c’est moi!

So this week, I asked students to do a color chart for tempera painting– and all they did was complain! Lots of complaints. They learned a lot– but it took them 3 days to complete. They really needed a break. So.. I took a couple of days, and decided to give them a sculpture challenge with cardboard and tape. They had to make life sized animal sculptures in groups– using tape, cardboard, and scissors ONLY. Some pretty funny stuff came out of it– and some really good stuff!

One group spent an entire class period trying to figure out how to turn a person into part of the sculpture. They were trying to get out of having to make one, by creating a human caterpillar (group members inside the box– with arm/leg holes. The second class period, they got a fourth group member, and decided that they would turn it into a human camel. Their plans, however, foiled when the person who was supposed to be the camel inside the box rolled off the table inside the box (on purpose) wreaking their sculpture (perhaps becoming part of their performance art?). A little unsafe– but I thought he would have the common sense not to roll inside the box. Something to note for next time.

No, you really can’t take anything for granted!  

There was a dinosaur, that had toes, and a tale that moved. There was a bat that hung from the ceiling with a rat dangling out of its mouth.  Their was a big sea turtle, and bird with spread wings.  There as a kitten, with whiskers made out of tape…  Yes, you can make pretty much anything with cardboard and tape. 

This was a great break for them– a great test in teamwork, creativity, and resourcefulness! I think you could do this in any class– not just in an art class.  I will definitely use this again.  

This last week was pretty fun. The kids in my drawing and painting class continued to work with charcoal. On the whole, the students didn’t make too big of a mess—which was fantastic! The group drawing went amazingly well! I put on Bob Marley—and they really got into it. Groups of three or four were spread out on the floor. I purposely tried to keep the groups pretty mixed—I had people work together that didn’t usually work together—which went pretty well, on the whole.

I split up a boyfriend and girlfriend into separate groups, however, and they refused to participate. So I made them sit there and do nothing. I asked her what was wrong, and if there was something the matter, and she said it was “personal reasons.” This is aggravating me, because she forces her boyfriend to go along with it—so his grade goes down. He does not have a choice in the matter. The project was worth 40 points—so it was a big deal. What the heck?

I have another boyfriend and girlfriend couple in my class who are fantastic—they are a little outspoken, but are always willing to try and do what I ask. They do not always sit next to each other—they accept my seating chart.  

If I tried to separate the other boyfriend and girlfriend, I’m sure they would both drop my class. There really is no reason to separate them. I just want them to branch out a little in my class. It’s a little disturbing that someone so young would be so dependent. I guess you just let that be?

This was a pretty interesting week—the beginning of the second nine weeks. I was glad to see that I had only two drops from one of my classes and both those students who dropped did so because they needed to take another course during that period in order to graduate. They were two of my best students.  It’s amazing when I look at my class now—as over half the class, was not there at the beginning of the course. That many people have moved. The chemistry of my drawing and painting class, especially, is completely different than it was to start.

The highlight of my week was getting both photography and drawing and painting focused on portraiture. I’m excited to be working in one of my favorite mediums in drawing and painting, and teaching one of my favorite subjects (I make a lot of portraits!). When I was preparing to teach it, I got to practice working with charcoal again (its been about four months since I’ve really used it)—so that was fun.  There is a very nice janitor at North, and I asked him to pose for a portrait. Also, Diane and Jesse were wonderful models during break in-class last Wednesday. If you’re reading this—thank you very much for letting me draw you- it was a big help prepping me. (Amazing the charcoal worked as well as it did on craft paper!). 

After students worked with proportions, drawing in pencil– what I ended up doing was having a student pose for me, and I drew him—showing how to use vine and compressed charcoal—and that it didn’t have to be messy.  All my students have a hard time working large to small—they want to work small to large. It’s defiantly going to be interesting to watch them this next week to see if they can deal with large areas of value— and not get sucked into the detail.

I’m hoping the group drawing I have planned will also loosen them up a bit! 

Last week my students did pretty good. The student who was giving me the most behavior problems in Drawing and Painting, was put on a behavioral contract with me– and it seems to have made a big difference (at least this past week). I did my final grades in Drawing and Painting and Photography– and I was pleased to see that there were only three Fs. I couldn’t believe the level of procrastination in photography; some students had not processed a single picture the entire term, and got 4 assignments done (12 pictures printed, two essays, and four photo analysis) in two days (350 points worth). Unbelievable.  

