Entry # 15

My overall reflection for this course is satisfacton. I loved this class and have learned a lot about myself and teaching. This class has really prepared me for teaching on my own. I enjoyed the books we read and found them helpful for experiences and relation to the students. I have learned about classroom management, student interaction and furthered my lesson plan development skills. I have expanded my knowledge about secondary art education in many ways. I haven't really had much experience with older students and to be honest I have always been nervous about being in the classroom with them. After this experience and learning more about lessons to teach, I feel like I have more aware and ready to be a teacher in a secondary art education classroom. I am not as nervous to be their teacher, I feel like I can relate to them really well. My main suprise was my ability to hold it together and pull through on certain mishaps or events that werent predicted. For an example with the students who werent motivated. As for the areas I want to further my exploration, I want to be able to be more comfortable with the students and work on my classroom management. I really enjoy this class and think it would be helpful for art educatin students. Thank you for a great semester and I have enjoyed blogging with you all. Best of luck to you and you will all be great teachers :D

Entry #14

My overall teaching exprience went well. I have enjoyed working with secondary students. Our classroom was very diverse and created a challenge. The lesson I taught was a hero shrine lesson. The students needed to choose a positve hero and construct a shrine to that person. They needed to include a sculpey clay sculpture that represented their hero in someway. I really liked this project and think the students worked well on it. I think they liked to create their own shrine and include what they wanted. I think they had the hardest time choosing a hero, I think more brainstorming would be an improvement. The students worked well on their projects, some students seemed bored or unmotivated, I tried to brainstorm with them and help them get motivated or work a little harder. This was another thing I could improve on make sure everyone has an idea before we move to the next step. I also think more days would be helpful for this project. The outcomes were good all of the students finished and had a nice project. There were a few that were not very ambitious but they included what they needed to for the project. I think the discussion on the last day went well, students shared their heroes and different parts about their shrines. It was a good experience for them to open up and share ideas and opinions. I think the students really grasped the idea of honoring their hero with a shrine they created.

This was a student's Shrine to Mr. Luther King Jr. He created different colored people out of sculpey clay. I thought this was very clever.

These students created shrines to their parents and father. Both did an excellent job creating their shrines. Very nice detail and use of box space.

Entry # 13

I plan on building a community in my classroom by making everyone share their artwork, no one can continually back out of sharing. There will be times they wont want to and I wont force them but everyone needs to be a part of the classroom. I plan on keeping students on track and I will allow talking and music but it has to be in moderation and it has to work with productive classtime use. I also will do my best to evenly split the classroom, making sure there isnt any cliques or harrassment at tables. I may even rotate throughout the class time. I plan on making my rules clear and sticking to them, once it slips students will push it further and further. I will not allow bad language or discriminatory gestures or language. I plan on having group projects to help the students learn teamwork, as well as encourage students to collaborate and help one another. I will introduce many artists and many artworks that address diversity in all of these situations listed on the question to show students there is a variety of people in this world, no one is better than anyone else and we all can strive to be a postitive and productive individual and group. I want the students to respect me, so I will make myself available for them to come to with any problems or questions. I want them to know I'm proud of them so I will share this with them when they do something well! I want my classroom to be a positive fun environment and I want students to want to come to art. So I will do all that I can to make sure this happens.

Entry #12

Some issues that I have encountered with classroom management in the art classroom have been focusing on the project and talking. A lot of students tend to talk more than they work, which leads to multiple distractions. There are students who refuse to do projects or think they can't do anything so they try to get others to do it for them. Some students run around and misbehave. Language can also be an issue or appropriateness and maturity. I think some of the biggest problems that prevent success are support, encouragement, postivive influences, and discipline. Consistancy and positive encouragment are some of the main strategies that are helpful in the classroom. Something I would like to try that isn't at the field site presently? Hmm I think there is only one or two things I can really think of, enforcing ipod privelages and language use. I would try to be more strict with those, but I think for the situation these students are in they act pretty well in the classroom. Motivation with some students is tough but we have already discussed this issue.

