Today, in my Child Pyschology and Development class we got into groups and discussed the topics of our papers. We could choose any problem children face in America, and I chose bullying. Theory and Practice has us focusing on a secondary audience, and adolescence is the age where bullying can become a serious problem. I read that it is most common in Middle School and I definitely agree. 7th grade was when I was harassed on a regular basis. Luckily, it never turned into physical abuse, but the girls who targeted me made sure that every day was a living hell. I lived in fear every day, wondering when it would turn physical, all the while becoming more and more self conscious. I was afraid of what to wear, what to say who to talk to. In reality, no matter what I did they would make comments, kick in my locker, or call me names.
I chose this topic because it is something I dealt with, but I also want to be prepared if it happens to my students or my own children. I don't remember a teacher ever saying a word. In 7th grade the girl who picked on me the most sat behind me in 3 classes. She said things out loud regularly, and I'm sure one of the teachers had to notice at some point. These were not bad teachers, but I don't think they were in touch with their students. They just wanted to move on to the next class period. It really got me thinking, what would I do if I witnessed one of my students harassing another? