When The Administration Visits

Kristen's sketchbook assignment for "A Hand Holding Something"

I thought this image was appropriate for my day today.  "That awkward moment when" the assistant principle comes into your classroom just to see what's going on in the art world.  It's funny how the students' backs straighten when they notice she is there.  Some actually focused more on their work as to not be "noticed".   I see that she's there out of the corner of my eye but I'm too busy mixing more glue and talking to a student about their project.  In fact I didn't even address her at first.  So what do you do when one of the administration comes in.  Well, my thinking is unless they stand and wait to be recognized and addressed by you then you do nothing.  You carry on with your instruction.  After all, that's more likely what they are there to observe anyway.  I was hoping none of my students would shout out "Mrs. Wirt the assistant principle is here"  They were great.  As I was working with a student I heard her ask another what they were doing.  Thank goodness they were able to accurately describe their project.  I guess that means I'm doing something right.

When a student can tell another person what they are working on, how they are doing it and why they are doing it then they are internalizing what they are doing.  One of the best tests to see if your instruction is sinking in is to have a student explain to another person who knows absolutely nothing about art the concept you are teaching.  Students were working on the "Layers of Me" project.  We had finished our discussion just a little prior to our guest's arrival and students were full into their studio time.  When I did get a break I went to speak to her.  She was all complements.  I further explained how students were using their initials for a relief sculpture all about their world.  I explained how they broke down the layers into different parts of their world and used paint and image transfers to illustrate the important things in their life.

She asked me some very interesting questions. 1. How do you keep all 25 of them on pace when they are all doing something different?  2. Do you just keep on going when time is up and students have to make up work on their own time? 3. When is the deadline?  I explained that I don't set a final deadline until at least half the class is half way done with the project.  I have to observe how the students are grasping a concept and then I set a date and we push towards it.  I normally don't like for students to take their art projects home to work on in the middle because they often get lost, damaged or never returned.  Then that effects the student's grade.  I am available after school 2 days a week for open studio time.  However if a student is not progressing as they should in class then I push them to keep on task.  As the deadline comes near I will allow students to take work home.  If a student needs more time on a project when the rest of the class has finished then that student has to come after school to work on it or take it home to work on it.  I don't start new projects with the class when old ones aren't complete.  That's not to say that I don't have students working ahead if the finish early.  Students that have completed their project are allowed to begin sketchbook assignments.  Mostly I find that the first person finished with a project really isn't finish.  It's at this point where that student and I sit and talk about their work.  In these conferences students usually find that there are some aspects that could be improved upon and then they really aren't finished.  The strategy here is to ask questions about the composition and meanings of things in it.

Being Clear About Expectations of Students

Today I reviewed students' research portfolios with them before they processed their first roll of film for the year.  When the class was over I had learned more than I had expected.  By observing their interactions, processes and how they wrote I learned quite a bit about their academic,  intellectual, developmental and and social level and my own teaching.

 Today was 3 classes of photography; 2 intro and 1 Photo II / Honors combo with an independent study student working in the room as well.  So let me reflect on the positives of this learning day.

Photo II Hurray!! Their first roll of film for the year and they all came out well composed as well as exposed.  I guess they remembered how to get proper exposure, focus and how to process negatives from my instruction in last year's intro class.  No social drama! Students bonded at the processing counter as they helped each other keep time for various steps in the process, and they made good decisions on what images were best to enlarge.

We began the class by reviewing the photo portfolios they had each created form gathering images by subject from betterphoto.com.  prior to shooting their roll of film.  Students were to find a good and a bad photo from different categories and critique them.  By doing this they were encouraged to inquired about what equipment a photographer used and how they captured the shot.  They also had to make judgements about the quality of an image and what could make that image stronger.  At the end of their inquiry they were to write a final summary addressing what they learned and how it would help them with their own photography.  Well, lets just say their summaries were not very deep or reflective.  On most of the reflections I wrote comments that asked "like what?", "How?", "please explain", "What image are you referring to?" and "Why do you think that?".  I read many "I learned a lot form this assignment", but not so many that articulated what they learned.  Students could easily pick out information to answer specific seek and find questions, but when it comes to thinking about the images critically, as to be able to articulate what they could observe or learn from the images individually, or as a whole, was not a class wide strength.  I wonder why this is.