Entry #11

There have been many times I havent been motivated to finish something and sometimes to even get started. Sometimes it is just the fact I dont feel connected to the assignment otherwise I have a lot of stuff happening at the time that forces me to prioritize and then leads to me being tired of doing homework so I either put it off or go through the motions to get it finished. Usually due dates or just the will to get it done is what forces me to finish. My lack of motivation either is overcome by taking a break or forcing myself to sit down and just work on that. If I wouldnt have overcome the lack of motivation I would have not finished the assignment which would lead to a late or not counted assignment.

How could I help students overcome motivation obstacles? well I think it is important to keep students involvled and interested in class and the subjects being discussed. It is important to include them and relate them to the information being covered. If you make a connection the students will be more involved or at least I hope. If they still seem unmotivated I would try to talk with them and brainstorm ideas or ways for them to finish their assignment.
A student like this at my field experience would be a young man who seems to sit in silence and not connect himself to the class at all. He will appear to listen and just answer enough to what it appears leave him alone and then he just sits there until you come back by. He is very quiet and reserved. I as well as the other students have tried to talk with him and connect the art project to him as well as we can. We have helped discussed ideas and get his input but nothing seems to get completely through to him. Other strategies I could employ are asking him what he is interested in, maybe accommodate the lesson to enhance his interest. This is a tough one, there isn't much I can do until he gives me some sort of feedback so I can help him. It's kind of a guess and check situation right now with him.

Entry #10

My expectations for field experience were this was going to be a very diverse school, with many cultures and social classes. I honesty was slightly nervous there might be more issues and disagreements during class. I also was very nervous about teaching a lesson, I was afraid the students wouldn’t accept me into their classroom as well as even give me the time of day. I had heard many statements about this school and wasn’t sure what to think, and based upon the first day we observed I was slightly nervous my expectations were correct. I did expect the students to work on the project and learn something about themselves or their peers. A student I encountered was a boy who seems very reserved and quiet. He works well on his projects and has talent. He seems to be nervous or not sure where to start, he doesn’t share his art with others and rarely talks with us students. He is very interesting to observe, once he gets started he goes and creates a wonderful project. It takes a little confidence and motivation. This boy seems to be Hispanic but speaks English well, he is quiet but will communicate with his peers and occasionally with us student teachers, but seems shy to. What I can relate to is shyness I tend to be shy for a bit at first, sometimes it takes me awhile to get started on my art projects as well but once I get going then I can work really well. What aspects of his identity seemed outside of my experiences were he was hard to communicate with and I’m not sure how to reach out to him. I can learn how to communicate and how to relate to students better.

Entry #9

Being an advocate is important for art programs, and I will make sure art is seen and heard about by posting art shows for the community to see as well as show up to meetings and get arts voice out there. If it works with the school and other circumstances I will arrange service learning projects where students can partake in a community mural or event that involves art and their skills. There are risks involved, it could take time away from actual cirriculum as well as cost money. Sometimes there might not be a positive response and seem like a waste of time to others. I think that balance is a key point, the school will appreciate and notice the advocacy, but it could cause friction such as stepping on toes or creating other subjects to feel left out or something on that order, I also think that there can be too much at once and cause me to become overloaded, which would be bad and not have a balance. I think I would need to learn the community as well and gain an understanding of the proper way to advocate without being overpowering or annoying.

Entry # 8

I think students get more involved and realize how art takes a role in the environment, community and world around them when they are involved with collaborative art making. I also think students who work together bounce ideas off eachother and expand eachothers creativity much better. When teachers are involved with their students work and creating along with them, they are viewed on a different level from the students. I think this begins a new type of relationship between the teacher and students. Service learning projects can be incorportated in curriculum mulitple ways, whether its for a community event, and the students create flyers or t shirts, etc. Or students actually get together and work on a mural, a window painting for the community or whatever it may be as long as the students are creating art that involves the community or gets their art out there and seen by the community it will impact their experience in art and help broaden their view of art. I helped paint a little boy and girl's room for habitat for hummanity for an art class. We designed murals on their walls as a group and split up drew the images up and transferred them to the walls, and then painted them for the kids. We based the designs off their interests. This was an amazing experience, I felt like I was going to impact their life, and it was impacting mine at the same time. Very positive experience. I also was involved in a community mural, we took areas of the town that were victim to graffti and created a mural that would activate the space and catch community members eyes as well as incorportate their culture. This was very rewarding as well, and I felt important for being a part of this. I think a project of this type would be fun and interesting for students to do. There would be certain days we went as a class to work during class time and others there would be certain days that they could come like a saturday from this time to this time and work to make more progress. It would be a lot of fun, and we could invite members of the community to come work along with us.

