Category Archives: Art 1

The Re-Do: A Final Exam

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It appears as if I am not the only one to have students revisit an artwork made earlier in the year to re-work as a final exam for high school art.  (Melissa Purtee wrote about it here, and I did take the idea from Ian SandsJanine Campbell did it years ago.)

Anyway, for my art 1 and my art 2: p/d classes, the exam was to take a piece of artwork they had made sometime in their class that they created or started to create and re-do it in one of 3 ways–make it better, make it different, or rearrange it.  We looked at a slide show, I answered questions, and then kids had at it.  When they were finished, I had the students fill out a written reflection about the new artwork, why they chose that piece to redo, how they re-did it, and which was stronger/why.  There were a couple of other questions about the work they did this year as well.   The students had to turn in the original (or a photo of the original) with the new work so I could compare.

I thought it was a great way to finish the year.  Students were able to go back over everything they had created.  Some pieces they hadn’t seen since I put them back in their portfolios earlier in the year, some forgetting even having made the piece.  The reasons students gave for choosing specific pieces varied–from it was my favorite piece to I wanted to take it out of my sketchbook to I knew I could do better.   I am so proud of the work they put into the new pieces.  It really was a good way to show what they had learned over the year–art making skills, decision making skills, and reflection skills.  It’s a final exam I will continue to use in my classes.

I wish I had taken more photos, but I was so caught up in what they were doing and the end of the year, that I forgot.

Year 12: A Review

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I have completed my 12th year in eduction, and coincidentally, my 12th year as a

HS Art Teacher at the same school. It’s been an interesting year, to say the least. Many changes began and will continue in our district over the foreseeable future. Some good, some meh, and some make me say blerg.

Anyway, for the most part, things went really well in my TAB studio this year. This was my 6th year as a TAB teacher–I think. Maybe 5th. Who knows, and it isn’t really important how long I’ve taught under the philosophy…just that I believe whole-heartedly in it.

So, without further ado, here is my countdown (as usual) of my favorite moments of the 2018-19 school year.
7. CHANGING RELATIONSHIPS WITH ART: Not one, but two students (that I know of) changed their relationship with art. Both were freshmen this year and both took their required fine art credit this year to get it over with. About a month or so into the year, I over heard one girl telling her friends that she hated art, but because of they way I ran the classroom, she no longer felt that way. She liked the freedom and the faith I put in her. She liked making what she wanted to make. A while later, perhaps after the midterm ( the Tantamounter–old link, but you get the jist), another boy who was only there for the credit and I had over heard several times say he hated art, saw that he wasn’t limited to 2D work, and he came alive. Anytime he could figure out what to build to satisfy the packet umbrella, he would. He couldn’t wait to get started, and would go into the supply room and just dig and create. I am glad to say both signed up to stay with me in ceramics next year.


6. RAKU: Last year I was awarded a grant to purchase a raku kiln for my program. We finally were able to use it this year. It was so much fun. It was a great experience in building the community of my intermediate/advanced ceramics students, and it was such a learning experience for me…I learned a lot about propane. POST

5. ANOTHER GRANT AWARD: This year I applied for another grant, and after much delay, I was finally awarded at $5100 grant to purchase a pugmill for my ceramics program. We have so much dried up clay, and I just can’t wedge it fast enough. (And, due to our schedule and time limits and space, it is not that easy to have the students do it.) My order has been placed; now I am just waiting for it to arrive.


4. T.O.Y. NOMINATION: I was nominated for our Teacher of the Year award. While I didn’t win, I was happy that at least 2 people (you have to be nominated several times to make the final list) thought enough about my teaching and my presence at school to nominate me.
3. PACKETS: This year was the first year I based both my art 1 and beginning ceramics around “The 9“. The packets were developed by Ian Sands, and he let me use them in my classes. I used “The 9” in my art 1 classes and I developed “The 10” for my ceramic classes. I am really happy with how they worked in the classes.

