahing. The Maharishi school was unlike anything that I have ever expereinced and it really expanded my horizon in terms of the ways people live. The students are so different from most average high school students and I will take many of their outlooks on teaching into my won classroom.
I also learned a lot from the texts selected for this class. There were many artists that I had not heard of in In the Making that I would really like to incoperate into future secondary lesson plans. Fires in the Bathroom and Adolescents at School were both really eye opening in terms of what to expect from your students and how approach some of the more personal problems they might be having. I REALLY like From Ordinary to Extraordinary because of all the lesson plan ideas. I already altered one of them from my unit in this class and I truley plan on using it. I think that book will be a great resource in the future. This class also provided with a lot of practice in wirtting thorough lesson plans and I have gotten really used to the format that is suggested for seconday students. The two movies we watched were REALLY interesting too. Although it was slightly intimidating, I thought the first year teachers movie really gave me a better idea of what to expect next year and in student teaching.
Thank you so much for all the opprotunities that have been presented to me in this class. I appreciate all of them. In the future I would really like to consider working in a alternative secondary placement and prehaps look into art theopy because of my expereince. I would also like to continue to look into relfective lessons that incopperate found or recycled materials that have a community aspect to them. I would also like tocontinue blogging with other art educators to get new lesson plans and bounce ideas off of each other.
Sunday, December 6, 2009
Reflecting on your teaching Experience
At the alternative high school we have been working at this semester, I worked with a small group of boys on a mural. I let the boys choose the topic, scale, and medium they wanted to work with and then guided them in technique and execution of the work. The end result was a huge 9x5 foot canvas of a cartoon dinosaur, named Reptar, standing on the moon. The mural was really well done and accompanied by glow-in-the-dark stars and metallic sharpie.
Although I had a plan for making the mural and each day I gave the boys a goal for what was to be accomplished, it was not a very formal lesson. So I think this was what I would change. In the future I think I would incorporate more background information, and other mural resources to them. Maybe give them different books/slides of mural artists each week or talk about the different way murals could be Incorporated into the community. Although really good work was done and the final product turned out beautifully I feel like they developed their skill level as an artist but not in their knowledge of the history/world of art making.
In terms of the way I got the student's motivated, I think I would change that too. Although the students were invested because they had choose their own topic and felt very much that this was their mural I think in the future I would have them do more reflective writing about their work. That way I know what it going on in their head and what more I can do to motivate them to do their best. I am not sure that I pushed them enough in my daily goals and I this is one way that I could have done that. This way the students would have a deeper emotional connection to the piece too and perhaps had come up with more ideas about ways to change the mural.
Although I had a plan for making the mural and each day I gave the boys a goal for what was to be accomplished, it was not a very formal lesson. So I think this was what I would change. In the future I think I would incorporate more background information, and other mural resources to them. Maybe give them different books/slides of mural artists each week or talk about the different way murals could be Incorporated into the community. Although really good work was done and the final product turned out beautifully I feel like they developed their skill level as an artist but not in their knowledge of the history/world of art making.
In terms of the way I got the student's motivated, I think I would change that too. Although the students were invested because they had choose their own topic and felt very much that this was their mural I think in the future I would have them do more reflective writing about their work. That way I know what it going on in their head and what more I can do to motivate them to do their best. I am not sure that I pushed them enough in my daily goals and I this is one way that I could have done that. This way the students would have a deeper emotional connection to the piece too and perhaps had come up with more ideas about ways to change the mural.
Ex. 8 for In the Making
The photograph that is featured on page 188 in In the Making is the photo I have chosen to critique because I feel that it has the most emotion. Looking at it makes me think that Cooper was overwhelmed by the vastness of the water to which the explorers came across and he was in awe of the power that a body of water can have. The lack of horizon line and intense gradation of tone lead me to this conclusion. The way he has composed these elements makes it seem like the water goes on forever and although it is calm it does not seem approachable or welcoming. The fact that the photo is very clear in the front and foggy towards the back give it a large depth of field and sense of uncertainty.
Monday, November 16, 2009
Classroom Management
I think that the two major issues in classroom management in the art room that I have encountered are disorganization and noise level. In every art room (except for my practicum last semester) organization on the teachers part has in my opinion prevented the students from producing the best work they are capable of. In most rooms there is no real organizational system for materials so students are wasting time searching and making accommodations for missing things. Along with this tables are usually dirty and other materials are not properly taken care of and can not be used to their best potential. This results in classroom management issues because students are roaming around and possibly arguing over materials. I think that things can get out of hand when you do not have a regulated system, however, art teachers seem to have the most problems in this department. This also wastes time when it comes to arrivals and clean-ups. This is especially challenging because it has been proven by Weinstein that smooth transitions is one of the three key factors in classroom management.
