Our class was fortunate enough to have a zoom meeting with a "in the trenches" high school art teacher, during this manipulated school year.
One of my fellow student asked, " How do you keep your students motivated?" She responded with that students generally are motivated, that art is an elective for them, they have made the choice to be there. However it is her job she feels to create a safe space that students love to come a space in which they feel safe to express their creative thoughts with a creative critique and helpful motivation by providing students with choice. She also explained that you (as an educator) become part art teacher/part counselor, just because it seems to be the nature of the subject. I asked about assessments and critiques and her use of them in lesson planning and in the classroom. She explained that she avoids the "sandwich", more often then not the student will focus on the negative in the middle of the sandwich and never hear the positive. Through her critiques she encourages the use of art words, and broadening the vocabulary in which her student use to define art. She liberally uses stickie notes for her students to critique others and avoids verbal/oral critiques until they are older, juniors or seniors. Lastly, to have a richer connection to a critique she may have the student artist as a question about their work and have others offer solutions, "what can i do to make my sky more stormy". This creates an opportunity for students to give suggestions and problem solve others work. Some of her strategies to engage students involve daily draw, beginning surveys. In the daily draw students take ten minutes of the class and draw, often with a prompt, for ten minutes. It loosens the art making muscle and is a practice that can only encourage growth. In her survey at the beginning of the year she may ask, "Do you consider yourself a good artist? and What is your favorite art supply?" She will then ask the same question at the end of the year and compare answersnto see the growth in these students. By partnering with an English teacher and creating a class called "Why wait?" they are creating an environment for these students to practice being an advocate for social justice causes. In the class students take on a cause in which they feel they want to support and with the combination of writing and art, they create solutions and a better awareness. Some of the topics in which the students named, were the removal of invasive species (buckthorn), or bigger world causes that may impact them. She encourages students to look at the bigger picture and she often reminds herself to do the same. Keeping in mind that she is teach future taxpayers, she wants these students to embrace the art experience and to take that with them in the future. To be an advocate for your art program is vital to the success and sustainability of it. These students will carry this experience with them into the future and remember and respect the art process.
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![]() Tactile experiences for exceptional learner at ABK Weaving Center Recently our class was asked to take a survey for c.i.t.e, a learning style instrument. We discovered that we were either visual or auditory learners or a combination of both. I am a visual learner, I have a hard time with remembering numbers and even switch the numbers around. I consider myself slightly dyslexic if I need to rely on what I have heard. This exercise also used in in class took us through what an ADHA learner might experience. In a video with a lot of visual noise the viewer was asked to answer questions at the end. Very few of my fellow classmates could complete the answers. At Fritche Middle School in Milwaukee Public School system I was paired with an artist Jane Moore that worked with special needs children. In 2003 I assisted Jane with teaching of severe non-verbal students. It was such a gift to spend time with these children that needed the interaction through a creative activity. Jane took the time to create lessons that children could experience the materials. A few years later I began teaching weaving through the recreation department at Gaeslen School of the Milwaukee Public School system. Our weaving center, located in the basement of a school that had the facilities to service exceptional needs students, hosted time that exceptional needs students would visit. Some of our volunteers from the weaving center helped teach the students weaving and offer tactile experiences. More recently I have been teaching art to students in a private choice school. We have only 1 IEP for the 60 students enrolled. In this students situation the IEP was for significant delays in math and reading. It did not affect his ability to create, be imaginative, use tools like scissors, or understand sequences given for directions of an art project. He did require a bit more individual instruction but was able to work independently. There were other students undiagnosed with any sort of need or assistance. Generally these student have emotional or behavioral issues that require a better handle on classroom management. Adaptability is vital for all learners to experience the greatness of art. I am a firm advocate for inclusiveness. All students need to have experiential learning and art is one of many ways for students to learn through doing. I am grateful for the experiences I have had to share with these amazing students. Weaving looms for exceptional learners, ABK Weaving Center
There is a great deal of organization and details in the lesson Ms. Youngman shared with us. Organization is very important when it comes to the art teacher's career. Within the classroom organization is necessary to have art materials in order to execute the lesson in an orderly way with correct sequence for project set-up, making, and clean-up and to avoid utter chaos. Organization is vital to take assessment of the the work created by students. Details in planning work in tandem with organization to make the classroom sing. Unable to view the video of the class, I was able to understand the value of organization through the project Ms. Youngman provided.