I have some theories on that.

Theory 1 - State SOLS training.  (Standards of Learning)

• The class is primarily seniors taking average courses with some in honors academic courses.  They have been brought up on taking state standards of learning tests in academic areas.  This means they were taught to seek and find facts and regurgitate what they read or were told by their teacher.  The've learned how to skim, but not so effectively that they know when to look further into something for better understanding.  They've been programmed to do things quickly as to be able to move onto something else.  The problem with this is that they don't allow themselves the time to absorb and think about the information that they have gathered.  That's one theory.  I still think it's more than that.  

Theory 2 - Laziness is another aspect of this picture.

• Some just don't want to put the time into what they are doing for what ever reason.  Students may think the assignment is just another "busy work" assignment that is delaying what they really want to do, which is to take pictures.  
• Then I wonder, did I not explain the importance of what they were doing?  Did I not explain why they were doing this activity?  This leads me to theory number three.

Theory 3 -Ineffective preparation by the teacher.

• I explained the project but not the purpose of the project.  It seems I wasn't to successful in communicating why they were looking at these cactagories of images and critiquing them.   The purpose what to investigate how other photographers had created images in different categories so that they could 1 get some ideas on things they could photograph, 2 try and figure out how the photographer shot the image so that they could learn through observation, and three articulate what they thought were characteristics of good and a bad photograph.  I expected them to be able to draw conclusions and synthesis what they researched into a clear expression of what they learned form the investigation.  MAybe I used the wrong terminology.  
• Maybe the directions should have said "From investigating these different photographs explain what you now think makes a good photograph.  What are some of the qualities in the "good" photographs that you can utilize when creating your own photographs. (Be specific)  What are some of the characteristics in the "bad" photographs that you found which you would not want to repeat in your own art?

I realized that many of my students did not get out of this assignment what I had hoped they would.  Yet, even with saying that, I also think that they may have gotten more than they are able to articulate at this time.  I had 3 out of 16 students "get it."  Their final summaries articulated what they learned and even reflected that their opinion of the assignment changed once they got into it.  One student wrote that at first they thought it was just some busy work, but then after more time looking they realized that there are some images that make you want to figure out how they did that and that it was hard to put in words why an image worked and why it didn't.

I told the students that it was interesting that some of them chose the same image to critique but one put the image with the "good" examples and one with the "bad" examples.  When I asked why I was answered with "because people have different perspectives."  Good answer.  After a bit more discussion I instructed students to look back through their portfolios and re-write their final critique.  Their grades improved after the re-write.

Next year when I do this project again I will give more specific instructions so that the students can reach the best outcome.

My next two classes moved slower for me but not my students.  The students didn't need my help much.  I guess that's a good thing.  It means I've taught them what they need to know in order to create what they want.  Now I must stand back and give them the time to create.  This can be, and was for me today, hard to do.   It was nice to have 2 classes back to back where students were focused on their work and enjoying it too.

Busy days are good days

Today was one of those days when you don’t sit down, even for lunch, and then you had students stay after school to work in the studio.  At the end of the day you sit, both wiped out and energized, and feel like you had just blinked and the day passed. 

I had one of those days today.

3D Design had a great discussion on what shapes identity.  Well, those that were interested did.  It’s week three of school and students are relaxing back into themselves and showing their true personalities.  I really hate seating charts in high school.  At 16 and 17, and third or forth year in art, I thought they’d be a little more interested in their art.  It’s interesting how it only takes 2 or 3 student to change the entire dynamic of the class.  I may have to break down and assign seats.

