Category Archives: Ceramics

Aug2

Typical Days in the HS TAB Studio

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As we get closer and closer to the start of the year, many people are asking what a typical day in the high school TAB studio/classroom is like. And well, it’s anything but typical. Just kidding. TAB classrooms are just like any other art classroom, just there is more independent thinking happening and less teacher-led projects. But, other than that, it’s pretty normal. We have routines just like any other classroom.

I thought I would create a small post outlining my day and my week as a high school TAB teacher. I see my students daily, all year long. This year we are back up to 50 minute classes. Woo hoo!! I teach Art 1, Art 3, and beginning through advanced Ceramics. Sometimes I teach AP or an Art 4, but those are on case by case bases. Unless it’s AP 3D, then that’s definitely me.

I like to have a routine that my students get used to, so they are comfortable and there’s not huge chaos every day. I have a white board, which when my room is not under construction, the students pass by as they come into class and they are encouraged to read the board so they know what they need to get out.

Mondays start off with either Artist Monday or Style/Movement Monday, for all my classes. We come in, watch a video and then the students answers questions, either in their sketchbooks (art 1) or on a slide deck (everyone else). That generally takes about 15 minutes of class total. After that, we go into one of 2 things, we get back to notes/practice of skills or studio time. Every other Wednesday, in art 1, we have a drawing test. Then, similarly to Mondays, the students pick up where they left off the day before. In my upper classes (art 3 and ceramics 2 & 3), I designate a day (usually every other Friday) for digital portfolio time.

Beyond those few fixed things, I typically don’t like to take much of the time away from arting. Kids will ask me what are we doing, and I say to look at the board. At some point, whether they need their sketchbooks or not, art 1 students will come in and grab it before sitting down. It has become a habit. Sometimes I address the class right at the beginning to do some house keeping, like reminding students of who I still need to go over ideas and development or when the last studio day for a unit is. Other times, I just let them get to work and don’t address the whole class until about 7 minutes left when it’s time to come to a convenient stopping point to begin clean-up.

When we do need to learn new skills (composition, perspective, facial features, etc.), we sit and take notes in our sketchbooks. After there is usually a small assignment in their sketchbooks to practice the new skills. New media explorations take about a week, while other smaller skills assignments take between 2-3 days (notes and practice time together.) When I do demos, where we (students and I) aren’t doing them simultaneously, I try to keep them under 10 minutes. That way, they still have at least a half hour of arting time.

There you have it. The biggest difference in my experience between when I was a more “traditional” teacher and a TAB teacher is that there is much more independent art making and exploring time. I circle the room more and talk to students more. There is not magic secret or formula. This is what feels right for my students and for me. It’s relaxed and safe and successful.

Dec20

Open Studio and Evaluation/Grading

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Some things have changed, for the better I think, in my art department. We have finally split the level by teacher instead of both of us teaching all levels. This is better for both the students and for us. It lessens the amount of preps for each of us, and it really makes sure that each student gets similar experiences after art 1, and the best each of us as teachers have to offer. Art students would have my partner for Art 2 and learn/practice lots of technique (that is his strength). Then when they come over to my room for Art 3, we would focus on the Artistic Process, finding their voices, and developing a studio practice. They return to him for Art 4 / AP, with the hopes that the year in my room really helps prepare them for the next level–especially creating a portfolio for AP. (Just as an aside, it did not lessen my preps this year, I have 7–one of which is AP. Such is life in a growing district with less than the ideal number of teachers. But I digress.)

I usually run my Art 3 like an Open Studio, where students follow their own interests in both subject matter and media. This year, I did find that many students do need help with the ATP (specifically ideation), so I brought in themes to help them. In previous years, it really was an open studio, but you have to adjust to the students you have if you want to be an effective teacher. I also use this studio format in my upper ceramics classes–Art 3: Ceramics still has themes where Art 4: Ceramics is fully student-led.