With my art 1 students, we learned some basics about the topic, then the students went through the ATP (Artistic Thinking Process) when interpreting and creating their work. I found they gave the students a place to start with a broad overarching type of artwork, but helped to guide them in how and what they would make. I have some things to tweak for next year in the consideration questions and my input/talking with the students at that stage. But, overall, using them was a major success. I also thing that it will be a smooth transition to art 2 when we dive more into content of their art.

My beginning ceramic students have their own packets. We started with “The 10” before the end of the first semester, and got through 4 or 5. It was a good place to stop and a good place to pick up in intermediate next year. I think it has been helpful in developing style and interests in ceramic art. I think it is harder for many high school students to communicate in 3D than in 2D, so having the different genres of ceramic arts to guide them is important in the journey. I also think it helps to teach the ins and outs of working with clay. We shared and compiled information in different ways as I tried to figure it all out. But, I made lots of notes on how to proceed with The 10 next year in my large group of incoming beginner ceramicists. I am excited for the next group to come in to the studio.
2. SKETCHBOOKS: Every year I change how we are going to do sketchbooks. For the past two years I bought sketchbooks and then had the students buy them from me. This year, I wanted something more. I wanted their sketchbooks to mean something, since I was going to have the kids use them for everything (except drawing tests and artist Mondays). So, instead of purchasing books–either me or them–I decided to have them make coptic stitch sketchbooks. It was a great decision. We did them the first week of school–you know that time when schedules are finalized and kids are coming and going. It was a lot of prep work, but worth it in the end. Most kids took ownership of their books. It was a mostly relaxing way to start off the year, talk about what was needed to be talked about, and to chat with the kids. Most kids took their sketchbooks home at the end of the year.


1. AP STUDIO ART: This year, for whatever reason, my principal had me teach a section of AP Studio Art. We have only had 2D portfolios in the past, and my partner has taught the class(es) since I had started. I was both excited and scared. I found out before the 2017-18 year ended, so I convinced a ceramic student to do the 3D portfolio. She agreed and they created the class for her. My 2D students ended up not doing the portfolio. I knew they wouldn’t. AP was the only 2D class they could sign up for senior year. But, my ceramics girl…she kept going. She worked so hard, and created some of the most developed ceramic pieces that have gone through my program. She completed and submitted her portfolio with a week to spare. I don’t care what scores she gets because the process of doing the portfolio itself changed her and taught her so much. That’s what is really important. I couldn’t be more proud of her.

That about wraps it up. Not everything was good or easy, I did have a student pass away from congestive heart failure. That was hard. And, I had some rocky friendships with colleagues develop this year. But, I can’t dwell on that. I was lucky to have an amazing group of students this year–kids that made me want to be there for them and be a better teacher for them. Overall, it was a good year in the #DuckArt Studio. I wonder what lucky #13 will bring in August.

The Power of One Challenge

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I had hit a slump.  There were 2 packets of “The 9” left to complete for the year, but I wasn’t feeling either one of them.  I considered doing a watercolor exploration, but then decided my art 1 students really didn’t need anymore media explorations at this point in the year.  So, I did what any TAB teacher would do, I asked my TAB colleagues for suggestions.  It was there that I decided I would create a challenge based on Phil Hansen’s Ted Talk, “Embrace the Shake“.  Thus, the Power of One Challenge was born.

We started the challenge by watching the Ted Talk.  We had already watched it earlier in the year, but I told them we were going to watch it again as it was very important to what they were about to be asked to do.  Next, I gave them the run-down of the challenge.

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I didn’t give much other information.  I told them to think back to the video and the work that Phil Hansen made and HOW he made it.  I gave time for questions, and time for research.  They had a day and a half to look up info needed and to print it out before losing computers.  I limited computers because I have a love/hate relationship with out 1:1 school.  I really wanted them to concentrate on art making without the distraction of games and movies and whatever else it is they do on their laptops.

Some kids got the concept of the challenge right away.  Others took the whole day and half to grasp what was being asked of them.  Once they started, I just sat back and watched them learn, answering questions when asked.  They problem solved.  They were creative.  They all weren’t so original, but that often happens in an art class–one student sees another doing something they feel as cool, so they want to do it too.

I really enjoyed this 2 week challenge.  It gave me time to recoup as a teacher, but was super beneficial to my students.  When I go to do this challenge again, I will change how we present when all is finished.  And, I might change when we do it, and have it be their final exam.

