Epiphany Skyline, Ann Mary, 7th grade This past January I decided to return to college at UW-Stout to complete my art education licensure. I enrolled in two classes my spring semester, while teaching art at my current position in a private school, and being the lunch coordinator which many, endearingly, referred to me as THE lunch lady. By mid February I realized that I couldn't juggle my lunch lady gig and do my best in all things academic, teaching and learning, so I cut the apron strings.
In March, the pandemic, an event of biblical proportions took over the world. With lockdowns and closures, shifting to online or remote learning was something that everyone needed to learn very quickly. One of my classes was a drawing studio. I will have to say that in that course especially, the online move was not beneficial. Being part of change and challenge, as a student as well as teacher, was dynamic. I had to rethink my own delivery as well as continue my work as a student. I saw my fellow classmates struggles, I struggled. I felt that my output as a student was not at the level in person lacked the in class experience with one on one instructor guidance and instruction. As a student I push myself harder in person. I knew that what I was experiencing was something to apply to my own students. I have learned so much this year. In the summer I took an art history course that I had taken in my first undergraduate degree, I have a minor in art history. Even though the content did not change, I did. Twenty years later I looked at the ancient civilizations and their approach to design, function, and expression with a whole new lens. I was also able to glean ideas with this research and closer look at things I knew, but really didn't contemplate. Retaking this course forced me to really meditate on the foundations of human nature and the creation of human hands. This fall I entered an intense work load not yet experienced in this form in my life; juggling a family of six, 15 credits, and teaching K-8 art in a private school. As I close this semester, I reflect on how this was an academic marathon, and how I pulled it off with flying colors yet, it is not sustainable. I am so grateful that despite major adversity, online learning, my father needing emergency care, I was able to keep the focus on my goals. My students have also done a great job from transitioning to art on a cart, and most recently back into the art classroom. Flexibility and willingness to go with what may come has been vital skills in this year 2020. As I close this semester, I reflect on how much I have grown and refined myself. I have been humbled, praised, and enlightened. In the future it's not about where I end up. It's about how I continue to deliver the lesson; what did the student learn, how will they apply that to lifelong learning? Selfishly, do they understand my passion for the visual arts, and because of that, do they have a similar passion? I understand that art is not for everyone but like any subject in school, there are takeaways for everyone, they just look different. Embrace the uniqueness, find the similarities, and reflect.
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![]() This past spring when everything was locked down and the school I worked at closed, our staff and faculty took the opportunity to re-group, plan, and organize our school. In the process classrooms were moved, walls, painted, and inventory taken. In my preparation for a very busy semester at UW-Stout for the completion of my certification in art education, I started planning the entire year 2020-21 of lessons. In this planning, I was able to organize my lessons into the materials I had and the materials I needed. In the moving of my classroom I was able to take a complete inventory of the supplies I had on hand. I was also able to label and store materials with orderly and logical placement in the art room. I have a well equipped art room, I am in my third or fourth year of teaching in my current position with on average about 40-60 students. This year the majority of my needs involved paper. As mentioned in Cassie Stephen's video on ordering supplies paper is the most important item to have on hand in the art room. I also agree that the type of paper and size is important. During this time where social distancing is required, the work space in which the student have is smaller. Also during this time materials are limited. My go to right now, not cost effective, is 8x12" watercolor paper. Partly because it holds up in painting unlike the basic white construction paper and with art on a cart we are using watercolor for variety in our lessons. I also have on hand white drawing paper for dry media in the two sizes. I have yet to tap into my construction paper. I have projects planned for the year that involve collage and look forward to utilizing all of my scraps. Cassie's advice on brushes was helpful. I have a collection of brushes but struggle to find the ones that work best. I will definitely check into the brand she mentions. As an art educator one of my teaching practices and standards includes reflection. Another standard involves planning. In the preparation for an interview or applying for a teaching position creates an opportunity to reflect on the instruction I have received as an art eduction student. How well do I implement the theories, standards, and philosophies I have been introduced to and applied to my practice as an Art educator? How can I show through my reflection and responses to these interview questions, my ability and desire to promote learning in the art room? What artifacts are important? The collection of a few lessons in a pad folio wold be helpful immediate props to reference. Art Education is based in visual learning and experience which makes it only natural to have a hard copy visual reference point. When I take the time to reflect on my experience and plan by gathering my work to showcase my learning and what and why I teach, I present myself with my best foot forward. Through this process, preparation, and planning, I complete an assessment of who I am as a professional.
![]() In my curriculum and theory class Brittney Malsonka introduced the Six Thinking Hats by Edward De Bono. In this approach to classroom management and as a system of delivery for instruction, each colored hat stands for a way of thinking.
In these categories the approach or perspective relates to how that person may tackle a social interaction, how to complete a project, how to respond to a test, etc. There are no rights or wrongs it just helps to identify the strengths of that individual. It also can be used as a method to teach how to look at the problem, solution, or situation with a different perspective. With the six hats included in a plan for teaching I can see its use very effective, however with this approach it needs to be used throughout the classroom and curriculum to be effective. It was helpful to know that it could be broken down into parts and implemented by teaching red hat thoughts for a unit, moving onto white hat thoughts while reviewing the red hat thoughts with building on prior knowledge and scaffolding. Personally I feel it would be effective in training my thoughts to solutions, problems, or situations to expand my perspectives. ![]()
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AuthorI have a passion for the visual arts and love sharing it with others. I have enjoyed teaching all ages and love to incorporate art history and traditional disciplines as well as innovative ideas. Art is vital to who I am as a creator and educator. Archives
April 2021
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