Category Archives: artistic behaviors

Defining Realism and Adding Style

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Realism is a word that is often used to describe artwork.  And, for whatever reason, if something looks realistic, the work is considered good.  But, what is realism exactly?  How should we define it.  What do people actually mean when talking about realism?  And how does style come into the equation.

I think first we do need to define what we mean by realism.  I think when most people talk about realism, they are talking about photorealism or hyperrealism.

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“Kandy Kane Rainbow” by Charles Bell

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“Golden Thoughts” by Mike Dargas

I think this distinction–so realistic it looks like a photo– when using the term “realism” needs to be made, especially when we are teaching our students about artwork and how to talk about artwork.

The next word we need to define is style/stylized.  For me, this means the artist’s personal “twist” on how they present their work.  They can make their work look realistic…proportional, recognizable, three-dimensional…but they’ve added themselves in how they do this.

Most artists work with a sense of realism, but they add their own personal style to their work.  Some artists are very tight. Others works are very free and flowing.  Then you’ve got those that work in a sketchy-like manner.  Style can add interest and evoke feelings in ways that maybe a photorealistic work can’t.  Style is what makes an artist unique.

 

 

Artists Curate

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This unit was something I have been wanting to have my art students do for some time, but it never seemed to be the right time.  Well, in January of 2018, I looked at my art 2 students and decided this was the group that could pull it off.  And, I was right.  While not every student hit it out of the park, most did…in one way or another.

This was my final unit for my art 2 students.  We spend over 6 weeks working.  It will also double as their final exam.  Here is the information students were given about the curation of a show.  They were given a few days to figure out what they wanted to do, then they jumped into the work.

This unit was amazing.  Most students decided to curate a show of their own new work.  I’ve never seen so many of my students jump in and work constantly–walking in the room and getting right to work.  They were passionate about what they were creating because it was all them…I had no say in what they could create.  They came up with their own themes for their shows, and figured out what type of create to meet that theme.  One group of 3 boys had originally decided to curate past work they had made, but out of no where began to collaborate on a large panel piece of a dragon in space.  I was thrilled by how well they worked together.

About a week prior to the hang, they made flyers to advertise their shows.  They hung copies in different areas of the school and we added information to the cafeteria announcement slides.

Finally the day came to hang their show.  I gave them some pointers on how to hang their art on the walls of the student centers, and then let them go.  In addition to hanging their pieces, they added labels and a show/artist statement.  They all look so fabulous.   I am so proud of my students.  And, the comments from others around the school have all been so positive.  I know my students are proud of their work.  I can tell, even if they won’t admit it to me.

The show will be up for a week, and on it’s final day we will have a closing reception with some small snacks, drinks, and a “guest book” for each student that people can sign.  Next week, I will meet with each student individually to talk about their curation experience and together we will decide on a grade for their exam.

I am really glad that I finally was able to do a unit like this.  I really like to show off what my students create, but usually it just gets hung in the fine arts hallway.  It really showcases the students and their talents.

Exploring 21st century principles

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This was a very challenging unit for my art 2 students.  And, while it was a miss in some respects, there were others aspects that were major hits.  Not only did my students learn a lot about Olivia Gude’s Post-Modern Principles, I did as well.

My first experience with Olivia Gude was in New York City when she was part of a panel for a Super Session at NAEA 17.  There she spoke of what she had called the Post-Modern Principles.  I was intrigued about what she was talking about, and I began to wonder how I could bring them into my classroom.  Now, they aren’t the easiest concepts to grasp–especially for a bunch of 10th and 11th graders.  I was hesitant, but man did I underestimate them.

I set up the unit in a the different way than normal.  I didn’t want to lecture to the students.  I knew if I did, the information would go in one ear and out the other.  Also, I didn’t want to do all the work.  I checked with our instructional coach and together we decided that I wasn’t asking too much of the kids.  (What?!  Sometimes I wonder, but then I shake me head and say that maybe I am asking not enough.)

I briefly showed my students a slide show with Olivia’s definitions for each principle.  I didn’t go into detail.  At the end of slideshow was their assignment (to research each principle, understand what they means, be able to share out their findings, and find images that exhibit each principle.)  I wanted to show an example of what I was looking for, so I picked the easiest of the bunch.  I explained everything I did to research–the sites I went to, the articles I read, the videos I watched, things from previous knowledge I had.  Then I set them free.

After the research part, we came back together as a group and went over what they had learned.  We went through each principle, with each student sharing what they had learned.  Many things were repeated, but I think that helped validate each student’s research.