I began my school year with my students with an introductory project base on Mr. Miro's work. In K-8 we talked about mindfulness, the subconscious mind, and abstract art. We practiced mindfulness and then went through an automatic drawing exercise. It was a great way to introduce mindfulness and to warm up students to art making. We used a variety of media, colored pencils, crayons, markers, and watercolors. Which was also an exercise in procedures, use of materials and clean-up of materials. The children embraced the "guided freedom" of an automatic drawing. As an artist that continues to have a studio practice I continue to challenge myself to create work in an effort to sustain continuous improvement. I also continue to research theories, history, fiction, and art educational articles to enhance my knowledge to transfer to student learning. I support critical thinking and self directed learning as habits of the mind and self in my own studio practice and in recognizing the intrinsic value of this process, I encourage students to use an art making process, beginning with a sketchbook practice. Planning is an important part of creating, our ideas evolve through the process, and I as well as my students should remain willing to put the effort into continued improvement and learning. A reflective practice that includes writing or some sort of self descriptive critical thinking critique allows for assessment of knowledge, in myself and in my students. When I share my enthusiasm with students and encourage them to share their work thorough critique and thoughtful questioning to encourage deeper relationships and connections to diverse learners. I value students' stories through thoughtful responsive listening. I practice confidentiality relating to students, family, and school personnel unless required to disclose in compliance with regulations or statutes as a mandated reporter. Creating a safe space and a learning environment that fosters collaboration in the school, connecting students, families, staff, and community. Respectful communication between my students and their parents, offering proactive positive feedback more often reactive negative reporting. I recognize the professional responsibility for engaging in and supporting appropriate professional practices for myself and other colleagues. Professional excellence includes timely and orderly assessments. An organized classroom that provides a positive learning environment. Enthusiastically explores new concepts, techniques, or information that contributes to my professional development that my student will benefit. These values are vital to a strong educator. They encourage a desire in continuous life-long learning. This knowledge naturally will transfer to students. Reflection of a middle school teacher. What are the big ideas? What can be used in the future?
In a world full of new approaches as we enter virtually based teaching it gives teachers and students new opportunities in learning and social interactions. Being flexible, creative, and responsive to the changes will equip any teacher to go further and reach more. In my own approach to teaching both remote, in person, on a cart, or distanced I needed to think quick and employ my creativity and flexibility that can only come with being a lifelong creative problem solver. It also requires an open mind to new approaches. Nothing is gained when you practice rigid mindsets. I enjoy my middle schoolers. They offer a great deal to the conversation sometimes loudly sometime quietly, they keep me on my toes. Amos, 1st Grade, One Point Perspective, pencil and crayon. My fellow students and I were given the chance to interview and listen to a seasoned teacher talk about a long career in the public school system as an art teacher. The teacher had a great deal of confidence and knowledge of worth, and place in the system, it was admirable. As far as big ideas I heard a lot about systems, a well-working machine, and how to pump kids through efficiently.
