Category Archives: Students

Seeing the Art of Children

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Every child is an artist. The problem is how to remain an artist once we grow up.

~Pablo Picasso

This is the ultimate challenge to artists, isn’t it–to hold onto that wild abandon and curiosity when making art.  As we grow up, for some reason that changes.  How we make and view art as adults does a complete 180, and I believe this issue needs to be addressed.  In this day and age as we talk about creativity and how this new generation lacks creativity, we must ask ourselves how did we get here?  Then, we need to figure out how we can change that.

Somewhere along the line, we are taught that the skill to make things realistic is equal to beautiful/good art.  That coloring in the lines is a goal.  That creation comes with a set of directions that needs to be followed.  Things like expression through messiness and exploration through process go to the wayside.  Does this stem from an unconscious connection to the development of fine motor skills (FMS)?  Perhaps somewhere we think that as we develop our FMS, our art should follow suit–that it needs to look sharp and be realistic.  But, I think that is taking away what art could and should be.

The old adage that says “Beauty is in the eye of the beholder” comes to mind.   Art could be defined by this, and many people do define art this way.  But, should it be defined by this?  I think this minimizes what art is.  I think children get it right.  For children, art is about the process.  It’s not defined by skill.  It’s not about correctness.  It’s about telling a story.  It’s about making what is in their head a reality.

And, we as adults need to understand that.  We have been told for so long what to do and how to do it that we have lost track of our inner child.  And, as art teachers, we have an opportunity to help create the next generation of adults who can see art and make art as they did as children.

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Art 1 student in-progress work

You have to be in a state of play to design.

~Paula Scher

That is where Teaching for Artistic Behavior can come into play.  (See what I did there?)  Starting at the elementary level, we can not only teach kids how to behave like artists, but we can teach ourselves and our colleagues to see their, the children’s, work for what they intend it to be.  We can stop telling our students what to create and how to create it, and let them tell us what they want to create and how they want to create it.  Each student has her own story and voice to tell it.  We can stop pushing our adult agenda and aesthetics on students and listen to them.

This doesn’t mean we don’t help our students improve their skill.  This doesn’t mean we don’t teach them about composition or color theory or shading or foreshortening or art history.  Those things are important parts of art, and we should incorporate them into our lessons, but should they be the most important or central part about art?  We need to help guide our students on their journey and see their journey for what it is…and we need to look at it at their level.  We need to meet them where they are.  We need to stop telling them what art should look like, but instead ask them what they envision it could look like.

Perhaps a bullet list will help… And remember, these lists are not mutually exclusive and they are not complete and can change with time


What art doesn’t have to be:

  • photorealistic
  • 24 of the “same” image (ie student created “Van Gogh sunflowers”)
  • polished
  • colored in the lines
  • a finished product

What art could be:

  • made of repurposed materials
  • messy
  • unfinished
  • a “failure”
  • a journey
  • outside the lines
  • unrealistic
  • in need of an explanation

What should be your takeaway from this blog post?  That children’s art is NOT adult art.  AND, we as adults need to recognize that and stop judging it like it is.  Does that sound harsh?  Maybe.  But, what if we did just that and helped to make a generation of artists instead of a generation of followers.

 

 

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.

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.

TAB, Modified TAB, and Other TABby things

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TAB is a huge buzzword these days. I see it thrown around in many Facebook groups. But what is TAB exactly? TAB is an acronym for Teaching for Artistic Behavior. It is a philosophy that has three core values. It asks “What do Artists do?” It believes the child is the artist. And, it believes the art room is her/his studio. It is these three ideas that drive a TAB teacher’s curriculum…how they run their studio.

That brings me to my next topic, Modified TAB. This isn’t really a thing. A teacher either believes in the philosophy or doesn’t. They don’t really pick and choose which of the values they want to believe. What confuses people is the misunderstanding that being a TAB teacher means you are balls to the wall full choice, all day long. Like I said…this is a misconception of the philosophy. When running a TAB studio, no matter the level, there is a spectrum of choice. The amount of choice a teacher will allow has several variables.