I’m giving it one more week to see if my subtle methods work before I get into reorganizing where students get to sit.  I see a combination of entitlement, lack of goals, disregard for others, ignorance of common courtesy and a “going through the motions” attitude from a small percentage of my students.  So I have a plan.  There was a homework assignment tonight (Wed.) due the next class (Fri.) that students had to complete.  The assignment was to take 3 of the categories we, as a class, came up with that shape a person’s identity and expand on how those categories relate to their own situations.  For example if one category was “family” then students were to break that down into how their family has shapes their identity.  While students are working on their individual art projects I will call each student up to show me their homework.  At this point I have the opportunity to speak discreetly to the students that seem to be, let’s just say, a little distracted.   This is when it’s good to have students working on their art creation after a class of discussion and homework assignment.

After 3D Design my next class was Advanced Art and Honors Advanced Art class. AA/AAH has twenty students in all, each working on their own 4 or 6 panel window identity project, and each needing a different type of assistance.  Then there are 4 students doing an independent study in the room as well.  Everyone is at different stage and needs an assortment of supplies.  So needless to say, the classroom was a hopping.  Clean up time was a rush because I often loose track of time and ten minutes didn’t cut it today.  There’s another teacher and class in the room the next period, and I had to get to my duty station.  Now that our budget was cut, and so were positions, it’s part of the teacher duty rotation to cover ISS (In School Suspension), study hall as duty.  My duty is to cover ISS.  It’s not a bad duty over all.  I can work on lessons, grade, or finally check my email for the day, while I make sure those in confinement are staying on track of nothing or make up work.

The day flies when you never sit down.  When I look back on the day I had many students find surprise and success, frustration and determination, expectation and responsibility.  I helped someone discover a new ability they didn’t know they had.  I encouraged a student to keep going with their idea.  I recognized and cheered a student for their great creation.  I managed to get a class of 25 to all participate at some point in the group discussion.  As exhausted as I was when it was all over I can at least look back and call it a good day.

Reflections on the day of teaching - rainy day

Today was one of those days when you don’t sit down, even for lunch, and then you had students stay after school to work in the studio.  At the end of the day you sit, both wiped out and energized, and feel like you had just blinked and the day passed. 

I had one of those days today.

3D Design had a great discussion on what shapes identity.  Well, those that were interested did.  It’s week three of school and students are relaxing back into themselves and showing their true personalities.  I really hate seating charts in high school.  At 16 and 17, and third or forth year in art, I thought they’d be a little more interested in their art.  It’s interesting how it only takes 2 or 3 student to change the entire dynamic of the class. 

I’m giving it one more week to see if my subtle methods work before I get into reorganizing where students get to sit.  I see a combination of entitlement, lack of goals, disregard for others, ignorance of common courtesy and a “going through the motions” attitude from a small percentage of my students.  So I have a plan.  There was a homework assignment tonight (Wed.) due the next class (Fri.) that students had to complete.  The assignment was to take 3 of the categories we, as a class, came up with that shape a person’s identity and expand on how those categories relate to their own situations.  For example if one category was “family” then students were to break that down into how their family has shapes their identity.  While students are working on their individual art projects I will call each student up to show me their homework.  At this point I have the opportunity to speak discreetly to the students that seem to be, let’s just say, a little distracted.   This is when it’s good to have students working on their art creation after a class of discussion and homework assignment.

After 3D Design my next class was Advanced Art and Honors Advanced Art class. AA/AAH has twenty students in all, each working on their own 4 or 6 panel window identity project, and each needing a different type of assistance.  Then there are 4 students doing an independent study in the room as well.  Everyone is at different stages and needs an assortment of supplies.  So needless to say, the classroom was a hopping.  Clean up time was a rush because I often loose track of time and ten minutes didn’t cut it today.  There’s another teacher and class in the room the next period, and I had to get to my duty station.  Now that our budget was cut, and so were positions, it’s part of the teacher duty rotation to cover ISS (In School Suspension), study hall and hall duty.  My duty is to cover ISS.  It’s not a bad duty over all.  I can work on lessons, grade, or finally check my email for the day, while I make sure those in confinement are staying on track of nothing or make up work.