The final part of the research was the image find.  Students didn’t share these out to the class, which in hindsight I wish I had them do. They did share with me though, through google classroom.  This was the amazing part to me.  This solidified to me that they understood the concepts and could find artwork that appropriately showed the principle.  And, they knew some images utilized more than one principle, so the students chose to highlight the one that was most prominent.

After the research, students did create artwork.  I think this was the hardest part of the unit for them.  Great artworks, that were full of creativity and thought, with powerful messages, were made.  But the implementation of the newly discovered principles into their work was weak.  But I was, and still am, okay with that.  Not every unit we do in class has to be about artwork.  There is more to art.  Being able to know how to research art concepts is important.  Being able to read artwork is also an important skill.  I like to think that these students will look at contemporary art in a completely different way, not just walk by without a second glance, and really see what the artist is trying to convey.

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.

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 Tackle Social Issues

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I have been wanting to have my art 2 students take their work to a deeper level–to really bring in their voices.  Don’t get me wrong, I have a couple of students that already do, but most still create artworks that haven’t quite broken the surface.  I’ve tried doing a unit on stereotypes before, but it seems that I get the usual suspects.  So, this year, I decided it was the year to “bring it on”, so to speak.  I decided to challenge my students with the tackling of social issues.

They first started by defining some “common” words… opinion, social issue, society, commentary, and parody.  I also asked them to consider why an artist would want to us social issues in their work.  That question seemed to be a hard one for them.  I asked them to watch either a video on Maxwell Rushton and his “Left Out” project or on Favianna Rodriguez, a Latina printmaker, and make connections between the what they watched and our unit idea of using social issues in art.  The final part of their research was to find artworks that used social issues.  And, they couldn’t show any that I showed them for our intro to the unit.

To help my students get warmed up for creating their own artwork, I gave them a challenge.  They had 2 choices.  Choice one: talk to 5 different people about some “hot topic issues” of today, and create a sketch of a possible artwork based on their “favorite” opinion.  Choice two: Pick a social issue that is hot today, create a slideshow of at least 5 different artworks around that issue (on either side), and present to the class.

These girls gave me permission to share the links to their slideshows.  I think they did some great work.

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The best part for me about this unit was how invested in their artwork the kids became.  I didn’t have to prod the kids to get going.  They quickly had a social issue they wanted to talk about and set off creating.  I am so impressed with their work, and their voices.

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.

New Year, New Curriculum

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Summer is over for me as in-service starts on Monday the 7th.  And, that means it is time to shake off the sun, which is hard in Texas.  Anyway, with the start of the new year comes new lessons, new ideas, and new curriculum to be implemented.

Curriculum: the lessons and academic content taught in a school or in a specific course or program.

Since I am the only ceramics teacher, I am in charge of my own curriculum for those courses.  And, the ceramics curriculum is going to be the biggest thing I will implement this year.

For some years now, I have taught my ceramics classes in a way that lends itself to my TAB philosophy that I follow.  My purpose is for the students to be able to think like ceramic artists by the end of their time in those classes.  That includes knowing about clay, glazes, and different techniques to achieve the ideas the artist wants to create.  I have structured my classes as a teacher-led beginning, with the first semester leaning more towards a choice class with “projects” I have designed to teach the basic building techniques ceramicists use.  From there, we move into a more TAB atmosphere with themes and the students using the design process while interpreting those themes.  My upper classes have even more freedom to either take or leave the themes.

I have found that most students were not really understanding how ceramic artists work nor were they able to think like one…relying too much on me and very low-level ceramic skills.  That when I finally made the connection that I needed to dump themes like I had in my art 1 and art 2 classes, and move to a more unit based curriculum…but not units based necessarily on the artistic behaviors that I use in art 1 and art 2.  Instead, I needed to come up with common artistic behaviors that ceramicists use.  Creating 3-dimensional objects requires a different mindset and understanding that creating 2-dimensional artwork.

I racked my brain for what I had learned and seen over the years in ceramic arts, and invented a list of things I felt that ceramic artists did when creating their work.  Many are based on the type of work they create and how they create that work.  I will take those behaviors and structure the units like I do my normal units–with 3 parts: digging deeper, challenge, and your turn.  In the digging deeper students will define some pertinent words to the behavior, students will watch and analyze a video about an artist that works in that fashion, and then will find examples of ceramic art in that style.  For the challenge…well, I don’t know yet how that will work…but, I’m not too worried about it right now.  And of course, the your turn section.  I think that is self-explanatory.