Entry #7

An experience I have had with a student or child who has had a disability was in high school when I was coaching softball, a young girl was on the team I coached. She was born with deformed legs, she had braces to help correct them and shortly just got them off. She could run and walk, just differently than others and not as fast as some of the other girls on the team. I always had all of the girls run 2 laps around the field to get warmed up before practice. One of the days a girl who is normally done within the top 5, yelled at this other young girl and told her she was too slow and several other things. Which obviously made the little girl upset and embarrassed. I took each one aside and talked to them separately about the situation. I explained to the young girl who yelled at the other girl that this wasn't her place to tell other girls what to do and especially this particular girl, she can't help it and she is trying her best. I continued to discuss that this isn't going to happen again. I pulled the other young girl aside and asked her how she felt, and if she was doing ok? I then told her she had nothing to worry about, I can tell she is trying her best and this isn't a race, I want her to have fun and play the best she can. I understand her disability but that doesn't make her any less or any more than anyone else on the team. Everyone will get the same playing time and treated the same. I told her if she had any other problems she needed to tell me and I will help her. I then addressed both girls and expected an apology from one young lady to the other. I also talked to the whole team about bossing others and being rude. Everyone is equal and is going to be played the same amount of time. I want everyone to have fun and play the best they can that's all I ask of them. After that practice the young lady with the disability came up to me and thanked me for telling the other girls that because they make fun of her a lot and after that comment she didn't want to play anymore, but since I told her I wanted her on the team and she was going to play the same and that I just wanted her to have fun helped her change her mind and give it another shot. This made me feel so good, that I helped her confidence and I encouraged her to stick it out and play. This changed my mind about teaching because I knew from that moment I can include everyone and it means a lot, and I can make a difference. I really enjoy all students/ kids because you learn so much from them. I also think I will be able to control my classroom and include all my students and provide positive encouragement. I know not every time is going to be a success but I will always do my best to create a positive situation for all students, and help open and expand their minds and opinions of others and the world as a whole. It may seem kind of demanding but if we don't at least try then how can we expect our students to except each other?

Richard Wawro- an artist who has autism, he was well known for his landscapes with wax oil crayon/pastels. Richard didn't learn to speak before the age of 11 and later he had eye surgery to remove cataracts, which left him with sufficiently poor eyesight to be classed as legally blind.He had his first exhibition at age 17.

Entry #6

When addressing students work and cultural icons I think it is a very touchy subject. Many students see artworks that involve cultural styles and icons. They want to create art like that and involve meaning in their own work. It's hard to steer students away from something like that, you don't want to cut down their ideas. I think its best to have them research that culture and learn about the culture and their values. Then have the student think about what that means to them, or how they could relate that to their life or compare similarities. Then have the student create a sketch or design based off their interpretation and personal meaning. I would explain to students that we can't copy their ideas just as you shouldn't copy other peoples exact ideas, we have to make it our own somehow. It is also very important to explain why its not correct to copy their cultural icons, because that means something to them, and some cultures take it as an insult or sign of disrespect. If the student likes the design or artwork that much, then encourage them to incorporate it somehow into their artwork, break down the parts they like the most and use part of it, instead of the whole icon or design.
Students are interested in art and other cultures, it's interesting to them because it's different from their culture. They may not understand the exact meaning, but like the way it looks, and sometimes their portrayal of the object is disrespectful without meaning for it to be. So I think it's important for the student to research it to find the meaning, then have the student create an image based on the cultural icon, but create it with meaning to their life or their culture, to make it theirs but not to copy. Some students create cultural icons from their culture and don't understand the meaning or portray it disrespectfully by accident as well. This is why it's important to stress to students to make all their artwork personal to them, create meaning for themselves. As for inappropriate images from different cultures, it needs to be addressed immediately and discuss with the student, or even the class as a whole. There will be an appropriateness level/rule in the classroom already it would be wise to review this rule and state why it's important and going to be followed. Explain to the students, if you draw this at home that's your parents and your choice, but there is a school appropriateness and we need to follow this. This is not appropriate, I'm glad you are willing to work and think outside of the box but this isn't appropriate and you need to find another image that is appropriate or you need to find someway to portray your meaning and expression in an appropriate manner.
Like I said before this could get very touchy, but it's just a matter of sticking to your rules and explaining to students right away, and reminding them why we can't copy cultural icons, and explain that we need to create our own personal meaning in to their artworks. Other cultures have their icons and we don't want to disrespect that. It's ok to research their icon and style of that culture and then pick what we like and create it in our own way, but we shouldn't copy exactly. Same with the appropriate level, it needs to be reminded and explained what is and isn't appropriate, as well as how they can relate their idea or meaning to something that is appropriate.

Entry # 5

If I were to have a student approach me about their sexual orientation I would listen to them and give them the best support and comfort I could. I would keep it private and allow them to talk to me anytime they needed. I would help them talk to their parents and maybe even their friends. I would try to talk to them and give them confidence and show them it's ok. As for my art room I think it's important to be approachable and flexible. Showing students that expressing themselves is great and whether they are ok talking to everyone or just need someone to talk alone I think it's important to show them they are allowed to feel and think however they want. Some guidance is important for students, they want to be reassured and have someone listen to them. Sometimes thats the most important part, just listening.

Tim Barela, Gay Comic Artist. Leonard and Larry Comic Strip. (Top Left)

Laura Gilpin, Lesbian Photographer. (Top Right)

I would introduce the 2 artists and explain how some artists express themselves more openly and like to make a statement while other artists keep their sexual life private or not as well known. I would allow students to share their opinion and discuss in a respectful manner.

Entry # 4

A time that I was discriminated against was in middle school, I was basically told I couldn't play football because I was a girl. The coach said I could be on the team but he wouldnt gurantee me any playing time. I would get more playing time playing volleyball. I understand the reasoning, but it still wasn't fair, it happened to another girl too. Another time I was discriminated against was in high school, because I was on the sports teams, or even because I was an art student. I was treated differently in certain classes, and by other students. This somewhat relates to the Asian American students in chapter 4 of AAS. Some students are reluctant to be who they are or act how they normally would when they are in an uncomfortable situation. In addition to this students tend to become what they are thought of, or different so they can fit in. I think when certain students thought I was a "jock" it made me feel like thats all they thought of me. Or when students said oh you're in art, it made and still makes me feel like they think it's a joke, or not as important. As for how I handled these moments, I either let it go in one ear and out the other, or let it go. And sometimes it did bother me a lot, but I tried not to show it. I did notice there were times I changed my opinion and actions, to avoid being judged further. It just depended on the situation.

Sadly I have discriminated against people, once I have thought someone who was handicap wasn't capable of the same thought process or activities as I was. Therefore I unknowingly treated them as a child. I felt horrible, as if I belittled them and insulted their intelligence. I have also discriminated against other cultures in my home town. I'm not proud of it, but they were stereotypes. Some were true and that is what I based my judgements on. This still wasn't right of me. I should have put myself in their shoes. It could be both ways though.

I think it's important to be aware of students opinions and judgments. Understand their feelings and be willing to keep the cultures, differences, and multiple other characteristics of students open and at a level of respect and understanding. I think it's important to educate and inform students about differences to help them become well rounded and socially respectful. I think it's important to stop stereotypes and negative talk in the classroom as well as put a stop to it anytime I hear it, in the halls, etc.

Entry # 4

I think the most important components of drawing that I will include in my lessons are perspective, proportions, line, shading, texture, color. I also think I would include realistic as well as abstract practices for the students to try. I want the students to be creative and adventurous with their drawings. As for getting students to step outside their comfort zone with realistic and naturalistic drawings, I think it would be best to get the students started with patterns or shapes and then work into something to do with geometric design and then slowly lead into a drawing project that allows the students to draw freely with feelings and rythmn. It may not make sense to them but it will allow them to loosen up and realize art does not have to be recognizable or always realisitic. I think it's important to keep encouraging them and keep them comfortable with their experimenting.

As for a drawing, I can't think of my most favorite famous drawing, but I do love Chuck Close's drawings, I think they are amazing. But I'm really proud of one of my drawings I did 2 years ago. It is of 2 hands held together. I was impressed with how quickly I drew it and how well it turned out. Because it usually takes me forever to draw something of quality, in my eyes. It was a personal growth moment, and I still love the way it looks.

Entry #3

My identity was changed dramatically. I started off a small town girl, involved in everything in school. I had a good group of friends and kept out of trouble. My school was small, so like I mentioned before everyone knew each other. We had a growing diversity of cultures. The only time I went to the "city" was when we went shopping and we had to travel at least an hour to do so. When I started college I started off at a community college, which was a good transition but to me it seemed more like an extended 2 years of high school. I definitely learned a lot and was in a new mix of people. Many more cultures and groups of people I wasn’t around or exposed to before. In to town I moved to where there was crime and many more shady activities around that I wasn’t use to dealing with. I played softball there as well so being involved in an activity and also being an art student kept me pretty busy and out of trouble and danger. Something I wasn’t use to avoiding or even having much of it around to avoid. Lastly my move to the university was my big change; there were almost 10 times as many people as my high school town. This was what I called the "city" but I found out not many of the people around this town considered this a city. So for me it was a huge eye opener, I thought I experienced culture and diversity at my last college experience but this was so much more. And I knew it would be different and a learning experience, it’s just hard to prepare for something like that. When a person is use to one thing it takes a lot to adjust to the total opposite. I understand this isn’t horrible to even close to some places in the world but it is different.

As for me and dealing with these changes it has helped me immensely to experience adversity, crime, culture and social statuses. I feel like this is going to widen my perspective on teaching diverse students. I will be that much more understanding and comfortable with the cultures I have encountered. From high school there is no way I would know what to do or even where to begin. I have encountered many different personalities and types of people, some people you could trust with your life others you couldn’t trust as far as you could throw them. Some people are genuine and sweet from the moment they say hi others are rude and disrespectful. Certain people are the type to take advantage of a person or others are to shy to even say hi. It’s a crazy world but it takes all types to make it go around. I believe everyone comes into our lives for a reason and we will learn something from everyone somehow. To this day this has held it ground and been true.

I am a different person today than I was when I graduated high school, I think it comes with experience, life lessons, people we meet, maturity and locations and people we interact with. I haven’t necessarily changed who I was but more I added to the recipe of me. I started off with a plain lettuce, tomato and cheese salad, my next step in life added croutons, onion, cucumber, and according to where I am right now today I have a more plentiful salad with dressing, olives, peppers added. It’s all about what is put onto your plate, you don’t have to eat it all or like it but if you try it, that’s all that matters. Every little bit that’s added helps me become a better person, not everything is going to be good but even if it’s a trouble it is helpful, because it taught me what not to do or how not to be. So yes I am different and I have learned a bunch about myself, my friends, my planned profession, and the real world as well as people in general. It takes interaction and experience to find this out and it has changed me, sometimes not always for the good. I haven’t changed who I originally was; I’m still the small town girl at heart. I still am naive and amazed at my daily findings. It really makes you feel like a grain of sand on the beach. I have also learned it doesn’t really matter what people think of you, that’s one thing a lot of people get caught up on. Once we can get over that fact the better we can be our true selves and stop obsessing on what everyone else thinks. Of course there are some exceptions of that, such as professional meetings such as what my boss thinks of me.

As for my art work changing, yes of course it has. My opinions and interests change as I grow up, so therefore my artwork changes. I do still create art that has to do with the same interests but I have widened my perspectives on art. In high school I was afraid to try abstract art; I didn’t consider it a true skill. After exploring it in college I don’t love it but I’m not afraid of it anymore, and I understand the skill in it too. It’s fun and interesting to create as well. So, I have changed my artwork in the fact that I use difference techniques, I experiment more and am willing to try new art. I also use different subjects and interests.

Entry #2

I think my practices as an artist will help my teaching in the classroom because showing the students my work gives them confidence in their teacher. The students will see that I'm an artist not just a teacher, I practice what I preach too. I also think it's helpful to work on the projects along with the students in class. I think including my artwork in class as examples or possibly for inspiration of some sort for the students. I could broaden their ideas. As well as mine, it would help getting feedback from my students and allow them to practice critiquing my work as well as theirs.
Some of the skills that I, as an artist, develop that help me as an art teacher are understanding and learning as I teach. I'm willing to learn from my students and I understand I dont know everything so therefore I will need to keep expanding my knowledge. Other skills would be imagination, free will and structure. It takes imagination and free will to think of new ideas, create them and free will to explore and not afraid to try new things.

FOE:
Vieth characterizes the relationship between teaching and art making by introducing our originality and enthusiasm which helps us lead and inspire our students in the classroom. Showing passion about art will create a wondeful learning environment. Being an active artist will create an updated perspective and gives our students confidence in us as teachers and artists. Keeping an open mind will allow more discussion and create an inviting environment in the classroom, students are going to challenge us as teachers and ask many questions. Being honest and understanding will make a better connection between us and our students. We need to provide support, not everything is going to workout and as artists we know this, so when our students are struggling explain to them everyone struggles but sometimes the mistakes are what make the artpiece what it is when it's done. Sharing times of struggles that we have been through will help them break the barrier and help them work through, as well as help them connect with us, in seeing we are human too and we aren't any better than they are.

I personally would balance the need to teach technical skills along with helping students make meaningful and creative art by introducing the basic technical skills and suggest other techniques while they are working, such as something that could make their project better if they used this certain technique. I would try to discuss with the student what they think they could do to make it better. To get them thinking and practicing other skills. And maybe even getting a feel of what they are trying to capture in their artwork, so I can help them achieve their idea. I would try to some how get the students to put their personal ideas in their work and express their feelings, I want the students to be creative when expressing their feelings and thoughts in their artwork. I think this includes asking questions and challenging their idea and getting them to be passionate about their art without influencing your ideas and own art techniques. It will take a lot of encouragment, praise and guidance, but after a relationship of trust and understanding is started between me and the students, then the students will be more excited and adventurous about their art, which will allow me to help them with their expressions and techniques better.

Entry #1

I went to a small high school, that included 9th through 12th graders. As a total the high school population rounded out to be about 350 students. For me, coming from a small rural area, I think there are many opportunities I've missed out on. Many of the neighboring schools and communities knew each other as well as everyone's business. I never got the chance to meet new people everyday, especially people of different culture.

With that background known, you can just about imagine how close knit our community was. I had many friends, many from multiple groups. But a select few from my sports teams. I was involved in all of the sports our high school offered as well as the majority of our clubs and groups. So I stayed pretty busy and had multiple friend connections. Being involved in art made my life even more interesting. This was my way of escaping structure and the hectic everyday responsibilities. Although I greatly enjoyed participating in my other activities, I used art as my calm escape.

I think my past experiences in high school brings out my fear of teaching high schoolers. I witinessed my art teacher struggle some days, and I've seen her be forced into someone she wasn't as times as well. She was a great teacher, and as much as I could I tried to convince other students not to be so judgmental and pesismistic about art or the class structure. This was evident in multiple other classes, and seeing the teachers deal with attitudes, laziness, and tons of drama was a bit intimidating.

In a way these experiences have brought a strength in me forward as well as many nervous thoughts. But I think my strength is thinking I can change this way of teaching and managing a classroom, because I'm younger I know what they are involved in and I'm still fresh with their ideas. This also creates a slight problem in the fact I am younger, will they listen to me since I am that much younger? There are many things to be nervous about, it's just a matter of how you handle the situations. I think I will just be strong and confident, trying not to let things bother me to much. Overall I'm excited but a bit nervous mainly for the obstacles that await me, but I'm ready to experience them.