So the day flies when you never sit down.  When I look back on the day I had many students find surprise and success, frustration and determination, expectation and responsibility.  I helped someone discover a new ability they didn’t know they had.  I encouraged a student to keep going with their idea.  I recognized and cheered a student for their great creation.  I managed to get a class of 25 to all participate at some point in the group discussion.  

Creating Rubrics

Too often in art education the grading criteria for an assignment or art project is determined by the teacher after the project is completed by the student.  Almost as an afterthought once the teacher realizes that there must be an objective criteria to justify the grade a student earns.  When we make lesson plans we set objectives.  Those objectives must be measurable.  When designing an art project for students to demonstrate what they know a grading rubric must also be designed.  Students need to know the expectations and how they will be assessed.  When a student knows how they will be evaluated then they are better able to meet the goals set out at the beginning of a unit of instruction.

I must admit that I used to be one of those assessment afterthought teachers.  I was so focused on what the final artwork would look like that I didn't always think through what elements (other than it looks good) that would need to be in the final artwork until it was all done.  Through my learning in the graduate art ed program at the University of Florida I have gotten much better at creating objective grading rubrics for student artwork.

I have approached grading rubrics, and there implementation different ways.  I have given the rubric to students at the end of an art project and had them self evaluate.  I have also given students the grading rubric at the beginning of a project then still had them use it to self assess when they complete their work.  I've found that students are more successful at meeting the expectations of the project and creating a final project they are happy with when they get the grading rubric before they start an artwork.

Creating grading rubrics at the onset of a unit also helps the teacher focus their instruction so that students will succeed in their learning.  It just all goes back to when you know the end point you are better able to map out the best path to get there.

The most recent rubric I've created is for the letter relief sculpture project my students are starting now.  The short description of the project is that students are using their first and last initial to create a relief sculpture which illustrate their personal identity.  They will utilize low and high relief, symbolic color and image transfer techniques for their surface design.  To view the grading rubric visit the student/teacher lesson resource page my website.

A great resource for the role of assessments in art education and how to make an effective rubric is  Stewart and Walker's Rethinking Curriculum in Art from Davis Publications.

Assessments in Art Education

What's the point of assessment in art education?

            As long as there have been schools there have been assessments.  The point of assessment is to measure and evaluate student leaning and instructional practice.  What to assess and how to do it is the ever changing question asked by educators.  Assessment is useful to both teachers and students.  It helps both gauge their progress, level of understanding, and what they need to investigate further.  Self reflection is an important part of assessment.  I do not see assessment as an end point.  Rather, it is more of a check point along the path of learning.

            I am assessing my students and myself on a daily basis in my classroom.  This enables me to evaluate student progress, effectiveness of my current teaching methods and to recognize if I need to take a different approach with the group or an individual student.  Formative assessment is the primary method I use in daily assessments.  Below are the types of formative assessment strategies I use.

1. Large and small group discussions are used to observe how students are grasping and applying information and concepts.  Asking questions that begin with "why", "how" or "what do you think" enables me to see if a student is internalizing a concept and putting it use as they construct their own knowledge.  In these discussions I observe student participation.  When I see that a student is not participating in the discussion I will specifically ask them a question.

2. Individual teacher/student discussion helps me determine if a particular student needs more specific instruction or guidance.  As students are working on a project I move throughout the room to get to each student to discuss how they are utilizing a concept, media or technique in their art creation.  Often this is just a quick chat, but there are situation where I will need to spend more time with an individual student.  In my classes of 20-25 students I sometimes cannot get to everyone in a single class period.  I make note of who I did get to conference with so that in the next class I can start with those I did not meet with previously.