My plan on using this is to start with my intermediate/advanced class and have them be the guinea pigs.  Once the beginning class has finished the first semester and is ready to move onto the units, I will have tried them once and can tweak what is needed so they will be able to use them.  Basically, intermediate/advanced will be a semester ahead.  And, in the long run, it should work out that those in advanced next year will be able to truly be full TAB having been through the ceramic behavior units.  (I hope that makes sense because it does in my head.)

Here is my list of ceramic behaviors:

  • Artists Work in a Series 
  • Artists Explore Color 
  • Artists Explore Surface Treatments
  • Artists Work Conceptually 
  • Artists Create Realism 
  • Artists Communicate 
  • Artists Work Decoratively
  • Artists Work Functionally 
  • Artists Develop a Style 
  • Artists Create Installations 
  • Artists Work “Figure”atively

This is all a work in progress, but I feel that it will be very successful.  My move away from themes and into AB units in art 1 and art 2 were highly successful in my students becoming artists, so the natural conclusion is this will too.

2016-17 Year in Review

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It’s that time.  Another school year has come to an end.  And, in honor of me finishing out my 10th year, I will count down the 10 biggest things that happened this year.   Not everything that happened this year was good.  In fact, it was kind of a crappy year.  But, I did learn a lot and made some great relationships with me students.  So, without anymore drivel from me, let’s do this.

10. UNITY:  I will admit, I saw the Unity Project video on Facebook, and I was in.  I emailed my principal and he was all in.  I created a gofundme project for it and through the kindness of others, the project was funded quickly and I was able to go shopping for materials.  It was a great way to kick off the year.  I had so much support from other teachers and our student body.  While there was a few hiccups along the way (one being when a students thought he could climb on a pvc pole and he broke it), in the end, it was an amazing installation.

9. THE PURPLE HOODIE: I had a tough student this year.  He was hard to reach.  He didn’t talk much, and he often had his purple hoodie pulled up over his head.  I started the year off by giving him some space, and by asking his monitor teacher for some strategies with him.  It took a while, but we built a relationship.  He spent much of his time during his class in my office, but he would do the work I asked him to do.  And believe me, he did not like making or talking about art.  After a while, he would come in during lunch to hang out and chat.  He did this at other times as well.  We built a relationship where I could be honest with him and give him a fair dose of snark and it was all okay.

There was this one day that was bittersweet.  It both made me sad and touched my heart at the same time.  He came into my office one morning during tutorials, but there were already like 6 other kids in my office.  I said hi, and he looked at me, but then left as quickly as he came in.  I sensed something was off.  I figured I would ask him later that day.  He didn’t show up to class.  When he returned the next day, he told me where he was…talking to some people in the office.  When he told me why, I was saddened.  I won’t go into details about why.  And I know this is weird, but it touched me that I was the 2nd person he came to find to talk with him.  The first wasn’t in her office, so he came to me. I care very much about this young man.  And, I am glad I gained his trust.  Sadly, he has moved to another city with his father.  But, rumor has it, he will be back next year. Relationships can sometimes matter more than art making.

8. ESCALATION: I have a co-worker that has been teaching with me for the past 10 years.  We get along on the surface, but when you look closely, you will notice we couldn’t be more different.  For starters, we teach on complete different ends of the art spectrum…he’s dbae and I’m TAB.  We don’t play well together and it has been building up for years.  I finally got up the courage to talk to an admin about the situation; I went in with the intention of seeking advice in how to make our department better and how to work with him.  It was suggested that we circle up, a restorative discipline term.  Basically, it was like mediation.  He basically refused, and one day it escalated between us in my classroom.  Luckily, I was on conference and I held my cool. We still haven’t worked things out, and I have been told our head principal will eventually talk with us, but I’m not holding my breath.

Why am I adding this?  Well, this was a big event that happened this year.  I think it needed to happen.  I would have liked to go to mediation, but I am mostly okay with the outcome.  The fact that I spoke up and I was honest about my feelings and that I took ownership that I wasn’t innocent in any of it was big for me.  I don’t like confrontation, nor to like to create waves in my workplace.

7. SCHOLASTIC ART: This year, I finally got up the nerve to enter my students work in the Scholastic Art contest.  I was so nervous.  I see the potential and awesomeness in my students’ works, but do others.  My kids don’t make “normal” pieces, and often times it’s not what “they” consider gold seal work–one reason I don’t enter into our state art event.  But, I was told Scholastic was different.  My kids didn’t win anything, and after looking at what did win for my region, I wondered about the judges.  But, that is neither here nor there.  I am so proud of my students for trusting me.  I still think they were shafted because their work was super cool.  I know, I’m biased.  I look forward to next year and entering more student works.

