This class
does come at a perfect time because I know there are things I need/want to
change about my teaching practices. Am I being too hard on myself? My
students/parents/colleagues/administration all say I’m doing a wonderful job,
but to what standards? My students say “you’re the best art teacher we ever
had” (I am their 3rd art teacher), but I don’t want to be better
then two art teacher I know weren’t very good, I want to be better then the
best! My biggest question I am asking my self is how do I ensure what I teach
will reflect onto future projects a year from now, 3 years from now? For
example my current 8th grade class have had poor experiences with
art and are very badly behaved, I am sorry to report I have given up on letting
them have freedom in the classroom, their class has become very much like the
idea of objectivism. My hope, my goal is to build up a community within my
other k-7th grade classes, based on communication allowing them to
add to the learning experience. I want them to trust that I don’t know
everything and want them to feel comfortable finding the answers together.
I feel the
idea of objectivism and Abba Felix are two opponent extremes to teaching. I
want to be a in the middle maybe closer toward Abba Felix. If you give students
complete freedom they will have no idea where to start, there has to be some
insight, some structure.
I agree with you that the answer tends to lie somewhere in the middle. As a teacher, you need to have a bag of tricks to pull from that will help you adapt to different situations.
ReplyDeleteI think you are doing the right thing with your 8th graders....you have to pull back in your situation or there will be chaos. Add to that they are itching to go to HS and may have mentally checked out already.
I do agree that there needs to be some objectivist structure in the art room. I have teachers in my building who tell their students that art is about feeling and expression. In those instances I counter that before you write the great American novel, you have to have a certain level of mastery of the English language. Creativity comes after you have enough technical competence to play with and elaborate your ideas. That competence and experience looks different at kindergarten than it does in 5th grade, to be sure....
I think it's all about reflection, trusting your intuition, and response. I think it's important that you are recognizing that this particular class of eight graders may need something different right now than some of your other classes. You can't be too prescriptive about your approach. You always have to be willing to flex and respond to the situation at hand. What works? How will these particular students at this particular moment get the most meaningful experience out of this class? If they show you that they need more structure, then give them structure, but I would also say, don't let that structure limit students who want to explore deeper depths or greater heights. Can you provide structure and still allow for individual exploration, choice, and personal investment? I don't know, but I believe in you!
DeleteHi Adair,
ReplyDeleteYes, there is an art to finding that balance, and for each of us, it is different. For me, in my earlier years, I did spend more time teaching/learning some of those technical ideas, I knew them, I knew how to teach them, and the unknown was scary. Beth also has a very good point that without technical knowledge, the message may be lost. However, there is also value when they are young, in learning the technical through creative expressive play. Technical skill can grow within creative play because they are equally (or more) invested in their idea.. Im not advocating free for all, because without some structure or expectation, its like pouring water on the ground, its too spread out, some container is needed. We need to remember that it's not always about the product, but about the process. THAT is where the learning occurs, that is where the meaning emerges. It is our responsibility to help them see meaning, identify it, express it. As both skill sets grow, then, if they want to, they can create that master painting, or write that novel.
Im interested in what you discovered through the Marzanno Scales. Make sure to share with us insights you have gleaned through that as well. :)
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ReplyDeleteI think that you and I have something in common that we have that inner drive to be better. Many of my students love what I am doing with the art program and the teachers have come up to me and said what a difference they see in the students but I have trouble seeing it as much as they do I think. I am sure you are doing great and the fact that you are striving for better even when coworkers and students are doting on you makes you an incredible teacher.
ReplyDelete(Sorry about the double comments, had a typo in the first one!)
I think that we retreat into an objectivist stance when we aren't as comfortable with the unknown that lays ahead of us, whether that is with classroom management, or lesson planning, or student engagement or whatever. I definitely think that we as teachers are juggling many balls and sometimes we need to feel the solid ground beneath us. As we grow as teachers, it becomes easier to let go because we can rely on experience to steady our feet. I definitely think it is wise to take what you can handle and tackle it a bit at time so as not to feel overwhelmed. The more success you have the braver and bolder you will be about being able to try something new. Maybe balls at first were difficult to juggle but as they get easier to manage you might decide to toss in a flaming baton!
ReplyDelete