The biggest hurdle I have run into with these classes is how to evaluate my students and ultimately how to turn that into grading. I decided the main things to be evaluated should be the studio practice habits of each student. I evaluate them bi-weekly on their studio practices. It has taken a lot of trial and error to come up with a rubric that I feel works for what I want them to get from their time in my class. Evaluating their studio practices gives the students a lot of leeway on what and how they want to create.

Photo credit K. Douglas & C. Fralick

I based my rubric on the 7 Goals of Art Class from Katherine Douglas. I thought that while the goals were created those for elementary students, they apply to any studio practice. I created a rubric that is based on these studio habit goals that are incorporated into the ATP (Artistic Thinking Process) stages. Coming up with a point system was a not so easy task, but I ultimately decided that every habit is equally important. Engagement is the highest because that really reflects their attitudes and productivity during the studio time each week. I use this rubric to determine my bi-weekly major grade for my upper level classes. 

Studio Habits Bi-Weekly Grade

As time goes on and I reflect upon my students and my teaching, I keep tweaking the rubric to be a better reflection of what I hope they are learning and practicing as emerging artists. But so far, this has worked well and I think is an accurate reflection of my students’ studio habits and practices. 

Jan5

Classroom Protocols in the Time of Covid

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I know it’s been a while since I last wrote. It’s been, well, it’s been a semester–interesting, frustrating, at times apathetic, and at other times guilt-ridden. I am sure most of you know what I’m talking about. I thought I would start off the new year with trying to look at the positives, with hopes that I can help some people. We spend 2/3 of the first semester doing both in-person and asynchronous. Like other in-person art teachers, I had to figure out material procedures that worked within restrictions handed down from on high–no group work, no sharing, single-use if possible.

I run my TAB studio in a very self-serve type of environment. Unfortunately this year, that wasn’t feasible and I didn’t set up the studio as normal. ::sad face:: Fitting the expectations set out for me to work into an open studio was frustrating, but over the 3+ months I’ve had students in my room, I’ve been able to come up with strategies to make it work. I do have less than half the students I would have normally in my room, and my largest class was 12 (half my normal cap BUT it was a ceramics class, so that made things interesting.) Fewer students does make some things easier, I will admit, however, I did need to order a bunch of supplies that I wouldn’t normally order–more new brushes, lots of extra tools, extra sets of some media, single-use condiment containers, mesh bags. But in the grand scheme of things, it will help out in the future as there are some things I think I will continue using and doing after we return to a more “normal” school life.

Let’s do this…

Time Out area:

  • I got this idea from another Texas TAB teacher, Lori Wallace. Not sure if it was her idea or not, but it’s a super awesome idea.
  • It’s an area on my counter that I marked out as the time out area with some tape. (A student thought we needed a fun zone too, so there is that section next to it labeled as such.)
  • Students put all used tools and materials there, so at the end of the day I can sanitize spray them.

Clean Cups and Dirty Cups:

  • In a few different places, I have 2 sets of plastic cups–some labeled clean, and some labeled dirty.
  • Cleaned tools (pencils, sharpies, skinny paint brushes, etc) are in “clean” cups.
  • After student use, they put the tool in a dirty cup (this includes hand sharpener and erasers).
  • I wipe down the hand tools with the provided sanitizing wipes at the end of the day, and then put them back into the clean cup.

Mesh Bags:

  • I bought these mesh bags with a local grant, about 80 or so of them. I use them for many things: sets of acrylic brushes, sets of watercolor brushes, ceramic students individual tools, sets of brush markers.
  • What makes them nice is that after the students use whatever is in them, they can put the bag in the time out area, and I can just spray the bag, turn it over, and spray the other side. The bag is mesh and plastic, so it gets the inside contents and allows for drying.
  • This will be something that continues next year…using the bags for sets of things.

Materials List/Paint Color List:

  • I made a list of all the different media I had to offer and a swatch of all the acrylic paint colors I have. I then laminated them and taped them down–one on each desk
  • Students can tell me what medium they would like and I can get it for them.
  • Students can tell me what paint colors they need, and I get those too.
  • This lessens the amount of hands touching things–I wear gloves to get the different media.
  • I don’t have to worry about sanitizing the paint bottles after each use because I am the only one touching the bottles.
  • I put a piece of copy paper on each paint tray (cafeteria type trays), squirt on the selected colors, and give the students their paint. They throw out the paper and put the tray in the time out area.