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Watch through the slideshow to see what each artists “1 thing” was.  I am so proud of these kids.

A Week of Clay Exploration

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I’ve been a TAB teacher now for more than half my teaching career, and even I still struggle sometimes with creating exploration camps for my students that are open enough to give kids a taste of “new” mediums. One of these that I struggle with is clay. I know, I know, I teach ceramics, how could I struggle with this one? Giving students a week and a half to explore a medium that takes practice to understand is hard. I wanted to give them as much freedom as I could, but still limit some things due to practical aspects such as the amount of clay I have and the many students I have.

I had planned just on letting 2 of my 4 classes explore, but then decided I was too lazy to have 2 different explorations going on at the same time. And, I’m glad that I had all of them explore. Out of my almost 100 students, I had 95% engagement all week. I had about 3 kids decide they never want to touch clay again and I had several kids say they are signing up for ceramics next year–kids that I thought would stick with our 2D path. So, bonus for me and my program.

How did I run the exploration camp? I showed 2 quick demos on Monday, pinchpot and coil, with lots of finished examples of pieces created using those methods. Then on Tuesday I showed slab building. We talked about the term vessel, a hollow container, and how I was very open to how they could interpret that term. Then I let them go. They were to build a vessel of their choosing with any hand-building technique or combination of them they wanted.

If you have a lot of kids working at once, I would advise creating some damp boxes to help store as the kids work all week. See this post on how to create a damp box. It was a game changer on storage and keeping 90+ pieces workable all week. And, over a weekend for the handful that needed/wanted more studio time. I had been wanting to make some for my ceramic students, but never had time. This week forced me to make them. So glad I did.

I don’t have many pictures to share this time as we were having so much fun, I got caught up and forgot to pill out my phone.

The 2017-18 School Year in Review

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Another school year has come to a close.  That makes 11 for me.  The 2017-18 school year was a good year for me.  I had a couple of bumps in the road–that one student who felt she no longer needed to be here (luckily she is still here ♥) and the whole grading issue with me not being in compliance.  Overall, it was a fun and happy year.  So, without further ado, let’s take a look back and see what went down.

⇒ I entered 3 students this year into Scholastic Art and Writing.  We didn’t get any awards or even mentions, but I am proud that I was able to enter the work of these 3 young women.  I think we were robbed, but life goes on, right.

⇒ I was honored when Diane Jacquith and Kathy Douglas asked me to have a small part in the 2nd edition of their book, Engaging Learners Through Artmaking.  I speak of how I include current artists in my curriculum through an activity called Artist Monday.  Students watch a short video and then answer some questions about the artist and what they create.  Artists are always current, and many create art in ways that go beyond the traditional ways my students know about art making.

⇒I took my upper ceramic students on a field trip…on a Saturday!  It was so much fun.  We went to the Texas Clay Festival in Gruene, TX.  My students got to see a woman who was burnishing a pot and talking about terra sigillata.  They saw a variety of artists and got to see what people would be willing to pay for ceramics.  And, they got to watch a raku firing.  I am so glad that we went.  The fact that they were willing to give up a Saturday to go on a field trip was tremendous.  I hope to make this a yearly activity.

Seattle 2018.  This year’s NAEA conference was in Seattle.  I was lucky to be able to present not once, but twice at this year’s conference.  And bonus for me, both were with my very good friend and amazing TAB teacher, Elizabeth Honeysett.  We presented on Single Media and the TAB Classroom.  Liz talked about her jewelry classes and I talked about my ceramics classes.  We also did a ticketed event–The Secondary Choice Demo Room.  This was extra fun for me because I got to see adults make art.   Seattle was a blast.

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Restorative Discipline was brought into my school in the 2016-17 school year.  Each year they train a small amount of teachers.  I was lucky to be asked to be part of the 2017-18 cohort (cohort 2).  I really like restorative discipline because it focuses on relationships and community building.  It stresses being proactive instead of being reactive.  It was a great fit for me because I am all about relationships and community in my classroom.  We had many trainings throughout the year, which kept me always reflecting on my teaching.  I reflect anyways, but the reflections from the RD perspective made me think about things I sometimes gloss over.