The other issue with classroom management in art rooms that I have seen is the noise level. Because of the independent working nature of art I think that it lends itself more to loud volumes than other subjects. This is added to by noisy materials like drills, sanding, etc but also by the music that the teachers usually agree to play. I think that playing music can be a really good thing and can also be used as a management strategybut it is often times abused. Then when the noise level gets to loud it is hard for the teacher to be hear and direct attention.
The other issue with classroom management in art rooms that I have seen is the noise level. Because of the independent working nature of art I think that it lends itself more to loud volumes than other subjects. This is added to by noisy materials like drills, sanding, etc but also by the music that the teachers usually agree to play. I think that playing music can be a really good thing and can also be used as a management strategybut it is often times abused. Then when the noise level gets to loud it is hard for the teacher to be hear and direct attention.
Tuesday, November 3, 2009
Motivation
I think that the most unmotivated I have ever been to finish an assignment was in fourth grade (haha! I know) when we had to read a couple chapters (I don't remember how many pages) in the book The Sign of the Beaver. I HATED that book and I remember kneeling on the couch, facing backwards to look out the window it backed up to with the book in my hand. I remember being so made at my mom for making me read it and thinking I was being tortured. I don't think I have ever been so frustrated with school and teachers in my life. I still remember it and that was 12 years ago! I honestly don't think I finished it and if I didn't absorb a single word. The things that did keep me working was my parents pressure and the fear of failing and that was not very motivating. I didn't want to do the assignment because I taught the book was so boring. It was about a boy who lived in the wilderness and taught a Native American to read and he taught him about nature. I remember thinking that it was such a "boy book" and I could not relate. I have always been a really slow reader so getting myself to do it was already challenging and when I didn't like the subject either it was all over. I do not remember getting any punishment for not finishing the assignment so I either faked it or have erased the memory of getting in trouble from my mind.
I think the most important way to motivate your students to do work is to make sure that the work load is not overbearing, and that what they are doing is in some way relevant to them. No student likes to do busy work!!! There is one student in my field experience that has the worst work ethic I have EVER seen in a student. However, I did get him to be productive for a few weeks when he began working on a mural that he had come up with. I think that because he had the authority and got to do what was interesting to him he actually felt some desire to work. However, once the project was finished he went back to not working on anything. This student has taught me the importance of student autonomy.
I think the most important way to motivate your students to do work is to make sure that the work load is not overbearing, and that what they are doing is in some way relevant to them. No student likes to do busy work!!! There is one student in my field experience that has the worst work ethic I have EVER seen in a student. However, I did get him to be productive for a few weeks when he began working on a mural that he had come up with. I think that because he had the authority and got to do what was interesting to him he actually felt some desire to work. However, once the project was finished he went back to not working on anything. This student has taught me the importance of student autonomy.
Monday, November 2, 2009
Indentity within the Field Experience
Our field experience with this class is at an alternative high school, and having this be so different from my public suburban high school experience I had no idea what to expect before we started. I am happy to report though it has been a very pleasant surprise that has taught me so much about adolescent identity, behavior, and artistic ability. I think however that the identity development part is the most interesting because the kids at this school's identities have developed differently then most high schoolers because they have been put into situations that have made them adapt a identity quickly and many have been put into situations that have made up large parts of their identity for them.
There are so many students at my field experience who are experiencing the qualities that are described in chapter 11 of Adolescents at School. I especially see a lot of students experiencing what Nick Greenberg experienced when Sadowski says "now I'm one thing, now I'm something else, but I'm all of me simultaneously." The students at the school are very diverse in race so that makes up on layer of their personality, they have an academic layer, a rebellious layer, and many others that they turn on and off and in the end make up there whole. There is one student in my class there that particularly stands out. For the blogs purpose I will call him Mike and is 15 years old. His parents are divorced and he lives with his Dad who is comfortable enough to send Mike to college but also attended this alternative high school when he was a kid. Mike got into some legal trouble for violence when he was younger and this is why he attends this high school now. Mike does better academically then most students but also has a rebellious side that is encouraged by the other students at the school. Mike has a lot of potential but is being told that no one from this high school goes straight to a university so he feels that even though he knows what he wants to do (be an art teacher!!!!) he has to go to community college first. Mike also happens to be a VERY talented artist.
This last part is particularly important because that is what I have seen flourish since I have been working at this school. In the past trimester his work has really caught other students attention because he is working on a murals that are being displayed in the school. Parents, teachers, and students alike have told him what talent he has and how he should pursuit it. Being known as this mural artist gives another layer to his identity that was not there before and makes him even more complex. He can still identify with all the other layers but this adds another dimension of his identity and because of the praise hopefully makes every aspect of his identity more confident and self assured.