Something has been nagging at me ever since was the the lesson presented. I never have my students outline their work in sharpie. It just never occurred to me. I think it definitely has a place in it use, like graphic design, or when you NEED clean lines, not to prolong a lesson. The lesson presented was based in design but it got me thinking. Last semester, my practicum was under a teacher who also had students outline every pencil mark that was made in their work with sharpie. Some of these kids meticulously drew hundreds of brick not knowing their demise. These children's souls were crushed each time the teacher sent them back to outline for the next half hour, again... This project was a composition of a castle, I came into the lesson the last day of the project, so I missed the prior days of instruction. Recently we spoke of an article that started with "creativity is killed when..." I can't help but say, when you outline your work in sharpie... But maybe I am wrong, maybe I didn't learn that. I don't remember my teachers having me outline my work. I remember a graphic design project in 10th grade and once or twice in 7th or 8th grade. Maybe I am just over whelmed as a seasoned human. I'm not young anymore and it's hard when I question everything, and know nothing, or have the knowledge but second guess myself, to have opinions but to be afraid to speak up. Often I feel late to the game. I raised a family instead of getting my masters and planning my retirement. First and foremost I am an artist. Sharing my love of the visual arts is a close second to my family. I feel my passion for the visual arts and teaching it to our future leaders extremely valuable to me. I know I am an exceptional weaver, I know I am talented in a variety of visual arts, I am myself a leader. I feel I have been drawn to this calling for some reason, on the eve of my 44th birthday, I am trying to feel ok, enough, and to not sweat the sharpies. Growing up in the eighties and nineties with my mother working closely with educators, she was a teacher's aide, I was given an understanding of the value of education from early on. All of my art teachers in my K-12 career were influential. My elementary fostered my love for fibers and my high school teacher, now retired ten years, gave me the courage to use my gifts. A very dynamic educator was my middle school art teacher, she passed away about nine years ago. Her influence may in part be due to the stage of my life. I was a searching soul and she allowed me to work independently.
Dear Mrs. Lindloff, Thank you so much for being a part of my long journey. It has taken me a long time to get to where I am when so many get to this place in life long before me. Non-traditional describes me perfectly. My approach to life is never linear. Children came before educational career, but I always valued my art making. I never stopped using my gift. When my children were very little, I wasted no time in teaching them to draw, mold, and paint with water and watercolors. I valued life experiences and even though raising children seemed so hard somedays I often shifted my thinking by getting out of the house and observing nature. With a dog, and four children under the age of eight, in Milwaukee's inner city, the struggle was real, however Milwaukee provided pockets of nature if you took advantage of that opportunity. I never forget the sign you had hung above your door, "Do unto others.." It was your philosophy in which you explained we need to teach each other with respect. That was the beginning of my diverse experiences. I've expanded on that philosophy from my own numerous experiences from living abroad, studying abroad, teaching in rural and inner city settings, and teaching young and old. Your loving daughter started a facebook group which has over 500 members, titled Mrs.Lindloff was my Art Teacher only to affirm the many lives you touched. Thank you again for your gifted way you share your love for the visual arts and the education of your students. With love and respect, Susan Engaging Students In this lesson, Dot Day Stitchery, first grade students learned to thread and safely use a needle, learn basic stitching through “sewing” the circumference of a circle shape on a uniquely painted background. Students filled in the circle shape by sewing the diameter of the circle multiple times. Students are introduced to the work of Gabriel Dawes, learn about installation and talk about visual spectrums, another word for rainbow. Positive Learning Environment: As a teacher, how did you promote mutual rapport and respect within a thought-provoking learning environment that embraces expression of varied perspectives among students? With the introduction of Mr.Dawes and his installation work, most students are engaged in the the amount of thread is used to create his rainbows. Students are also intrigued by the the placement of his work, in museums, students are encouraged to ask questions and I ask questions. Student are also show the work produced during Covid19, on a smaller scale, much like the work they will make. Students are encouraged through painting their backgrounds, yarn color choices, and yarn placement to make the work uniquely theirs. Leveraging prior knowledge and experience of students: As a teacher, how did you employ explicit strategies through which students link their prior learning to their personal, cultural or community context? Students previously learned about abstract art and Joan Miro’s work to create their abstract backgrounds. They also learned about Vashiti in the book by Peter H. Reynolds, TheDot, where she used courage, her hand