3. Planning journals and work in progress reflections.  I utilize student planning journals as a method of assessing problem solving strategies and to assist students in evaluating their own progress.  Part of my curriculum is student journal keeping.  In this journal students practice the skills introduced for art creation, and to plan and reflect on their creations.  By reviewing these journals with students individually I am able to better guide them to their own discoveries and conclusions about the art they are making.  At the midway point of art work creation students have to write a short reflection about their progress to that point and what they think they still need to do.  They also write how they are utilizing the specific concept or technique that was presented at the onset of the unit.  At this point if a student is not where they need to be I can offer more specific direction. 

            At the end of a unit I use multiple types of summative assessments to evaluate student learning.  Quizzes and tests are used to give students an opportunity to articulate what they know and understand about the specific topic.  These tests combine various formats like short answer, essay, and multiple choices or fill in the blank.  The content of the information and the desired learning outcome drive the style of test for a given unit of instruction.  While I do give written tests, they do not weigh as much as the final evaluation of an artwork.  I have found that students are often better able to communicate what they know and understand about a concept or technique through the creation of original artwork.  What is necessary for effective art evaluation is a well designed grading rubric.  I give students the grading rubric at the onset of a project.  This allows them to self regulate and determine how they will meet the standards that have been set.  When students know what they need to do they are better able to meet the end goal.  The grading rubric is broken down into content specifics for each assignment and defines what is excellent (meets all goals and demonstrates high level of knowledge), good (meets most goals and demonstrates acquired knowledge), needs work (missing some information or technique, slight or no reference to material presented from the unit instruction), and unacceptable (does not demonstrate knowledge of the concept, is incomplete or did not meet the standards presented at the beginning of the assignment).  Student will use this rubric to assess their own artwork.  Along with the grading rubric for artwork creation is a student written evaluation of their work.  This has its own grading rubric and gives the student the opportunity to explain how they utilized the concepts or techniques presented.  If they chose not to use something this also gives them the opportunity to justify why they did not.  Sometimes that justification is essential in determining a higher level of understanding by substitution of one thing for another.

            Articulating what is an acceptable demonstration of student knowledge guides the path of instruction.  As teachers we want students to learn so we have to have a method of assessing their learning.  This assessment method has to be multidimensional for a true depiction of student learning. This is why I utilize both formative and summative assessment strategies in my classes.

Reflection on 3D Design Color Investigation

If what you say in your directions doesn’t cover variations or “what if” situations you may be in for many questions or lost students.  That is what happened to day with my lesson in 3D design class.  Today we went to the computer lab so students could investigate the symbolic meaning of their chosen color.  I thought I had explained the directions and written them on the assignment sheet clearly but apparently I did not.  Things I didn’t do/say at the onset of the assignment.

1.     Not every website will give you information for each category

2.     Not every website will have your specific color

3.     If you cannot find your specific color (like orange, lime green or teal) then you should investigate the root color. (like for orange – look at red and yellow)

4.     If you can’t find the answers on any of the listed websites, then do a web search to find the information from another site. Document that site.

Throughout the class period I found myself answering these questions for many individual students.  Had I addressed them in the beginning then maybe I would not have had so many confused students.  Sometimes you think you have it all figured out but then it’s not so clear to the students.  Another thing I should have done when these questions came up with the individual students is to ask them what they think they should do instead of telling them what they should do.  This would have given them the opportunity to figure it out for themselves.  

I learned today that I need to be more specific with my directions and guide a students to finding a solution instead of giving them the solution.  I went back and revamped the written directions so it’s better for next year. 


To view the updated Color Investigation Worksheet visit my website.  Click here to go to the Student/Teacher resource page.

Making a Difference

You never know what kind of difference you are making in a student’s life until years after they have left your class.  Over the last 13 years that I have been teaching at PHS I have found some of my biggest joys on some of the worst days at work.  Opening an email from a former student who’s writing to thank you for preparing them for life after high school, recognizing that they had ability and creativity, or showing them through your actions how do be a good influence on others is a reward bigger than any certificate that could be given by a school administrator.  I recently received one of those emails.