Individual Student Tool Sets:

  • This is mostly for my ceramic classes. This was costly, but there wasn’t really any other way. Tool kits were made; some sent home (and they come back when kids come back), and some stayed for in-person.
  • Each student has their own cubby where they keep their tool bag. I repurposed my cubby since I didn’t set up the studio as normal.
  • Each kit has a needle tool, a serrated metal scraper, a wide paint brush, a home-made sgrafitto tool (that each student made themselves), and a piece of canvas. I also bought a ton of wooden dowels (which I cut down to size to save money) and those longer, thicker paint stirrers. This allows for all to be able to use at the same time or for some to sit for a few days without being touched. These purchases will help out in the future with full classes.


Damp Boxes:

  • I have enough shoe box size to give each of my upper students their own box–both for in person and remote.
  • I walk around with large, under the bed size or sweater size ones, for my beginning students. I just go down the line, with gloves on, and give out each project. I do the reverse for clean-up.


Single Use Condiment Containers with Lids:

  • I originally bought these to send home underglaze to my ceramic students.
  • They come in handy for passing out regular ceramic glazes.
  • I took all my glaze tiles and put them on a tray. Kids can point to the color, and I then mark the cup with the glaze number in a sharpie, and then return the lidded glaze-filled cup to them. They also know what number glaze they had so they can ask for more.

A Zillion Washcloths:

  • Washcloths really are the best way to clean-up clay tables and paint spills. Those school paper towels suck.
  • I bought over 100 of them from Walmart.
  • Each one is “single” use. Student take one from the clean pile and go clean-up their table.
  • They then put the used washcloth in the bucket by the sink after they are done with it.
  • At the end of each week I was the washcloths for next week. I am lucky that I don’t have to take them home–I was given a key to the washers/dryer in the girls athletic area.
  • It’s a little more work, but it is actually cleaner than when we would share the rags–so many less cloudy tables because kids don’t understand to rinse and ring the towels first before wiping the table–because more than likely, the person before didn’t rinse it.

Gloves:

  • The district does supplies me with gloves and I go through 10 pairs a day maybe.
  • Gloves do help to pass out supplies and whatnot to the students…and you will need to pass out a lot. You’ll feel like a waiter, but it is what it is. Lol

I think that is all. I know this is long, but I hope it is helpful to those of you that struggled first semester with having an open studio or those going back to in-person for the first time. Like I mentioned, I sometimes feel like a waiter, and it is tiring many days. My kids like to remind me when I don’t hand out table wipes at the end of the day, and they laugh when I yell that I’m about to take my gloves off so it’s last call for supplies for a while. Undoubtedly, I get someone that needs something like a minute later. ::shrug::

Apr10

Corona and Remote Teaching

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I see it has been over 2 months since my last post. And, quite frankly, I’m not surprised. I had some ideas in the works for new posts on the exciting stuff and things happening in the Duck Art Room since January, but then Corona hit, and my spirits plummeted.

I tried with all I had in me to look the “new normal” in the eye and take it on. And by new normal, I mean remote teaching or distance learning or “homeschooling” 🙄🙄🙄. (Don’t get me started on how none of this is homeschooling. I know people that homeschool for a living, and this is not it folks. But I digress.) It was hard. I wanted to be the best teacher I could be, but in truth, I wanted to just paint and drink coffee and play with clay. And I’ve done all that. In fact, by the end of this, I will have a full kiln load of just stuff I made.

One week away from school turned to two weeks; then to three weeks. And now, I’m pretty sure we won’t be back this school year. And at this point, while I want to see all my kids more than anything, I don’t know how we could make the switch one more time with 7 weeks (in my district anyway) of school left — 3 of which we are definitely out for Shelter-In-Place orders.