⇒ RD brought the academic circle into my teaching practice.  In RD, there are many types of circle activities you can do with your students and the academic circle is one I really liked.  I utilized it in my ceramics classes.  There had been a disconnect between what my students researched on a artistic behavior and the art making that went along with it.  The academic circle filled the gap.  It allowed me to check what my students learned on their own. It allowed my students to share and connect with each other.  It allowed for questions.  It allowed for students to see ceramic art their peers were drawn to.  And, it helped to clarify the big idea for the students before they moved to the creation of their work.

⇒ I applied for a grant and was award it!  In our community, there is a Screen Shot 2018-05-27 at 11.42.27 AMfoundation called the Taylor Educational Enrichment Foundation (TEE) that offers thousands of dollars in grants annually.  I finally got the courage to write a grant proposal for a raku kiln kit.  When the day finallyarrived when we would find out who would be awarded, I’ll admit, I was nervous.  I heard the band and the cheerleaders coming down the hall.  I kept hoping they were coming to me and not going to walk on by.  My principal ducked his head into my office and told me to come out into the hallway.  I was so excited.  I was dancing around my classroom.  I have since ordered and received the kit and I can’t wait to set it up and teach my students how to raku this fall.

⇒For a few years, I make and gift some special seniors a piece of “Duck Art” pottery.  It started when some seniors bugged the crap out of me for cereal bowls.  So, as an end of year gift, I made bowls and gave them each one.  On the inside of the bowl, there was a duck.  The next year the seniors weren’t into cereal so much as they were coffee.  So, the image was transferred to a mug.  Each year, the duck image changed, but the sentiment was the same.  I made X# of mugs–all similar in shape, color, and image–and handed them out to the lucky ones I had forged relationships with.  This year, I wanted something different.  I really don’t like being a production potter.  I don’t like making the same thing over and over.  I decided to make each mug different and glaze each mug different.  The only thing that was my thru-line was the Duck Art medallion I made.  I made a sprig, which was a good lesson for the students, and went from there.  At the end, the students got to pick which mug they wanted according to their tastes and what fit well in their hands.  This has become the new and final senior Duck Art Mug.

 

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The Duck Art Mug!!

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The lefties

Those are really the bigs things that happened this year.  Like I said, it was a good year.  I made some stronger relationships with both students and colleagues.  I am sad that my ceramics seniors are gone.  They were a great group of kids.  But, I am excited for those returning next year.  I learned a lot about my teaching and how I want to move forward.  I really understand the end goal I have for my students–both those that will be with me for a year and those that will continue on.  I have worked hard (and continue to) on how to help my students meet those goals.  I have much in store for next year…I hope to implement “the 9”, courtesy of Ian Sands, with my art 1 class.  I have taken the 9 and created my own version–“the 10”–which is geared for my upper ceramics kiddos.  And, our principal decided to split the AP Studio art program between my co-worker and myself…so that will be interesting.  I am happy with my 11th year, and I look forward to another fun-filled TAB-tastic year in the Duck Art Studio.  But, until then, I will relax and enjoy my summer.

Exploring a Medium and Multiple Pieces

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One aspect of a TAB classroom that gets criticized is when we allow our students to explore the same medium over and over and over.  Critics often think this is wrong that we TAB teachers don’t expose our students to a variety of media by making them do different projects based on different materials.  Unfortunately, this is not how artists work.  Yes, some artists work in several mediums…Picasso and Degas come to mind. Both painted and sculpted.  But, they came to other mediums because they wanted to explore, not because someone else told them to.  I am sure they were aware of other mediums, but they preferred what they preferred.  We do the same for our students.  They are aware of other mediums, but ultimately, they should work in the medium they prefer or what they feel is best to convey their idea.

On Mondays, I introduce my students to contemporary artists.  I want them to know what is being made in today’s art world.  While deciding on artists to have them meet, I found 2 artists that reinforce this idea exploring the same medium over and over.  First is El Anatsui.  Second is Elisabeth Higgins O’Connor.  I have included clips from both these artists.  If you click on their names, you can find the entire video.  Neither of these clips are about the art they make, but rather the message they are sending.

