Lately, I’ve been seeing the phrase “I’m not full TAB”, or something similar to that. And to be honest, at first I would kind of roll my eyes and move on. But then as I started to see it more and more, I thought that maybe some people don’t quite know or understand that TAB is a philosophy with a choice continuum.
Over the years, there have been many conversations about TAB vs modified TAB / “not full TAB”. And, in the end, the same conclusion ensued–there isn’t really modified/not-full TAB. That would infer that not all 3 core tenets are followed when setting up the program. And asking, which one(s) are you leaving out?
What do I mean by that? Well, TAB (Teaching for Artistic Behavior) is a philosophy that follows 3 core tenants. It asks What do artists do? It believes the child is the artist. And it believes the classroom is their studio. To put it more simply, as Ian Sands would say, it’s about Making Artists. The end goal should be helping/teaching our students to behave and think like artists. Obviously there is much more to it, I mean there are many books written about it and have been several theses written about TAB as well. But that would be a longer post for a different day.
How you achieve the end goal of “Making Artists” is the methodology. And that is where the continuum comes in. TAB teachers offer levels of choice for this. Good TAB teachers will vary the level of choice on a number of factors, including the individual needs of the students is one of those factors. In fact, there may be varying levels of choice within the same class period, and it can fluctuate over time going from more choice to less choice and back again. TAB is student-centered after all. I wrote another blog post that includes some reasons why you would vary the level of choice. Below is an image that displays the continuum of choice that can be offered, and there is a time for each level, including teacher directed, although that should probably be employed the least in a TAB practice.
In the end, if you believe in the philosophy and you arrange your program with the goal of making artists/teaching to think and behave like artists, you are a TAB teacher. What you modify is the amount of choice. And that will change as you learn about your student population and their needs, and it will vary from class to class, and student to student. At some point, students will be 100% self-directed, and that’s a beautiful thing.
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.
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.
IndividualStudent 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.
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.
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.
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.
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::
On Thursday, I will start my 14th year of teaching. It is a bag of mixed emotions. It is one of the hardest starts to a school year to date. And, it appears as it will be one of the most complicated. My district, as many other districts in central Texas, has decided to start the year off remotely. We will definitely teach the first 4 weeks this way. At week 2, the board will meet, go over the data, and decide if we will continue all remotely at week 5 or if we will go to the option of both remote and in-person. In my mind, I’m not there yet. I want to concentrate on getting remote up and running, then I will think about how do deal with 2 types of learning. I assume (and yes I now what happens when we assume…) that we will have some kind of guidance about equity with in-person and remote simultaneously.
Speaking of equity, my school has decided that we will be 100% asynchronous. Our goal is to meet ALL students, not just most like we did in the spring. Our community is one where not all have internet and some are out in the country where a hot spot won’t work. I know some students have to work during the day to help with household budgets and other students need to watch younger siblings and help with their work. I have been told that some businesses in the local community are setting up ways for students to come in and do their school work using the business’ wifi, keeping local covid mandates in mind. So, asynchronous really does seem to be best for the community.
Now that I have given a bit of info about my teaching situation, I thought I would speak to what I am going to do in my remote teaching and with trying to stay true to the 3 guiding principals of TAB–What do artists do? The child is the artist. The classroom is their studio. And in this case, where they are is their studio. I am also trying to stay true as much as I can to the TAB program I have built over the years.
It may not seem like remote is the best for building relationships/community with our classes as a whole group, but that doesn’t mean teachers can’t build one-on-one relationships with their students through our LMS, Google Classroom. I plan on using flipgrid to help learn more about my students. I will include my face in all my videos–I’ve learned to float my video recording of me speaking over my screen recording using quicktime. Or I will use a program I discovered called Loom, it also allows the computer camera to hover in front of a screen record. (It’s not perfect, but my students will get to see all the fabulous facial gestures and hand waving I do as I talk–and that is such a huge part of who I am, lol.) I also plan on utilizing an “autobiographical artwork” activity that Melissa Purtee so graciously shared. Lastly, in the spring I found in the that replying or leaving comments with on students submissions is really helpful in growing and keeping relationships and communication.
This year I have 7 classes–art 1, art 2, art 3, art 4, beginning, intermediate, and advanced ceramics. Every year, my students in art 1, art 2, and beginning ceramics create sketchbooks together at the beginning of the year. I think this helps my students that can’t afford sketchbooks, and students tend to have more ownership of the sketchbook because they made it. This is an activity I am continuing. I have spent many hours building sketchbook kits that students can come pick up from school. I think it will also be good for them to have something hands-on to do for remote school and to have a place to continue with learning to think like an artist. And, when we hopefully return, all that wonderful information and inspiration they added to their sketchbooks will be easily found and not all over in google classroom and drive folders.
Once we finish the sketchbooks, we will start learning about the ATP (Artistic Thinking Process). This is also something I do at the start of each year. This will also help me to learn more about the students and their interests. Like in person, each stage of the process will be looked at individually to help the students really stop to think about what they are doing, why they are doing it, and various way how to be inspired and develop ideas. When we get to the create stage, the students will be limited to their sketchbook and a pencil (and any supplies they have at home), but I think that is okay because artists often have limitations. I plan on making clay kits for my intermediate and advanced students, so they can create small ceramic pieces at home. (I can write more about how my ceramic classes will work in another post at some point.)
I know this post isn’t covering everything I will be doing with all my classes. My art 3 and art 4 (which are stacked) will be doing a book study of “Steal Like an Artist” with lots of activities on how to get their ideas flowing (hopefully). I am excited about that. I was given a grant for a class set of the book. I love the book, and I think as the students in those 2 classes are trying to start finding their voices and their influences, the book study will be a good thing. Also, it gives them time away from the screen. I figured I would wait until after the book study to blog about it.
I know there are many more things I will have to deal with as the year goes on. I have “how to deal with in-person and social distancing and no sharing” in the back of my mind at all times. But, for now, I am comfortable in how I am translating my in-person TAB classes into virtual TAB classes. I feel that even though there may be limitations in materials and the sizes of artworks, I can still help my students to learn to think and behave like artists, and, as usual, I keep that at the forefront of my mind as I plan.
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.
As we enter the third week of the new semester, I thought I would update on my “restoration” of the school year. (Confused? See this post for some clarity.) I know it has been a short time, but I am starting to really feel like I am getting a hold of the school year. Maybe I should say it’s been a long time. I mean, it is January, and we’ve been in school for about 4 months already.
I came into this semester in a different frame of mind. I realized in December that I needed to change what was happening in my art studio, what was happening with my students. I felt they weren’t getting the best out of our TAB studio. And, I knew it wasn’t really them, but it was me. I was doing what felt right last school year…what worked for last year’s students. I was doing what I thought I should be doing. I wasn’t really seeing what my kids were missing.
So, over winter break I sat down with notebooks and made lots of notes. I figured out what my students were needing, and got to planning.
We started off with an exploration of the human face. It was very teacher-led, but it was a good way to start off the new semester. It got them engaged because teens love drawing eyes and lips. It helped to build their skills, and it was a nice ease back into art after 2+ weeks of sitting around.
But, it was what I decided to do after that I think is really making the difference. In art 1, we had been working through “The 9”, packets designed by Ian Sands that offer a lot of choice, but on a more basic, general subject matter (landscape, nature, architecture, etc.) These have been helpful, but I felt my art 1 students
needed more. At one point in my TAB journey, we worked with themes. I felt it was time to incorporate themes again. What I ultimately decided was that students would have a choice of a new packet (this time portraits due to the exploration we did), any previous packet we have visited this year, and a theme. And, so far, so good. Students are much more engaged with the larger choice, and because everyone isn’t doing the same packet, there is much more delving into the ATP (Artistic Thinking Process). Also, the required student-teacher meeting between development and creation has really helped them as well.
I am finally fully engaged this school year, and all it took was some deep reflection and a few tweaks to restore my passion for TAB and teaching.
It’s a new year…like it started yesterday. And with the end of each old year, and the beginning of a new one, there always comes with it some reflection. Many people create goals or make resolutions for the new year. I like to choose a word that I keep with me throughout the year, having it on my mind as I make decisions and navigate life.
