Alright let me start off by saying I really dislike watching myself on camera, Eeeeckk! The lesson I decide to reflect on is part of a 5th grade unit on Pop art. I have 5th grade for 30 minutes two times a week. Whenever I introduce a unit I start with a powerpoint discussion, VTS discussion or a related activity. Which ever introduction I choose always has student involvement, I never just lecture. My Pop art unit is a long one, with two big art projects (print making & ceramic food). After introducing 5th grade to pop art I assigned homework... to THINK! We had compared popular culture of the 50's to today. Their homework was to think about what popular culture is and how it changes. the next class period we researched images of popular culture. Each student had to choose a popular recognizable icon of today's popular culture. I got lots of different aspects of Minecraft, One Direction, Underarmour, etc.
This gets us to the lesson I am reflecting on; I am demonstrating how to carve into Styrofoam with a pencil and how to create a print. The first thing I can see wrong is how flustered I get when explaining about positive/negative space. Ok to be completely honest I hate the stupid elements and principals of art. I understand them and the relevance of them in a work of art, but when I or any artist is creating are we are not really thinking "I'm focusing on the negative space in this work" that is just a cop out to explain a piece of art afterword. Ok now let me get off my soapbox. I just don't know how to explain how the positive space of the drawing will become the negative space of the print to 5th graders without confessing them. Should I just not even try? The second thing I notice is I am too sarcastic! This is difficult for me because I teach K-8 and I can be more sarcastic with my Jr high students but I can see even my 5th graders look a little lost.
I have another aspects of my teaching that I would really like to change. Because I see elementary students for 30 minutes twice a week my units are generally longer. I have my Intro and artwork but I don't feel I review enough though out the time it takes to finish a project, but how can I add into a unit? Assessment is also an area of my concern. I WANT to know if my all students are retaining what I teach them, but I don't like to always do writing reflections (not everyone is the best at expressing themselves that way). And when I ask the whole class questions about the unit I can't determine if everyone knows the information. Should I try actual "tests" I really don't like that idea, but how can I know for sure? Their artwork and their attitudes tell me if the like what we are doing, but.... ????
Hi Adair!
ReplyDeleteFirst off, you are not alone in the dislike of seeing oneself on camera. Its completely natural. 24 years in and I still cringe at my own voice. That said, it is indeed a powerful tool and if you can step back (and be good to yourself!) you can use it to refine and empower your teaching.
Secondly, you are only in your second year of teaching, so while you are identifying some things you want to change or nurture in yourself, you also need to be kind! You are taking on so much! There is a lot of good happening in your teaching as well!
You have so many questions, and thats a good thing. I want to encourage you to maybe write out things you want to give attention to them in their order of importance and then start with the first one. Let the others go for now or it becomes overwhelming. So, lets say you start with assessing knowledge. As a reflective practitioner, are you clear on "what" that knowledge is you want them to retain? Is it technical process? Is it how to give idea a physical form? Be really clear about that. What ever it is, are you connecting it to there own lives? If you are (if they can) they will certainly invest more deeply in it and therefore retain the knowledge.
You are right in that their attitudes and even their work are telling. You are also correct in that not everyone is great at writing about their process. That doesn't mean you can't try it though. Sometimes taking a class and just talking, holding a crit, can pave the way. If they are used to talking (VTS etc) already, it may work out great. Make it like a skit, they can pretend to be a museum curator and lead a tour, using the concepts of the lesson to talk about the work. Not all of them will want to jump in, but some will, and over time, more and more will. Time. It takes time. A program is built over time and with consistent expectations. Make it playful, through play they hardly recognize any assessment is happening and sometimes it leads to unexpected surprises and inspiration.
I would discourage tests. What would you be testing?
I also teach K-8 and understand the huge difference in interaction between younger's and the middle schoolers. That said, what a wonderful opportunity you have to build a dynamic program over time. Those kids will have you for a long time and you have the opportunity to get to know them. Connect with them. If you don't know something, be honest. Its OK. You are human. I tell my kiddos I don't have a clue all the time and then we figure it out together. It keeps it real. Takes off some of the pressure, and really does help build authentic relationships. Is it scary? Yes. Its doable though.
In your reflection log, focus on one thing, make notes and we will see how video two goes. :)
Give it time, pay attention, be playful, and be honest. :)
I think we all loathe seeing and hearing ourselves in video! Yet, your response is very honest and observant. I was reading your account, thinking “sounds good, me too,” and then I got to the part where you mention only having students for 30 minutes twice a week. I’ve only ever had that little amount of time and it was with kindergarten. Oh my goodness! By the time they are seated, and you’ve conducted VTS, and instruction / discussion is there any time at all left over for students to work? It would make me feel very frustrated and rushed I am certain. Is your administration supportive of the arts? Would they be able to change or modify your schedule for next year? There’s a lot of research which clearly defines the amount of time it takes for the brain to focus and refocus. Sheesh, your sarcasm might stem from the fact that you have to teach in such short chunks of time!
ReplyDeleteWhat are you required to assess? As I have complained time and time again, my assessments are all skill based. I don’t document it, but just walking around the room, viewing work in progress gives me a good idea of how well they are retaining the technical stuff. You mention that you use a lot of VTS. That’s where I see the most evidence of what I consider the juicy stuff…critical thought, collaboration, flexible thinking, evidential reasoning. In my opinion, written tests fall short when it comes to measuring the things that the arts teach. If I remember correctly, this is your second year of teaching. Your lesson sounds interesting and engaging. My advice would be to b-r-e-a-t-h-e, relax, and enjoy your kiddos - both you and they deserve as much.
PS I have always hated teaching positive and negative space too, it’s super confusing!