When we let our students continue to explore the same medium, they will begin to understand what it can offer.  They can push the boundaries of the medium.  They will understand what it means to research in an artistic sense.  They will behave like artists.

Artists Abstract/Don’t Represent

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Normally I teach both abstract and non-objective art in a full-on unit.  This year I decided to revise that.  While I think the information included is important, it was information that could be learned in a shorter amount of time…with the right activities and check-ins.  I am lucky as our school is 1:1 and has a set of TVs at the front of the school that we can hook in to.

Day 1: Each class broke into 5 equal groups.  They brought one computer with them and we headed to the front of the school.  Each group hooked into a tv, and they were asked to first define both abstract and non-representational/non-objective.  After that, each group went thru a slideshow and determined if an image was abstract or non-objective, based on what they had discovered in their definition search. At the end of class, we went thru the slideshow as a whole class.

Day 2: We briefly went over the definitions of each style of art.  The students then were to watch 2 videos through playposit.  One video was on Joan Jonas and the other was Soo Sunny Park.  They students had to determine which artist would be considered abstract and which was non-objective.  They also had to say why.  This was really to stress the difference between the two genres and to let them see 2 artists at work.

Day 3:  At the start of class, we had a check for understanding where kids defined each term, said what they had in common and what made them different.  Then it was time for was our image find day.  Each student had to create a document that contained 10 images.  Five of the images had to be abstract.  Five had to be non-objective.  They also had to say why they chose those images–what drew them to those pieces.  I like having them do this because it causes them not to choose the first 5 they find and to really search through a ton of images.  Furthermore, it gives me some behind the scenes info into art they find intriguing.

Days 4-6: These were studio day.  Students chose which type of art they wanted to create, then had 3 days to create that art.  It was awesome.  The first day about 60% of students were working, but by the second day, 95% were working and not rushing thru.  I was very pleased with the conversations and the engagement by my students.

Day 7:  Our final day of the bootcamp was reflection day.  I asked students to fill out a google form.  I asked them again to tell me the differences and similarities between abstract and non-objective.  I asked them what genre their artwork fell into.  Then I asked some opinion questions about the bootcamp and abstract/non-objective work.  With the extra time left that period, kids could finish up anything they hadn’t gotten to over the past 3 studio days.

This was a huge success.  It wasn’t so long that they eventually lost interest. And, it was focused and narrow enough for 95% to understand the two concepts.

A New Approach to the Bootcamp

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Well, it’s a new bootcamp approach for me and my students. Normally when we do bootcamps, there are many demos by me. And, since I don’t want to spend the whole class period doing demos, it ends up being one per day and then work time. So, each approach is learned separately. Granted, this has been okay for our drawing bootcamps and painting bootcamps. Last year I followed this approach for printmaking as well. It was kind of a disaster. Most kids didn’t really learn much, they whipped through each technique, and they wasted a lot of materials. So, this year, I decided we needed to do something different.

My school is 1:1 MacBooks, and it is an expectation that we include a technology component. I thought this would be a great way to meet that expectation and change up the bootcamp. This year, I would expect the onus of learning the techniques on the students. We talked about how this bootcamp would be different and that they were the ones to watch the demo videos for the technique they needed to learn. I would only be doing one demo–inking and pulling prints.

I create a Google Slides with my expectations for the bootcamp and shared it with my students in Google Classroom. At the start of the bootcamp, we went over it. I expected that each student would learn a minimum of one printmaking technique. They students could decide to either work alone or in groups of up to 4 people. Each group had to make 3 copies of an artwork that utilized different printmaking techniques. AND, they couldn’t repeat techniques in their piece. So, for example, a group of 4 had to create an artwork that had 4 different printmaking techniques. If you worked alone, you had to learn 2 techniques.

While I have 2 things I need to revise for next year, and I will get to those in a minute, I think overall this was a success. The majority of the kids watched multiple video demos before making decisions on what they wanted to learn. They communicated with others on the artwork creation and learned from each other when they had questions about techniques. Of course I had those that needed more attention than others, and I had some that needed modified requirements, but that is normal in a TAB classroom where differentiation is a common occurrence.

