Olivia Gude always makes me feel "I can do it! I can be the best art teacher for my students!" When reading Anxiety I immediately thought this is me. I have been the student's position as well as the teacher's. I want to do so much as a teacher but I get so overwhelmed. I often picture how a lesson will work and sometime it doesn't turn out as I picture it. Sometimes I can tell my students (mostly 8th grade) aren't excited about a project. They groin and wine, but then once they have gotten into it they are like "ok I guess this is cool". I also have those students who never seem to "get it". I have put it off that their background in art limits them, but I'm realizing that there will always be those students who never "get it".
Reading Resistance made me think of two example of this that happened this week. One was in my 8th grade exploratory class. We have started talking about illusions and I was sharing a youtube video of Julian Beever (one of my favs). Two students keep making comments like "that guy has too much time on his hands" my reply was this is his career, he is an artist. They laughed at that! These are two boys who will most likely follow in their fathers' foot steps of becoming a farmer/construction worker. I do not want to sound like I'm putting down those career choices, I just hate the idea that if you work in manual labor you can't be creative or expressive as well. These two students have made it plan many times that they see art, music, reading, basically any education is a waste of their time. How can I push through those ideas? Are these two boys a lost cause? What is really sad is one is fairly talented at drawing, but always throws away his artwork when I sent it home with him. :( The other example was a 6th grader who told me he hate cities (weird comment I know). Is he scared? Unsure of the big and new? This comment has helped me see he is resistant to change and art is change. How can I push past this?
I try to make a community in my room. I try to have discussions with my students allowing them to share. But I saw the full benefits of letting them work together to problem solve and create on their own and to see their work in full glory. First semester was a struggle with 3rd grade. Big group, lots of boys, lots of attention problems. I was really worried about my TRYPS project I knew I was going to do with them. (TRYPS is a children's theater group in Columbia, the past two years I have collaborated with them, having my 3rd graders create public works of art as props in their plays.) This year it is Willy Wonka. This year"s 3rd graders had amazing ideas, and equally amazing solutions to problems. Yesterday the owner/director of TRYPS came to speak to my 3rd graders... I have never seen them so quiet! They where in awe that their artwork will be part of a real play! I can't wait to see their faces when we go see the play next month! They have been so well behaved for me since this project, I am so proud of these kids!!!
Adair,
ReplyDelete- I understand having those students who just don't "get it". I try to give them extra help, but it's hard to keep re-teaching again and again and not end up doing it for them. One thing I've found that sometimes helps, is having another student who does understand explain it to the struggling students. The kids are better at "dumbing" it than I am.
- I find it interesting that your students are many time uninterested in the project to begin with. I am fortunate that in elementary most of my students are still excited about art. One thing my students seem to want, is permission to tweak/alter the guidelines. They like to plead their case and ask me if they can do something a little different. If it's acceptable, I usually relent. Do the older kids try to add their own perceptions as well?
-That is so sad that your students already have a set mind about their future. The only advice I can give is to show them ways they can use art in their manual labor career choices. I once dated a welder. He still liked to creatively weld in his spare time. He made me a really cool metal light with my name welded into it. It even switched on and off. Maybe the construction worker would want to learn about architecture design as well? The farmer could save money by advertising for his own farm with his own art. As for the student who throws away his work, this always makes me so sad. Maybe you could take pictures of his work before you return it? At the end of the year, you could give him a CD and show him his improvement or write him a note about what you think he did well?
-Maybe your 6th grader has had a traumatizing experience involving cities (PTSD)? Could you differentiate his project? I wish you the very best in your endeavor to motivate all of your students!
Adair,
ReplyDeleteGreat examples. I love the third grade project! What a wonderful way to get involved with community events outside the classroom. Way to go!
Oh those pesky 8th graders. They are so close to High School but still so young.... its a transition into the unknown for them....
Katie has some really good suggestions. Most of the time, our kids will meet us half way, we set up the project/process, and they come to it with some ideas or thoughts about how to work with it. However, when you have a few who won't meet you at all, we have to go there. Katie is right, we have to start with what matters to them. You can be sure they are parroting a lot of there own parents in how they act and talk about art. That doesn't make them a lot cause though. Usually these attitudes are based in ignorance, or fear. Katie's suggestion is a good one, what if they "constructed" a building for the future..... Who designs the buildings they construct? With out them, there would be no construction... Invite them to come up with alternative ways to "construct". They will learn about the arts relevant to what they do. We have to start in a place that feels safe for them for them to consider something new. Just keep inviting. They may not "get it" this time, but information is getting in there, even if you don't see it.... Sometimes "getting it" takes different forms. :)
Adair,
ReplyDeleteI'm always surprised when students complain about Art class- you would think they would love it as much as PE! But through my experience with this age group, I've found that they often moan and complain when they are feeling vulnerable and insecure about the work. Art is an area we all want to be good at, I think. We all want to create things that are beautiful and valued by someone. Young children create freely and give their creations to others as "gifts". Big kids fear rejection and begin that long journey into self discovery that often begins with self doubt. I would be willing to bet your 8th graders are "too cool for school" because they aren't confident in their own abilities. I also think the opinions they are expressing about careers are often echos of what they hear in their home/social environments. If these opinions are met with opposition, they may explore other ideas. I applaud you for providing the opportunity to think and do differently. Don't give up on them! They don't know who they are yet! And most importantly, do not take their attitudes personally. It's not you, and it's not them, it's puberty. :)
Your collaboration with TRYPS is brilliant! I love what they've created! Kudos to you!