Tomorrow I’m looking forward to having a review with them over what worked and what didn’t for them this past term. If they couldn’t get their assignments in, it’s possible that something was really not working for them. Was there too much work? Were any directions unclear? Was anyone confused? Did people not understand how to use the darkroom (or the darkroom signup sheet)? My mentor teacher assures me “this is how it always is” but I feel like the students were extremely stressed  -out. I’m going to have them do some writing tomorrow, some group work, and then have some discussion on the matter. I certainly should not have to be grading so much late work from them! They need to tell me why they had a problem getting me the work on time– and how we can solve it for the next nine weeks. 

to write another post. 

This last week went by pretty fast; I feel like I’m getting a better balance in my class of students talking as they work– and doing their work– which has been fantastic! I assigned my first homework assignment, also, this past week: to draw their feet (shoes on or shoes off). We are planning our first in-class critique of their work for Monday.

We will be done with our first “real” unit this Wednesday (it was a pretty long unit)– so I’m extremely excited about that.  As I look back on it, I realize that I should have divided it into two units– It was too much for on unit, I think.  If I teach it again, I will divide it up and change the pace.

This weekend, I spent spent most of Saturday, thinking about what I did this past unit– and how I can improve what I’m doing in the next unit.  I went for a walk– and went over to see the Cuban art exhibit at the U of O (some really wonderful and interesting paintings there). I wondered around a little in the art department and went into a painting studio there. They has set up still lifes of colored paper– clever and quite beautiful. I know my students wouldn’t go for that (or at least not right now). I went home and painted– and I found the answers I was looking for.  I started planning.

Funny how important it is to have identified your philosophy of teaching.  If you don’t know why you are teaching– you also may not know what to teach. And if you’re not being true to your values– you won’t want to teach.  I needed to remind myself of that this weekend.

I’m excited for this week to get started. 

I’ve been calling student’s parents in my drawing and painting class over the past three weeks to report good and bad behavior in my classes. The cell phones, in particular, have been an issue in my class. This past Thursday took the cake though when I was on one side of the class, and looked across to the other side of the classroom and saw four guys hunched over a drafting table, one of them– actually on the phone! I walked over and calmly took the cell phone away. Busted! The cell phone belonged to a student. “John,” who had refused to give me his cell phone in class the week before– responding out loud to me in class– “I don’t give my cell phone to teachers.” He was also really disrespectful to me in class after I took the phone away– but I told him the phone was mine until the end of the day. When I went outside to talk to him, he told me that he couldn’t be in class without his phone– all I could think was– man — it is a pacifier or something?  I told him either he turned off his cell phone while he was in class and put it away– or he would no longer be in my class. He said he couldn’t do that. I said, “so you’re choosing to fail?” He wouldn’t respond. “I need my phone,” he said. When he came in after school to get it (after his friend who was supposed to pick it up for him, forgot) he grabbed it from my hand, and turned around and left without speaking to me and slammed the door. 

This got me thinking that if this thing is such a problem– why don’t I keep a basket at the front of the room where people can keep their phones while they are in class, and pick it up before they leave? 

So, I called “John’s” mom about his behavior and I was very happy to hear that she supported me in the matter of the cell phone– and she said that if it’s a problem for him– she will have it shut off. She also added that it was a privelege for him to be going to north (at his other school where he had been — he had been failing– and I think he got kicked out). It was a huge relief, to get her support in this! I called another parent last week who was not very concerned about her son using inappropriate language with me in class  (over a seating chart) and walking out of class.

John is supposed to apologize to me Monday– and I will hopefully never have to deal with his cell phone again. Thank goodness for parents who care! 

This week, North Eugene had its open house. I was nervous and excited about it– but ended up being pretty disappointed by the show of parents. My mentor teacher pointed out that it had not been advertised very much– but nevertheless! Between the two classes I’ve been teaching I had a show of five parents. It was the night of the presidential debate– maybe some were staying home for that? Maybe some didn’t know there was an open house? Maybe some thought– “well, it’s art– it’s not like it’s a real class.” I don’t know. It would have been nice to see more parents, though.

The Parents of the kids in photography that showed up– were excited to see my rubrics for grading posted on the wall. Funny, no matter how much I stress that the kids refer to them when they work– they don’t really pay any attention! I say– Hey, LOOK, this is how I am grading you– I read it off, explain it, and refer to it on the wall! While the German exchange student in photography always referes to it– the American kids don’t. Strange, very strange.