The biggest thing I have to revise is HOW I deliver the information and expectations to the students. The multiple copies aspect of printmaking was a difficult concept for many. I also want to look at the time line for next year. The students had 8 studio days (48 minute periods) to create and do a google slides for a presentation. I think I need to make it a full 2 weeks (10 days), not including a day for presentations.

I am proud of my students. They worked hard and learned way more than they realize. I plan on trying to incorporate this type of bootcamp into our future bootcamps. I am glad that I put the learning was put on their shoulders because it allowed me more time to observe and interact with my students.

The DuckArt Tantamounter: A midterm exam.

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My school expects every class and every studeny to have a midterm exam.  I hate exams. And, without “testable content” in a TAB classroom, a written test was not really a good idea.  I’ve done portfolio reviews and semester learning questionaires before, but with art 1, they’re hit or miss.  I’ve done the “final artwork” thing before too, but I don’t grade artwork normally, so coming up with a rubric for one sucks.

Then it hit me. Why not do the Tantamounter.  I love doing it as an activity with my kids. We hadn’t done it yet.  It was a great way to show off the artistic behaviors and thinking I had hoped they had been learning…problem solving, communicating, collaborating, observation…and of course, it showed they could work in a shared studio as part of their task was to leave the studio as clean as they found it.

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It was such a huge success.  I painted our living painting, much to the dismay of many who thought it was going away for the rest of the year, and put it outside our classroom.

Upon entering the room, the class was told they were now the inner workings of the tantamount machine. After a brief slide show, a statement about materials, and time for questions, time began–they had 60 minutes.

Seriously, it was awesome.

I do want to thank my coworkers for bringing such interesting items to be Tantamounted.  I couldn’t have pulled it off without them. I have decided this is my go to midterm from now on.

Artists Steal?

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Every year I do a unit based around copyright called “Artists Steal”.  We learn about appropriation, fair use, parody, and copyright infringement.  And, every year I do it the same way…  Lengthy power point where I drone on and on about each “topic” with case studies for each.  It takes the whole period, and I know that by the end, kids have just plain zoned out completely.  After the Powerpoint, the kids do a challenge of an animated character remix and finish with their own artwork…following the rules of copyright infringement.

This year, I decided that I needed to change things up.  First and foremost, I made the unit into a boot camp.  It takes only a week.  2 days of learning about copyright.  And 2-3 days for the character remix challenge.

On day one, I showed the video for David Bowie and Queen’s “Under Pressure“.  Then we watched Vanilla Ice’s “Ice, Ice Baby” video.  We ended the video fun with a short interview with Vanilla Ice from MTV.   We briefly discussed how Vanilla Ice was in violation and I told them the outcome of the case–an out of court settlement of an undisclosed amount.  That helped me to segway into the next portion of the boot camp–group work.

I told my students that copyright applied to visual arts as well, and that there were 4 topics we were going to learn about.  I then divided the class into 4 group and assigned each group a topic–copyright, appropriation, fair use, and parody.  Each group was given a laminated card with the textbook definition of their topic and a case study for that topic.  The students were asked to put the definition into teenager vocabulary so the rest of the class would understand.   Then they were to read about the case, and based on their topic, decide what the outcome of the case should be and why they felt that way.

The following day, each group presented their topic to the class.  I read the textbook definition, then the group would translate that into teenager vocab.  I projected the images for their case study.  The students described the case to the class and told us their decision on what the outcome should be.  The rest of the class then had the option to agree or disagree and give reasons why.  Finally, I told them the real outcome.

After the students finish their character remix challenge, which they will do in their sketchbook and put a photo of on our class seesaw feed, we will discuss one more case before moving onto another artistic behavior unit….Banksy’s Dismaland.

I am really happy with how the boot camp went.  I rather enjoyed not being the one to teach them. The students listened to each other, had opinions, and even changed opinions after hearing what others had to say.  I think they learned more this way than when I would teach it all.  I hope they use the information they gathered from this as we move forward with our art making this year.