6. DALLASThis year’s Texas Art Ed Assoc held it’s yearly conference in Dallas.  I presented not once, but twice.  I presented once about grading and TAB…it kind of bombed.  I was told it was fine, but I know better.  The other presentation was a overview of HS TAB.  It went really well.  Beyond the presentations, I participated in my first live twitter chat, got to have great burgers and beer with a friend who I met in Chicago at NAEA16, I met the terraforma cards guys, and I got to throw some bowls for a local empty bowls event.  It was a pretty fun time, I must admit.  It was a much needed and much appreciated work-cation.

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5. THE BIG APPLE NAEA17 was held in my old stomping ground…NYC!  There was no way I was going to miss a chance to go “home”.  I don’t even know where to begin.  I got to room with 2 of my favorite TAB ladies.  I got to finally meet and hangout with Melissa Purtee.  I stayed in a hotel in midtown.  I lived in Queens, so the hotel stay was new and so cool.  I got to go to the MOMA, which is in a completely different location from the last time I went there…over 20 years ago.  I had a fabulous dinner with other TABbers, provided by my fabulous mentors, Diane and Kathy.  Times Square had become something I couldn’t believe…so bright and shiny.  And, I got to have a reunion with one of my closest friends from college.

4. 4th Annual THS Art Show:  Six years into my time at THS I asked if we could have a high school art show.  Up until that point, there wasn’t any.  This year marks the 4th year that I have put up a show that celebrates all art made at our school.  I don’t just show off my students and my co-worker’s students.  We include any other elective where art is created–welding, fashion, photography, floral design, culinary, and we include our teachers.  It is a lot of work, but in the end, it is so worth it.  This year I was worried that it wouldn’t go off well.  (See the escalation paragraph above.)  But, I put that aside and just focused on the art.  I think it was a great turn out.  Students sold their work, and not just to their parents.  The rain stayed away (every year it rains at the beginning of the show) during the show itself; I do believe it rained earlier in the day though.  I found a better way of hanging the paintings, almost none fell down this year…the rain always brings the humidity and that doesn’t play nice with how we used to hang out artworks. Granted no one from central office showed up, even though they were sent formal invitations, but I’ve come to expect that.  And quite frankly, those who are important, like parents, friends, teachers, and the community, showed up in support.  I look forward to celebrating our students again for years to come.

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3. A SMILE LIKE I’VE NEVER SEEN: Art is a funny yet fabulous thing.  It can grab hold of the most unlikely and unexpected people.  This year I was lucky enough to witness this.  I watched a student finish a project early and ask me if I could show him how to use the wheel.  We weren’t slated to use the wheel for months, but who am I to stop a student from learning to art.  That week, I knew art had put her hooks in him.  Over the next few months, I watched him grow, and learn, and create.  I watched him create bowl after bowl, vase after vase, each time honing his skills, and using every ounce of clay we had.  But, it was more than that.  I saw the passion for what he was doing rise in him.  I saw a smile, and a light in his face when we talked about ceramics and his work.  I am so glad that he decided to sign up for beginning ceramics.  If only he found it before his senior year.

2. RESTORATIVE DISCIPLINE: Our school started to implement a new behavior management system.  It is called restorative discipline, and for the most part, it is meant to be proactive instead of reactive.  It is not something that the entire campus learns at one time.  It is done in stages.  I know that seems odd, but after learning about it, it makes sense.  I was lucky enough to have been asked to be in cohort #2, which began it’s training 2 weeks before school ended.  It is so much about community and building relationships…which is right up my alley, and why I was asked to be in the 2nd cohort.  I personally think it was cool to be asked knowing why they asked me.  (Some were asked because they thought that teacher was lacking in that area.)  Anyway, so far, so good.

But, more than being part of the next cohort, I did participate in a couple of tier 2 circles this year…these are reactive, but they can make such a difference.  I had one student who I kept butted heads with, and if she kept it up, we knew she was headed to our alternative center.  We circled up and we both spoke our piece and listened to the other person.  We made a contract and tried to implement it.  We hit a bump and had to re-circle.  But, that time worked.  We now have an amazing relationship, and don’t tell her, but I will miss having her in class next year.

1. NO MORE THEMES: This year I dropped the themes for my art 1 and art 2 classes.  I instead went with artistic behaviors for major units.  We worked our way through: artists solve problems, artists communicate, artists, observe, artists steal, artists represent, artists abstract/don’t represent, and artists work in a series.  This was a major step forward for me and my students in our TAB studio.  I think it really was more meaningful to them to really understand what artists do.  It really made a huge difference, the switch that is.  I could see it in their work; I could see it in their exploration; I could see it in their understanding of art making; and I could see it in their growth.  And, at the end of the year, I had the least amount of work left behind I have had since making the leap to TAB.