  • Campus/district expectations
    • Some teachers are expected to do x, y, and z. And most of us do like to be in compliance.
  • How “on board” a principal is with the change in the art program.
  • Bootcamp vs studio time
    • bootcamps are short amounts of time where the full class will explore a specific topic such as acrylic paints and color theory or copyright. Bootcamps should last a few days to a week tops. Studio time is where the students create their artwork.
  • Needs of the child
    • Each child is different in their learning styles and how comfortable they are with freedom. TAB is differentiation at its best.
  • Have to’s
    • There are certain things that teachers believe every student needs to know. This could be doing an attachment test to be able to use the sculpture center or biweekly drawing tests that have kids focus on the eye/brain/hand connection.
  • Teacher comfortability with giving up control.

Basically, a TAB teacher utilitizes varying degrees of choice throughout the year, for various reasons. But, they don’t utilize varying degrees of the philosophy.

Teaching in a “TAB-like” way isn’t a thing, but using varying levels of choice is. You can offer choice without being TAB, but you can’t be TAB without offering choice. You are a TAB teacher or you are not. There is not a formula as to how to run a TAB studio. There are as many ways to run the studio as there are TAB teachers. That’s the beauty of it. Believe the philosophy and do what works for you, your population, and your admin…as long as you have student Artistic autonomy as a goal for your students.

For more information about Teaching for Artistic Behavior, visit teachingforartisticbehavior.org

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A High School TAB studio with multiple mediums being worked on at the same time.

Talking With Students

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Teachers like to say that they talk to their students.  Secondary art teachers especially like to say that.  But, what does that mean– talk TO your students.  Furthermore, shouldn’t that say talk WITH your students?

In a TAB classroom/studio, it is very important that we talk with our students.  Talking TO them is like me just going on and on and on and not making any sense or relating to them in any way.  That’s a monologue…not a conversation.  If we talk WITH  our students, so much more is going to happen.

So, what does it look like to talk with our students

  1. You get to know your students…what they do outside of your room, what teachers they like, whom they are dating, what they do in their free time, what their home life is like, etc.  This is really important if we want to help them to create meaningful artworks.  Knowing these things can help spark ideas when they are stuck in an artwork or getting started.
  2. Asking questions that don’t have an answer.  The open-ended question gets them thinking about things on a deeper level.  It can be about their art or it can be about society or some other issue that you think has nothing to do with art.  You never know how the way a student contemplates answers to those questions is going to show up in an artwork.
  3. Art history on the back-end.  When we talk with students about what they are creating, it can open up the student to artists they may have never know about.  Hey, I see you are into drawing patterns–let me show you the work of Britto.  Your work reminds me of an artist named Mondrian.
  4. Relationships are built by talking WITH someone.  This means listening as well.  We like to think of the art room as a safe place for students, a place where they feel comfortable.  Well, to build that type of environment, we want to build relationships.  We want to build trust.  Trust can lead to some amazing things happening in our classrooms.
  5. Letting them have opinions on their artwork and the work of others around them.  Yours, the teacher, is not the only authority on artwork.  Giving students an equal footing helps to validate what they are thinking.  They need to know their opinions matter.
  6. Making the students feel comfortable to ask questions.  If the students feel you are unapproachable, they will never ask questions and their artistic growth will more than likely be stunted.

I would be amiss if I didn’t list a few things that talking WITH doesn’t include.  It doesn’t mean telling them not to do something, like a corner sun.  It doesn’t include telling them their artwork doesn’t meet your expectations of how much contrast or values it should have.  It doesn’t mean only saying hello to them or just talking about the day’s assignment.

I love to build relationships with my students.  I love having open and real conversations with them.  I love getting to know them and having them get to know me.  I love when I can show them new things because I listened to what they had to say.  And I love when I can see that they thought about things we talked about because it shows up in their artwork or their other conversations they have.  Talking WITH them is so important because the art studio is about so much more than just making art.

Communication leads to community, that is, to understanding, intimacy and mutual valuing.
~Rollo May

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.

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.