to make her mark, and encouragement to help others make their mark also. Students make the connection of stitchery to Mr. Dawe’s work as her created his visual spectrums of thread, with their own marks. Deepening learning: As a teacher, how did you facilitate interactions that advance student ability to evaluate, apply and demonstrate the primary learning objective? Engaging the students in a discussion of Mr.Dawe’s work with and opening question of what the Students might think Installation Art means. Students are also prompted to talk about what they see. Students will observe the demonstration, be asked if they have questions, and be lead, and assisted to accomplish the stitchery of their projects. Students also have a chance to describe in a group critique what they observe in their work and what they observe in others. Instructional decisions supportive of learning: As a teacher, how did you use learning strategies, supports and materials that encourage and advance student application/ demonstration of the learning objective? I used images of Joan Miro’s work to explain abstract art. I used the book The Dot, to explain it take courage to make art, make our own dots, and how we should encourage others. I used a video for the students to experience the installation art of Gabriel Dawes. I used questioning strategies to encourage students to gain deeper learning. I demonstrated the project in front of the class repeating the steps to stitching. I continued to repeat the steps. Students participated in a group critique that reviewed the objectives and learning during the project, also allowed students to express what they experienced in their work and others. Analyze teaching effectiveness: As a reflective practicing teacher, Propose at least two changes that address individual and group learning needs consistent with the learning objective and provides a rationale tied to a theory or theorist. In this lesson there are many steps to follow in demonstration. It may be helpful that after giving the demonstration students start the project step by step while I demonstrate the steps again. It is often hard to learn something new. This would give the students a chance to begin at the same starting point, and lessen the anxiety of the students that are struggling. Learning occurs through experience (Dewey). As the teacher really ask clarifying questions of the students' understanding of vocabulary, concepts, and art appreciation, confirm the learning occurred. This learning can also be affirmed in the summative critique. ![]()
It is important to remember that the set-up of a new year is stressful but only temporary. It also is important to recognize that organization, writing, ordering is going to take longer than anticipated. Learning new educational platforms, grading systems, writing lessons or even a syllabus, among a whole host of other tasks will seem like a mountain of to-dos, but most of these first times make the next time a lot faster. Use your mentor and carve out an hour of the day you unplug.
Often my hour involves my family and making dinner. Most nights we try to eat together, share our day, and a devotion. In a household of educators and students, often there are meetings, homework, and commitments of work that have carried over into the evening. I took the time over summer to organize my classroom which has only helped the efficiency of the lessons I teach and the clean-up and art storing process that follows. I have three (there are more if counting social media) assessment/organizational programs I use and have learned Artsonia, Planbook.edu, and Jupiter. It was the third year I moved my art room/supplies so it felt like starting all over again. I use the people I know I can, because I juggle teaching in a school with the art education degree courses I am in there are plenty of mentors, from peers to professors. My co-working teachers are also very helpful in specific situations. It's learning to ask the questions and listening to the answers. ![]() When I introduced mindfulness at the beginning of the year, the introduction went something like this, "When we are stressed, anxious, or experience something new, we often take shallow breaths into our chests. By breathing deeply into your belly, we can use your breath to calm both your body and mind. To practice mindful breathing, place your right hand on your belly and your left hand on your chest, feeling the gentle rise and fall of your breath. Count to three as you inhale, then count to three again as you exhale. Close your eyes, if you feel comfortable it may make you focus." I was determined to include mindfulness into my art lessons. It is introduced as a practice so students don't try to "get it right", because there is no wrong. Much like life I believe the only wrong move we can make is putting up a mental barrier, fearful it may not be the right answer. In mindfulness it is taking that step to be present, in the moment, and practice focus. This is a list of list of prompts I use in guided mindfulness, often I need reminders. Each practice is different, rarely do I use the whole list. I find that for most younger classes 3-5 minutes is enough to settle young minds and ready themselves for art learning.
Mindfulness is a useful tool to attain focus, practice being present, and noticing our surroundings. Even if only practiced a few minutes the brief pause, reflection, and connection to surroundings is beneficial for teacher and student.
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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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