“Hey Mrs.Wirt!

i just wanted to say hello and to tell you that im studying Art Education at Radford so hopefully ill be as good as a teacher you are some day. My art classes are very challenging but thanks to you im more educated on the topics in class than most of my classmates.”  - Casey

This from a student who I knew was creative, and smarter than she would let anyone think she was, just made me smile all day.  I get a good chuckle when I hear that one of my former students is majoring in Art History, when they seemed to hate the “art history” part of my class, or is majoring in Art Ed when they hated school.  At some point you have “that kid” that sits in the back of the room and who doesn’t say much.  You often wonder if he’s even listening to you.  He may one day just surprise you.  I had a student like that a few years back.  He only talked when asked a question.  His art was deep and showed that he was quite a thinker and a creative soul.  It was like pulling teeth to get him into a conversation, but I kept trying.  So why was he ready to quit school his junior year?  What he wrote at the end of the first major test in my class answered that question.  I don’t even now remember what the question was but I’ll never forget his answer. 

“I honestly can’t remember the answer to this question, but I know it’s in that book on the third shelf of the book case.  And a very wise person once told me that I didn’t need to know all the answers, I just needed to know where to find them.” – J. 

He used my own words to answer the question.   He got credit for that answer.  He really was listening.  That same year his schedule changed.  He still was in my art class, but he was also now in Honors English!  He let someone see past his appearance and record to the smart young man he really was.  He graduated the next year and now is in art school studying painting and art history and on track for an MFA. 

You just never know from day to day what person’s life you will change.  So the next time you go into a classroom, whether just beginning a day, or a day you feel like crap, or even a day when nothing has gone right at all; just remember someone is watching, listening and learning.  Even if you don’t think they are.  

Reflecting on the new 3D project

     I’d like to say that I always have my unit and lesson plans ironed out before I ever introduce a topic with my students, but that just wouldn’t be true.  The courses I’ve been teaching for a few years are well planned out and solid so that I only have to make minor changes based on current student needs, popular subject matter or to seize a moment of student inspiration.  This is not the case with my 3D Design class this year.  While I have a general plan (Big Idea that governs the syllabus and pacing guide) it’s the details that are working themselves out as I go along.  In the words of my mentor Dr. Craig Rolland, “We are building this plane as it flies”.

     When I thought I had the plan for the first quarter set I realized that plan wasn’t going to work.   The student population I have this year is very diverse in skill level, motivation and maturity.  Some of the projects I wanted to do I don’t think I will be able to do at this point.  Part of that is their ability and part of that is my inability to work out the details so that they will understand and find success in their art.  So I have to back up an reassess.

     I usually like to start a unit with introducing the art history, but that isn’t going to work with this group of students.  In order to get them interested in learning the art history I have to first hook them with the art creation.  So today that is what I did.  Many students in the class had Art II last year so I was able to reference the name project they did the year before.  We discussed the purpose of that project and how they did it.  They had investigated different font styles for writing their name.  Then they added drawings of things important to them.  They used watercolor for the color aspect and black ink for the drawn images.  This led us to more discussion about letter styles.  From here I presented the project in a rough layout.  I had made the basic structure and put on one layer of primer so that the students could see what their first steps would be.  I didn’t want to show them a completed project because I didn’t want to stress some of my already insecure students.  It’s sometimes easier to show them what the messy part looks like rather than the completed project when they are first starting.  The next time we work on this I will present them with what the second step looks like.

     Again with the plain analogy, I’m building this artwork as I teach it to them.  Next year when I do this project with a new group I will have images of the steps in the process as well as the final product.  I will feel more secure myself with this project then as well.

