HANNAH MS 114 MIDDLE SCHOOL UPPER EAST SIDE PLACEMENT PS 140 GRAMMERCY PARK
ALDEN FRANK SINATRA SCHOOL OF THE ARTS, HESCHEL PREK-5
KATHERINE LA GUARDIA SCHOOL OF COLUMBIA K-8
How did you ground some of the lessons plans until you really got to know who they were?
It was directly related to these artistic development classes until I got to know my students so I could make little tweaks.
Did you find yourself looking at them and identifying aspects of development?
Working with the middle-school kids, lots of sarcasm and jokes. With elementary I had to speak with them differently and approach them in a different way. Going from the most basic thing and having them explore materials lets you understand and gauge their development. Exploratory lessons are really great. You can totally tell when students have a really good background and repertoire. Each child is different. Communication is key. Seeing how they work with their peers and communicate is important. How they talk about work and crit each others work is helpful in understanding their place and understanding of their own work. Even if they are at the same age and development level you have to talk to them differently.
Risk taking. I listened to adolescents more attentively. Shoes and fashion. Shoe design.
You're always thinking about what they're learning in other classes, etc.
I definitely think that going through your own lesson is crucial.
I also appreciate so much more, the feeling that I get when I'm making. This is like euphoria.
I think that that's one of the only few moments of art making time that I have, making demos. But it's important to go through the demo yourself first. Sometimes if I didn't go through lesson, there's a plethora of problems.
How do you balance the attention you give to the group versus the individuals?
What I've started a lot with kids that need help (you can't slow the lesson down) you can do peer to peer learning and teaching. There's only one of you. You can remind students. You can tell students to ask a peer. Gives students an opportunity to be teachers by teaching their friends. A bit didactic.
Can you talk about the relationship between you and your teacher? Leverage?
It goes by so quickly, there's always so many good things happening. You don't even have time to be concerned about moving through and reflecting. A little out of your control, work with the person and get the good out of it and let the other stuff go. It's just different styles and you take what you need. You learn more from the negative then from the positive. Knowing what you don't like also shape how you operate as a teacher.
Was there a way that your teacher worked different but you acknowledged good art teaching?
There's still a motivation in the beginning and there's so much room for discussion and ways for student to have a voice. They really consider their students as artist. Having a dialogue with your artwork, etc. There's no way the artwork would look the same. Good teachers do good dialogue.
What was the most exciting way you used the art classroom? Outside classroom?
We also go to museums too. Walking trips can be good time. Classroom management applies to outside the classroom too. Managing the students in the bodies and their space. SAFETY IS IMPORTANT. It is real safety just like inside the classroom. It depends on the kids too.
- Don't make activities too open ended
- Give little prompts
- Rules and Guidelines
- Room for Flexibility
- ASK QUESTIONS
- HAVE DISCUSSIONS
- HAVE THEM COMEUP WITH THE ANSWER
Being able to understand and articulate why teaching art to kids is important.
Finding something that enabled you to commit to yourself wholly.
Confidence, fell into an education program. Is this what I really want to be doing for the rest of my life? Yes. I think being in a place with non-adults at all hours of the day helps me stay in the zone of playfulness.
Teaching is so hard. Really high-highs and low-lows.
Being in the position of teacher is really humbling. You believe it's about the students. The more invisible I can be in their work and in their process, the better.
Recognizing new cool ideas and methods of making. Constant give and take of student and teaching. Where students have ah-ha moments.
LEARNING SHOULDN'T STAGNATE.
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