I recently wrote about the struggles I was having the first part of this school year. I have been reflecting on the struggles and how I can make a change to ‘better’ myself and my program. What the reflection has ultimately done was cause me to pause and remember why I teach and why I choose to follow the TAB philosophy.
So, I have decided to write a series of posts about TAB and my journey back to myself and back to my “truth”. I will post a link here with each new reading. The first being;
I often see people asking questions along the lines of “What’s so great about TAB?” Sometimes the question is sarcastic. Other times, you can catch the wif of a true curiosity. Someone who really wants to know why so many have made the switch to this philosophy of “asking what it is that artists do”, and of “believing students are the artists and the classroom is their studio”.
This post is for you…all of you. Both the sarcastic, who *think* they don’t want to know, AND the curious, who *know* they want to know.
There are many things that make Teaching For Artistic Behavior (TAB) great. Many of the reasons are common among TAB teachers, but just as each TAB studio is different, each TAB teacher has her/his top reason for it’s greatness.
Let’s get to it.
It’s budget friendly. Whether you have a large budget or a almost non-existent one, since you don’t need class sets of everything anymore, it allows for a wider range of materials and tools.
It’s a relationship builder. Because each student is working on a more “independent’ style artwork, you can find out more about each student. Because they are adding more of themselves into each artwork, and because you aren’t policing step by step instructions, you can spend more time talking with them.
Deeper Thinking and Connections. I’ve found that when I’ve asked my students to plan the artwork, from the beginning, even with a theme, (instead of me designing the whole unit) my students have gone deeper into the meat of their artwork, and the connections between ideas, themselves and their art have increased ten fold.
More Exploration. Letting students decide what medium(s) they want to use and how they want to use them is a game changer in creativity. Students are continually asking me, “what if I?” or “what happens when?” it leads to discovery and conversation and wonderfulness.
Differentiation. This one is a big one. Because a TAB teacher is not expecting a student’s work to look like an example, and because we are looking at the underlying aspects of art making (the artistic process, choice making, problem solving, skill building, etc.), it is much easier to meet students where they are, and to help them achieve goals that are suited to them, and not everyone else.
A Philosophy, not a Curriculum. TAB is a way of thinking about art education. It’s not a curriculum you can buy on TPT. There are no set lesson plans, no explicit rules to be followed. This allows TAB teachers to be flexible in what they teach and how they convey it to students. It allows for campus and district expectations to be met. It allows for a teachers’ level of comfort when it comes to giving up “control” to the students. It gives teachers flexibility when deciding to follow state or national standards. And it allows for more time to focus on the behaviors of artists instead of only exploring every medium that can be fit in during a school year.
It is that last bullet point that is my top reason for what makes TAB so great. TAB has allowed for so many deep, meaningful things to happen with my students. I’ve seen so much growth and connection making since I changed to TAB. Once I realized it wasn’t about me, but about them, and I changed the way I taught to reflect that…
I have never worked harder as a art teacher than I have as a TAB teacher. Yes, physically I did more work when I taught in a more traditional manner, but I wasn’t as happy. Now, the hard work comes mentally–reflecting on what my students need (which changes year to year, and even from semester to semester), reflecting on my teaching practices, reflecting on myself as an artist and a member of my school community, and how I can bring those things into what I am teaching. It’s draining, but so worth it and fulfilling.
If you are a TAB teacher, what is your top reason for why it’s so great? If you are not, what is stopping you from really checking it out?
Every child is an artist. The problem is how to remain an artist once we grow up.
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.
Work by a student with autism describing who she is
Beginning ceramics student self portrait.
Art 2 student exploring an eating disorder she once had.
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.
Art 1 student in-progress work
You have to be in a state of play to design.
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.
Art 1 student exploring what society says a man is supposed to be.
Part of a larger series by an art 2 student
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:
24 of the “same” image (ie student created “Van Gogh sunflowers”)
colored in the lines
a finished product
What art could be:
made of repurposed materials
outside the lines
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.
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 Sands. Janine 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.
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.
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.
Watch through the slideshow to see what each artists “1 thing” was. I am so proud of these kids.