This week we talked to the students about the physical landscapes that make up cultures. The students were instructed to choose a part of a landscape geological or industrial. From then they would proceed to recreate it using cardboard and a layering process.
I thought this week went very well. We were able to try and cut down the presentation and make it briefer in order to provide maxim working time. The students seem to take the project fast which was exciting, though after they seem to struggle some with cutting the cardboard. I feel as though it has been tough for me to put myself in the position of the student. I forget how difficult things can be at that age because of the potential lack of experience with the material. I was very pleased to see some students take to it though and really start to take to the material.
This week was definitely a good learning process for me. I think Katie did a good job putting up with me as well. I think I was a little too ahead of myself with this one.
On a side note there were not really any issues except for a older girl bringing up an inappropriate comment about drug use, but I feel we handled it well and it was quick to pass.
Some questions I am left with after this week:
I do not want to do some much for them in preparation that it becomes too easy and boring but I do not want to make it too hard. What is a good way to think about student’s development level?
Also to get a better idea of the skill level of Katie and I’s age group (12-16), could people post maybe one or a few things they learned around that age?
I did not take my high school art classes so if anyone can share experiences please do.
Jeff, I appreciate your desire to know what your students can do, but it is very hard to predict (and learning this may be one of the ways that documentation comes in handy). It would depend on how much experience they have had with a particular material; if you have a student who designs and builds models, for example, that student is likely to have very well developed skills that would be useful in this project. If this is entirely new, though, they will need to build skills. I guess the safe approach is to assume that they do not have that experience and to be ready to simplify the procedure if need be (either because it is too easy or too hard).
ReplyDeleteYour idea of asking what people remember about their middle school and high school experiences in art class is a good one. I started high school with a lot of drawing and color theory; it wasn't until my senior year that I moved to a school where a greater range of processes were available. One of the things students strive for is mastery (both because they want their work to look impressive and polished, and because they are seriously engaged with the pursuit of excellence), but they also want to articulate meaningful themes and thoughts. Some secondary curricula do sacrifice meaning to mastery and that is easier, because it allows teachers to avoid uncomfortable subjects, but it is not really teaching art!
What difficulties did your students experience with the cardboard? What kinds of scaffolding might help them to proceed more easily?
I went to an alternative education high school and my art classes consisted of native American bead work, mural arts, sculpture and some ceramics. I never learned anything about drawing and painting. I loved my Art teacher and my fondest memory was throwing paint at him as he stood in front of a very large canvas. We all were given different colors and mine was purple. I also loved the art room. It was were I spent all my free time. I remember more about the friendships that were cultivated in that space then I do the actual art making. I you know i think that classroom community is very important and can be a serious motivator in the creation process.
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