My district has been remote teaching/distance learning for 3 weeks now. I feel it has all been one big trial and error session. My district finally came to a decision about grading and GPA and class rank–which for those of you who teach high school know that these things are currently important in the world of education and higher education. I won’t go into everything, but we are going to a pass/fail system for the second marking period of the 2019-20 school year. Grades will be assigned with “prominent emphasis on completion and effort”. So, that sounds good right. It sounds as about as equitable as they can get. We are trying very hard to make sure we can meet accommodations and reach students without internet and give grace to those struggling with home issues (siblings, work, etc.) that affect them being able to do school work. Could more be done? Probably. But I know we are trying.

What does this all have to do with Art and Teaching for Artistic Behavior and Duck Art? A lot actually. I said that my spirits had plummeted, and that included my spirit for facilitating meaningful art making situations for my students. Instead, I assigned what I felt was going to be the easiest thing for me to do. Currently, I have about 50-65% participation from my students–some do all of it, most pick and choose and turn in a thing here or a thing there. It made me sad to say the least. I was missing seeing my kids make and create and all those other things that go with being artists.

Earlier this week, I was looking at Facebook, like all who are at home do, and I finally clicked on my friend Melissa Purtee’s post about what she was doing remotely with her kids, and it sparked something in me. I was then reminded of a post another friend had put in the main TAB Facebook group about not forgetting our purpose as TAB teachers–those 3 main tenets of the philosophy. I knew I had to change what I was doing. I couldn’t sustain it anyway. So, I borrowed from Melissa, as she so graciously lets us do, and made a new website for my students–all of my students, no matter the level or the class type. It gives them choice. It lets them decided how to spend their time during the week–instead of a daily assignment, they know what they need to do for the week on Monday and can plan their schedule to meet their needs. It makes them think and decide and research and plan and all those behaviors we have been talking and learning about for months or years. I have full belief in my students and I am hoping that it is what is right for them, and for their situations. I hope they can see art making not as a thing they have to do, but they want to do–because the freedom is in their hands now.

I’ll leave you with this. I’m not sure how I feel about our “New Normal”. I just hope I am bringing a sense of comfort to my students thru art and choice as we navigate this together.

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Click image for website

Jun10

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.

Feb17

Damp Boxes: Classroom Clay Game Changers

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I wanted to share a clay storage system that will change the way you can store in progress clay pieces. It’s called the damp box. I had heard about these quite some time ago, but for a myriad of reasons, I never got around to making some. My recent clay exploration camp kind of forced my hand on the issue, and I’m so glad I finally made them.

Basically they are plastic containers with plaster in the bottom. The plaster is damp and when the box is closed, it creates humidity in the box, which helps keep the pieces workable for extended amounts of time.

For years when I had around 100 kids working with clay, I had to wrap up pieces. I tried different methods each time, but always had kids pieces drying out too much each time due to several factors. This time, kids pieces remained malleable, even if they were absent for a day or two. And, I didn’t have to worry about making sure the boxes were closed. The kids did all the work. It helped to make the week go much more smoothly.

How do you make a damp box? Here is a video created by Tim See, a professional potters who I “met” on a clay Facebook group.

I ended up making 3 large, flat boxes and 2 smaller ones. I plan on making a few out of taller bins for bigger pieces. But the shallow ones worked out well for the clay exploration camp as most pieces were just a few inches tall.

These boxes are a game changer for me, and I hope they can be for you as well.

Feb17

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.

Nov14

What A Raku Firing Taught Me

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In 2017, I applied for a grant with our local educational enrichment foundation, TEEF, to get a Bracker Raku Kiln and all the needed pieces that go with it. I was one of the lucky few whose grants were funded or partially funded. It was an amazing feeling. I have been waiting since May 2018 to introduce the fun of Raku to my upper ceramics students.

I have a small group this year, which was great for our inaugural firing. The students all made at least one piece out of the special Raku clay. We had a local Potter come and talk to us about Raku firing. Several of the students had witnessed Raku firings at the Texas Clay Festival. We picked a date, set up a rain date, and informed all the people who needed to be there. The students watched video several times and made diagrams. We were ready. It was the perfect time before we were taking g a week off for Thanksgiving.