I personally can relate to the artistic side of Mike because I was much more talented in art than other academic subject areas which made me different than most of my friends. However, I can not relate to him in reguards to his rebellious side. He is such a nice person it is even harder for me to believe that it exsits but the evidence is there. It is hard for me to keep him focused and working during the period because I can not understand this rebellious side that is keeping him from working. I also can not relate to his school related problems that keep his mind distracted. However, I know that he has amazing potential that should not be clouded by this other side of him and I need to learn to understand so I can channel this into his goals.
There are so many students at my field experience who are experiencing the qualities that are described in chapter 11 of Adolescents at School. I especially see a lot of students experiencing what Nick Greenberg experienced when Sadowski says "now I'm one thing, now I'm something else, but I'm all of me simultaneously." The students at the school are very diverse in race so that makes up on layer of their personality, they have an academic layer, a rebellious layer, and many others that they turn on and off and in the end make up there whole. There is one student in my class there that particularly stands out. For the blogs purpose I will call him Mike and is 15 years old. His parents are divorced and he lives with his Dad who is comfortable enough to send Mike to college but also attended this alternative high school when he was a kid. Mike got into some legal trouble for violence when he was younger and this is why he attends this high school now. Mike does better academically then most students but also has a rebellious side that is encouraged by the other students at the school. Mike has a lot of potential but is being told that no one from this high school goes straight to a university so he feels that even though he knows what he wants to do (be an art teacher!!!!) he has to go to community college first. Mike also happens to be a VERY talented artist.
This last part is particularly important because that is what I have seen flourish since I have been working at this school. In the past trimester his work has really caught other students attention because he is working on a murals that are being displayed in the school. Parents, teachers, and students alike have told him what talent he has and how he should pursuit it. Being known as this mural artist gives another layer to his identity that was not there before and makes him even more complex. He can still identify with all the other layers but this adds another dimension of his identity and because of the praise hopefully makes every aspect of his identity more confident and self assured.
I personally can relate to the artistic side of Mike because I was much more talented in art than other academic subject areas which made me different than most of my friends. However, I can not relate to him in reguards to his rebellious side. He is such a nice person it is even harder for me to believe that it exsits but the evidence is there. It is hard for me to keep him focused and working during the period because I can not understand this rebellious side that is keeping him from working. I also can not relate to his school related problems that keep his mind distracted. However, I know that he has amazing potential that should not be clouded by this other side of him and I need to learn to understand so I can channel this into his goals.
Wednesday, October 28, 2009
ITM Ex.7- pg.10 3c
The following is my chart from the excerize. I decided to put the categories in order of what is the most important to least important in terms of building my identity.
1. familty-- sister: Ellen is my best friend and one of the strongest people I know. She inspires me to be myself and ignore the pressures in life that might try to change that. She makes me laugh and I love her so much.
1. familty-- sister: Ellen is my best friend and one of the strongest people I know. She inspires me to be myself and ignore the pressures in life that might try to change that. She makes me laugh and I love her so much.
2. gender-- female: I am proud of being a woman and I try to embrace my feminine qualities. All my role models (except my dad) have been female and that is what makes this important.
3. sexual orientation-- straight: I strongly believe love is love and I am open to all orientations but mine defines my identity because my boy friend plays a huge role in my life and like my sister he inspires me to be who I am. This keeps me going and makes me who I am
4. preferred leisure activity--art!: My artistic self makes me confident, creative, challenged, and happy and I am lucky enough for it to be my career too!
5. state of health--healthy: In the last few years I have realized how lucky I am to be so healthy and know that this does not limit what I love to do.
6. Education--UI and LT: Through out all my schooling I have been given an amazing about of information that challenges me and brings out my organizational, and dedicated side. It has taught me to be disciplined and driven.
7. Economic status--Middle class: Being middle class has allowed to purse my goals and allowed me to go to Iowa to study art education. It has taught me that I have to work for what I want however we were never hurting financially while I was learning this lesson.
8. Neighborhood-- Suburban: I loved growing up in the suburbs of Chicago. I grew up naive but I had a great childhood with no fear of my surroundings. It had great school systems and I made great friendships there.
9. Nationhood--American: Being American has given me freedom, pride, and opportunity. Many people may disagree but I am proud to be an American and include this in the make up of my identity.
10. Race-white: I am still learning how this has effected my identity but I am aware that being white has given me a certain privilege.
11. religious affliation--UCC congrationalist: This has given me the moral foundings that shape my identity.
12. political belief--moderate/liberal: I have to admit I am not as involved in politics as I should be but I am VERY liberal on social issues and this shapes my relationships with people.
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