Reflection of today’s class:

Even though I was not as comfortable as I usually am when beginning a unit, class went well.  I say that because the students were engaged in their task of designing their letter sculpture and focused on constructing it.  Thankfully I have a student aide who could get more strips of cardboard cut while I was helping students with their letter designs.  I had my own letter constructed last night and when I got to school I applied a layer of gesso on three sides.  There was an unexpected result with the gesso.  It cracked.  The gesso didn’t come off but there was definitely an interesting surface design.  Why? I asked myself.  The glue was the culprit.  Instead of using paper tape like the lesson from Dick Blick, I used thin craft paper and watered down glue.  This is what my students would be using.  Walla!  I had a teachable moment.  When showing the letter to my students I asked them what could have caused this.  They gave me blank stares.  I explained how I created the block letter and made it solid with paper and watered down glue.  Then from far in the back came the statement “The glue messed it up.”  At last, someone was thinking.  I asked, “How can we fix it?”  Again, blank stares.  I then explained that two layers of gesso would be needed to get a smooth surface for the next step of the project.  “What’s the next step?” asked a student.  I was so glad they asked and everyone was paying attention.  Color and imagery was next.  This was the opportunity to give the homework assignment.  Students are to bring in at least 10 pictures of themselves, friends, family, favorite places and activities.  We will scan and print these for use as surface design.  At this point time for talking was over as the students were getting restless.  It was time for creating.  The students spend a solid hour drawing, cutting and gluing boards to form their letters.  It was a good class.

Side Note:

With 25 highly energetic teenagers getting them to focus on their work can also be a challenge.  In my classroom I allow ipods.  I’ve found that students can block out other distractions and focus on their own work when they have their music playing.  When students are working independently they may plug in and listen to their music, as long as it’s not so loud as to be heard by others.  I worry about hearing loss.

Utilize Great Resources

If you want some great already assembled stable furniture that can be used as is or connected to other pieces to create an appealing and effective room design you go to a well-known furniture store.  If you want already to teach unit plans based on big ideas with cross curricular correlations you go to web site like SFMOMA Art Think.  This site takes some of the struggle out of creating a unit of instruction based on an enduring idea that has cross curricular aspects.  Here is one such unit based on the big idea of personal and historical roots.

Self and Society; Tracing Identity

The particular lesson that I am reviewing here is the one titled Personal Symbols, Personal Mythology.  Its essential questions are: “What role do symbols play in defining a person’s identity?” and “Can symbols have multiple meanings?”    I like that this lesson presents more than one artist (4 in fact).  This allows students to get more than one point of view of symbols and identity.  It also allows students to see how symbols can be used and presented in various media.  This lesson incorporates directed inquiry so that students can construct their own learning and take control over what they learn.  This lesson presents students with the opportunity to learn about US history, literature and current events that impact artists.  Through their investigation of the 4 artists students learn about the history, heritage and societies from within their own country.  Students can explore the artists in their own order if they all have computer access or the teacher can project the information for class review and discussion.  The lesson overview provides a succinct synopsis of the goals, activities and assessments.  The activities section is broken down into sections allowing students to do the following:

• ·         Research and discuss what symbols are and what they may mean in a variety of societies (research skills)

• ·         Develop their perceptual skills. (looking and discussing different artworks)

• ·         Expand on first impressions. (Brainstorming)

• ·         Create personal artwork.

• ·         Develop their communications skills through presenting their artwork to the class.

• ·         Further develop their reasoning, and writing skills through written self reflection.

What I like about the units presented on this website is that they present learning opportunities that can be utilized in English, History and Art classes.  The lessons can be expanded on or simplified depending on the classroom time or structure. 

Restarts and reflections

There comes a time when you just have to say "this just isn’t going to work at this point."  You put it away and go for plan “B”.  The thing is that I don’t often come up with plan “B” until I’m getting frustrated with plan “A”.  This is the point I’m at now with the relief portrait project for my 3D class.  After starting over for the 3^rd time on my own example of a relief portrait in card board I came to realize that there are more variations or methods than the one that works best to be able to begin this project with my students. 

Now I go back the the project examples I found on line at Incredibleart.org http://www.princetonol.com/groups/iad/lessons/high/Jeanie-Logo.htm

Instead of creating a Bas Riel Self Portrait, students will create a relief Indentity sculpture using their initials.  The artwork would be three layers, or more, and their relief would look something like I sketched below.