In photography I’ve been having students do writing each week, based off of a photograph– or do a series of drawings as part of a visualization process for photography. I’ve been pretty excited to see their work each week– there are many very creative people in that class! I’ve also been dutifully checking to see if things are plagiarized, but haven’t come across anything so far. Question: Where are people checking for plagiarized work, online?

In closing, I want to share a poem one of my students wrote (or, at least I think he wrote it!) for photography (based off of a photo he liked):

Questions

You asked me how I feel

I said Fine

You asked me what I think

I said I don’t know

You asked me if I miss you

I said I think so

You asked me if I love you

I said Of Course

You asked me where my tears are

I said somewhere else

You asked me how I want to go on

And I left

But thanks for asking

Yes, it hurts

Photography: Well, things went a little crazy today. I had someone new join the class.  I didn’t have a strong enough plan for how to deal with 3 darkrooms at the same time. Four groups needed in.  I wanted people to work on their creative writing when they got done, but many of them didn’t want to– and felt satisfied with the first grades I have them.  Need clearer and better planning**

Question: Why do people deserve extra credit for helping their neighbor?  Shouldn’t it just be part of what we do?

___________________________________________________________________________________________________

Drawing and Painting: Well, today was not so hot.  I had a visitor to my class, who accused one of my students of cheating on a drawing he was doing; he had a big outburst in front of the class and slammed his chair back against the wall– and confronted the visitor and the class.  I had to talk to him one on one outside of class– the second time in two days.  Another one of my students was talking about a violent crime she committed and was provoking another student to fight,  and I had to give a referle for her to see a counselor. –I have to see the counselor tomorrow morning about her.  Another one of my students just won’t stand up to anything challenging, although he is quite capable– just because he doesn’t want to.  Another one of my students refused to give up her cell phone when I asked for it in front of the class **disaster.

I did, however, seem to get through to three students, three students who weren’t confident in their abilities, and get them to make a drawing they were proud of.  A lot of time, however, was spent dealing with behavior problems.  If I make them leave the class, then where do they go?

What to do differently? Not get flustered at the beginning of class and rush through my lesson.  Learn to get used to having different people in my class who I don’t know– and, set limits to their roll in my class.  Plan better. Remember to go though what they are drawing visually with them; I can’t expect them to notice the details of something unless I REALLY go through it with them. Try to be more engaging, and place less emphasis on getting lines in the “correct” places.

Lower my standards.

Things went better today. Everyone got through developing in the tanks. I have three groups waiting to go into the darkrooms tomorrow– which is good. I have an aide who has been fantastic help to me. My mentor teacher hasd been providing me with strong guidence in that class– which has been most helpful.

My drawing and painting went alright. One of the kids who’s been giving me a hard time, just got suspended– so he wasn’t there today.  I spoke with two students outside of class who were giving me trouble.  I’ve been less conceptual, and more concrete– which has been good.  I feel like I’m being overly firm about things– which I don’t really like (I’m having flashbacks to my college drawing teachers).  If I give them leaves to draw again, I will make sure that they are not too hard (there were a few that were too complicated).  I kind of **almost** feel like I know what I’m doing, but not quite. On the verge, maybe?

But, by far, best report– to date.

Well, I learned something new again today:  Technology, you really have to plan for.  Do what you can– don’t follow your dreams of what you want them to have.  Do what is within your limits of doing well.  I think that I’ve been trying to do too much.  And it’s hard on the kids.  I need to take it down a notch.

Perhaps for me, this is the hardest thing.  I am such a high strung person.  And I have a hard time breaking things into it’s parts.  The same is true with my own artwork.  I see everything at the same time– creating focus in my work has always been hard for me.  One painting teacher I had told me that I had: the eagle eye. He told me I painted everything at the same time– which was good.  But I needed to control it also to create focus in my work.

Learning goals have been hard for me.  I make them, but they are often to conceptual– and not concrete enough. When I am not focused– the kids have no focus.

I put together a power point the other day (one that I didn’t use), on contour line drawing.  I read over it after I made it, and I realized that none of my kids would be able to understand what I was talking about — (except for a handful of advanced kids).  I had to change it.  I’ve always thought of myself as a clear thinker, and as a person who makes sense.  What I’m seeing is that, I really don’t think in a straight line right away (even when I think I do).  And while I might make sense to college students, I don’t make as much sense to high school students.

I need to figure this out.