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It has been a very interesting decade of art teaching for me.  I have changed so much.  My teaching has changed so much.  I like to think it’s all for the better.  I keep learning new things, about art, about teaching, about students, and most importantly, about myself.  I often wonder what is going to happen next, which is something that keeps me interested and wanting to go to work every day.   What obstacles will I face and will I overcome them?  What new things will I learn?  What new things can I teach someone?  What new relationships will I make?   What new surprises will I find?  I think it’s this last one that I really enjoy because I love being surprised by what my students do and learn and create and tell me.  It is what makes it all worth it.

Printmaking Exploration

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Printmaking Exploration

I decided to start the second semester off with some good old exploration.  I was going to jump right into my “Artists Steal” unit (appropriated from Apex HS), but then I changed my mind and thought we needed to get messy for a week and a half.

We don’t have a printing press at school, so that limits what we can do.  However, that didn’t stop me from coming up with 6 different techniques involving making prints.  I got this idea from Cynthia Gaub and her art around the room activities.  The students would be asked to explore 5 out of 6 techniques and reflect on each technique.

I set up the counter with the 6 different “stations”.  We would learn about block prints (with EZ cut), collograph, stamping, styrofoam plates, monoprinting, and faux screen printing.  I laid out the week and a half in a short PowerPoint, explaining I would only do demos for cutting blocks, inking plates/pulling prints, using the gelatin plate for monoprints, and how to set up the screen for screen prints.  For the other techniques, the students would have to rely on the example cards I had created the year before.  Some of it required some thought on their part on interpretation of the card.

The students were asked to reflect on their findings of each technique.  They could either write their answers in their journals/sketchbooks or they could start a new BlendSpace lesson and reflect there.  I gave the students 7 questions to choose from…they have to answer question #1, then pick 4 from the remaining 6.

  1. What was the medium/technique explored?
  2. What qualities/characteristics does the medium/technique have?
  3. What makes the medium/technique different from a similar medium/technique?
  4. What did you like the best about media/technique and why?
  5. What did you like the least about media/technique and why?
  6. What could you use this medium/technique for?
  7. What other information would you like to know about this medium/technique?

My favorite part was reading the variety of questions they had for #7.

  • How is this art? (re: screen printing)
  • Is there an easier way to reverse when doing blocks?
  • Could block printing be done on a larger scale?
  • Was styrofoam printing invented by someone on a budget?
  • Who came up with block printing?
  • How do you add multiple colors?
  • What can you do with the collagraph technique?
  • Why is it called collagraph?
  • What is the right amount of ink?
  • How do you keep ink from getting on certain points on the styrofoam plate?
  • What other tools can be used to dent into the styrofoam?
  • How many layers can you do on a monoprint?
  • Do people really use the collograph technique and make a living with it?
  • How can you draw cleaner in the styrofoam?

Here are my thoughts on this activity:

I really think this could be a good way to explore different ways of printmaking.  While I showed the students some examples of final pieces, I don’t think I really let them know “how” different type of printmaking could be used.  They tend to think that each technique must be used alone and don’t consider mixed media, texture, background, layers, etc.  So, I would figure out a way to bring that into the activity for next year.

When it came to leaving some of the work to them…  relying on the example cards I had created the year before, I was hopeful that they would figure it out…I was wrong…most didn’t and they ended up asking me.  Sometimes they didn’t even try to look at the cards and make some educated guesses at what the process was.  This was frustrating to me as part of my philosophy does have the expectation that the students are responsible for their own learning and that I won’t spoon feed them.  I know they are high school students, but that can’t be their excuse for everything.  I did find myself smiling when I would hear a student asking another student.

I think perhaps I could show some videos or require them to watch a video as part of each station so they could see other artists use the technique or see what it could be used for. Then, they could use that as well for more informed reflections of the techniques.

My other thought, and this happens every year since moving to TAB, is how to get kids to actually use printmaking/stamping in their artwork.  Do they really not like it?  Do they not see it as an artwork?  Do they (the students) see it as too much to add to their process when art making?

I will continue to do this Printmaking Exploration Activity, but I will make some needed adjustments to enhance the learning and the take-aways from the activity.  One adjustment might be some requirement of what they need to create from the prints…so they put more thought into what they are doing.

Since originally writing this, I did have one student revisit monoprints and the gelatin plate.  She really enjoyed the process and was glad she was able to use it again when creating a non-objective piece for our “Artists Don’t Represent” unit.