Such a busy time of year! But I want to take a moment to acknowledge a big milestone in the Scholastic Art Awards season: the exhibition is installed!
We judges more work than ever, and have more work than ever to install in a gallery space that has remained stubbornly unchanged in size from year to year.
We also had our fair share of weather challenges including at submission deadline time, and for installing this show. A HUGE thank you to the teachers who came in on their snow day to get this work going.
Nearly 400 gold key and silver key artworks are on display at the Ernst Center at the Annandale Campus of Northern Virginia Community College.
There is still much to be done to prepare for our award ceremony on February 21. Stay tuned for more!
Having the annual VAEA conference in Northern Virginia this year really shows in the large turn out for the Northern Region Meeting.
I am so excited to have so many of my local colleagues here, and especially excited that they were all here to recognize Susan Silva who received the secondary educator of the year award for the Northern Region.
Thank you, Andrew, for putting her name forward. She is so deserving!
Here’s another quick strategy I saw used with great effect recently… Do you know what that glowing purple object is on the table?
It’s a Bluetooth speaker!
The teacher has a playlist on her own phone and places the speaker, at a low volume, on tables that are showing that everyone is on task. The students really enjoyed having the reward of listening to music while they worked, even if the speaker had to move to another table after a few minutes.
Thanks again to Bethany for sharing this idea!
Learning can be challenging — frustrating even. With a little experience, an art teacher can predict pretty accurately what the frustration level will be with the new content and skills. So why not warn your students? It’s only fair!
Thanks to art teacher Bethany Mallino who plans to include this and many other gold nuggets in a future publication called SmART StART in ART. (I’ll let you know when it’s available.)
I ask this question frequently when I visit an art room, “What are you working on?” I even ask when I already know the answer.
Recently I went into two art rooms at the same school. The classes happened to be the same grade level and I was excited to see the two art teachers were collaborating. In this case, that meant I saw the same lesson happening in both classrooms.
I asked my question in both classes. I one room I got answers like these:
- Just drawing
- Just doing a contest (it was not a contest)
- We are doing this (points to paper)
- We are doing… (reads title of paper)
In the other classroom the response to my question was an enthusiastic explanation of the project, and each person at the table wanted a turn to describe their ideas to me.
Now, this was not a thorough study. I asked just a few students in each room, but the difference was astonishing! In the latter example, students were clearly more engaged and using higher order thinking skills. In the first, students barely knew what they were doing, let alone what they were learning.
WHAT IS THE DIFFERENCE?!
What can you do, as a teacher, to make it more likely your students will respond to, “what are you working on?” with enthusiasm, awareness, and evidence of thinking and learning?
I hope when you read, “What is your purpose here?” You can fully envision the scene from Pirates of the Caribbean, Dead Man’s Chest. If not I think the image, below, is linked to a gif. (Hit me with a comment if you know the response to the question from the movie.)
I suppose it’s fair if you are wondering what this has to do with art education…
I met with art collaborative team leads recently and posed a question about the purpose of art CTs. Some quick answers included “to collaborate,” “to share ideas,” and “to share best practices.” Yes, these are reasons we get together, but why do we do these things? Why do we collaborate? Why do we share ideas?
TO IMPROVE STUDENT LEARNING!
I am surrounded by this language all the time in the instructional services department. If a similar question were asked of a group of my central office colleagues we would probably all respond in unison.
This interaction with my art instructional leaders helped me realize that this is a message that I should work harder to promote. It’s a mindset that can impact how we interact with our work. Everything we do should be with the goal of improving student learning.
Jacqueline S. McElhany has a nice article in the January 2017 edition of Art Education. In Awakening Student Ownership: Transitioning to a Student-Centered Environment, she describes taking some very important steps toward improving the art experience for her students.
This transition included the very important step of switching from teacher solved art making assignments, to designing instruction around big ideas — turning over the problem solving to the students.
THIS IS OUTSTANDING, AND A GREAT FIRST STEP!
For this lesson, she told the students they would be “creating their own unique mask sculptures that represented their identity.” The article goes on to describe the delivery of this student-centered lesson in a fair amount of detail. Students were encouraged to explore and experiment, and the teacher served as a “guide on the side.” Again, all good, but I fear there is something missing: INSTRUCTION!
One of the challenges of facilitating student-centered instruction is not going too far. Art instruction can be too restrictive, and it can be too loose (In fact, how tight and how loose can be adjusted in response to the abilities of the students). In every case though, we must balance the open-ended aspects of our lesson with some structure that will result in expected learning outcomes. Turning over every aspect of choice to the students discards the opportunity to teach the students specific content.
As one example, a specific media technique could have be taught (and assessed) through this lesson and it would have been significantly stronger. This would take away the full range of choice of materials from the students, but they could still have a lot of flexibility in the choices they make in addition to using the specific material and technique that is taught and assessed.