Tag Archives: art

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”

 

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 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.

Gender Inequality

Islamophobia

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.

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.

2 Weeks of Exhausting Fun

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September is finally here, and for me, it marks having the first 2 weeks of school in the books.  It’s been exhausting and I have had to stop my personal exercise regime because of it. BUT, it has been so worth it.  My new (and returning) students and I have had a blast and have rocked it.

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I don’t like to start off the school year in a traditional way.  I like to have my students jump right in and get busy getting messy.  On our first day, we had 20 minute classes, and I was required by my admin to go over certain things during certain periods.  But, that did leave me time to show a small video to hopefully get my kids thinking about my class and art making in a different fashion.

Over the summer, or maybe it was last year, I found this video by artist and motivational speaker, Erik Wahl.  I thought it was perfect for some first day inspiration.

 

The next two weeks were spent doing not one, but two community projects.  First my students prepped, and installed our own Unity Project.  The welding students cut down steal tubing to use as our braces.  My students painted 7′-6″ PVC poles black, and they balled up miles of yarn.  Once the set-up was complete, they began to add their voices, by choosing the identifiers that represented them, then bringing it to life with yarn on the installation.  (I will write more about the Unity Project in another post once it is complete.)
 

Once we were finished with our part in the Unity Project, it was time to play with some clay. I like to start the year working with clay.  The majority of kids like clay, and it gives them some time to get to know me and each other without much pressure.  I use this time to teach some basic clay skills–slab draping, scoring/slipping and other surface treatment techniques, and to have the kids give back to their community.  This is the one piece the students will make this year that they aren’t allowed to keep.  I do ask all my students to create a bowl for out Duck Art Club’s charity fundraiser–Empty Bowls.

Next week, we will finish up our bowls, then move onto exploring the artistic behaviors that are essential to my classes.  I hope my students keep enjoying art class and continue to knock it out of the part when it comes to my expectations as the weeks, semester, and year continues.