By changing the final product I will need to also change the artists I will present to the students.  I still will take their photo next class, but they will also have the opportunity to bring in several of their own pictures of friends and family as well.  Because their are 25 of them I will have their photos scanned if they are not digital while they are doing their investigation of color symbolism.

Beginning the year with media exploration

We offered some new classes this year and apparently the course descriptions were so enticing that they filled quickly and have waiting lists.  That’s great, but that also means many more students than expected or planned for with less money for supplies.  So I’ve been working to create art lessons on a shoe string that are still engaging and teach the same concepts that I had envisioned.

I’m taking a different approach this year in my teaching of studio classes.  In the past I have jumped right in to the first project and all that goes along with it.  This year I decided to take some time to let students explore different media.  This serves two purposes.  First it gets the students excited about art and creating.  Second, it gives students some background knowledge of media that will help them when they are designing works later.  I have been able to implement some of the techniques that I learned this summer at University of Florida’s studio intensive program.  On the first day, after all the introductions to the class, rules, procedures, and technical details, I jumped right in to an activity we did the very first day of summer studio.

Sculpture With Spaghetti

Class: 3D Design

Class size:  25 = 5 groups of 5 students each

Task: Build a structure that has the marshmallow on top and that can stand unassisted for 1.5 minutes.  The tallest structure still standing after 1.5 minutes wins a prize.

Materials for each group – 1 brown paper lunch bag with 25 dry spaghetti noodles, 1 marshmallow, and 1 3ft long piece of string inside it, +  1 3ft long piece of tape.

Time for construction: 20 minutes

Instructions:   Using only the materials given, create the tallest structure with the marshmallow on top that stands unsupported for 1.5 minutes.

This was a fun activity for all.  The students became very competitive and really worked hard to make the tallest structure.  I really enjoyed watching them and listening to their banter as they tried to figure out how spaghetti could hold up a marshmallow.  Four of the five teams created very tall structures, but none of them stood for longer than 30 seconds.  The team that finished first had the shortest structure.  It was short, but it was strong and stood longer than 5 minutes.  If fact it probably would still be standing if I hadn’t made them “clean up” at the end of class.  Their prize? The rest of the bag of marshmallows. 

When all was said and done we regrouped and discussed the activity.  I asked simply, what did you learn from this activity?  Of course there were a few sarcastic, yet humorous, statements but one student hit the nail on the head.  He said, “If the base isn’t strong it won’t stand” Exactly!  If you don’t have a strong base it doesn’t matter how tall you make the structure.  It will fall down.  “What else did you learn?” I asked the group.  Here are some of their responses.  “The thin noodles are much stronger when you join them together.”  “When we talked about how to build it we figured out that we didn’t have enough noodles to go too high and still stand.”  “Balance is the key.”  “Breaking pieces can help make something stronger.”  “This was more than just creating a structure wasn’t it?”  I agreed with that statement.  I told the students that in this class we are stronger when we work together.  Sometimes things need to get broken so that we can learn and grow stronger.  We need a strong foundation and balance in our work in order to create great art that is both stable, and visually powerful.  I went on to tell the class that this course was all about visual problem solving and creative exploration.  The students left class buzzing with excitement.  I did too.

The Winning Sculpture - May not be so tall, but it was strong.

 The winning sculpture:  It wasn’t as tall as the others, but it was strong enough to stand the longest.



Day 2 of 3D Design was even more fun than day 1. Students again worked in groups to build a sculpture out of flat pieces of card and mat board. The objective: Create the tallest sculpture that will stand on its own for more than 1.5 minutes without using any adhesive.

Most Creative Group Sculpture

Working together to create height

Best Angles Different Views

3D Design Students Working on Their Sculptures

Winning Group - Tallest Sculpture that stood longer than 1.5 minutes

Most Creative Group - Using all the supplies they created a house and yard.