One thing we did not expect in Texas at this time of year was that it was going to be 32° this morning. Thanks Obama. We decided to press on. We worked in the cold, checking, listening, comparing. It was cold, and windy. But we pushed on. We were able to pull one firing off. It didn’t go perfectly, and we have much to discuss tomorrow in class when we do our group reflection on the process. The second firing didn’t get up to temp. Did I mention the wind? I finally called it during 5th period and we shut it down. The kids understood.

Looking back on today, we learned so much as a group…about the bracket kiln, about how to fire (I haven’t run a Raku firing in over 12 years), about combustibles, and about all the technical things that go with Raku.

But, the most important thing that I learned today came from my students. I was disappointed. I wanted their first Raku to be amazing. And it wasn’t, at least in my eyes. But for them it was a great day. They taught me it was all a learning experience. They weren’t bummed by the wind and the fact that we messed up timing. Or that we called the second firing. They knew we could do another firing; we could finish firing our pieces tomorrow. We have more clay. There’s a whole other semester. They had so much fun today. They came together as a group. I forgot what all this was about. I forgot what I have been preaching in my tab studio for years–that it’s okay to fail and it’s okay to make mistakes and that’s how we learn. And they reminded me of that. And I am thankful for that, and for them.

Nov1

Working with “The 10”: Ceramics Packet Reflection

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My friend, Ian Sands, developed a system called “the 9“.  They are packets based around the basics of subjects of art that artists create.  It’s not about content, but more about category that art would fall into.  The packets include: the object, architecture, nature, landscape, figure, portrait, imagination, non-representational, and conceptual.  He introduced them to me some time last school year, and I thought they were wonderful.  I’ve been successfully using them with my art 1 students this year.  They are a great introduction to art categories, while allowing my TAB students to make lots of meaningful choices.

I tested them out last year with one of my classes, and thought that they would be a great tool for working with my ceramics students as they move along their artistic journey.  Sometime last spring, I began planning how to use Ian’s model for my ceramics program.  I began researching and decided that for the most part, ceramics artists’ works fall into most of the same categories.  But, I discovered that there are 10 categories, instead of 9.  They include: nature, animal, architecture, “figure”-ative, functionality, imagination, non-representation, portraiture, the object, and conceptual/installation.

Following Ian’s template, I created consideration questions for each packet, changed up the suggestions and geared the planning around requirements I have for my students.  I am very happy with the development of my packets.

Now, here’s where I am dissatisfied with “The 10”.  I rolled them out in a way that I find isn’t working the way I hoped.  I thought it would make my students more independent, so I introduced it with my intermediate and advanced students.  (They meet at the same time.)  I think this was my mistake.  I should have used it with my beginners after we completed the “have-to” portion of our class.  Seeing how my art 1 students are growing using “The 9”, helped me to see this.  Currently with my beginners, we do ceramic artistic behavior units right after finishing our “have to” section.  We just began our first unit, Ceramic Artists are Inspired by Nature, but I think that after this unit, we will pass out sketchbooks and move onto the next packet.  Nature is one of the packets after all.  We will continue through the rest of the year going through packets, picking up next fall with where we left off.  Then we will dive into deeper meaning with Ceramic Artistic Behavior units.

I will continue with my upper ceramic students in the way we are working. With the exception of one student, they are all seniors, and I’m not too worried about it.  They are working and learning and growing.

They say it takes 3 years to really build up a program.  Like I previously stated, this is the 5th year of the program.  I’ve been playing around with it, trying new things each year to replace things that weren’t working.  I feel I finally have a great grasp on the program and the progression it should take to truly have my students behaving and thinking like artists.  The timing of “The 10” was the final piece of the puzzle that finally fell into place.

 

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Example of “The 10: Nature Packet”

 

Jun5

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.

by Geniveve
by Roxana
by Shelbi

⇒ 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.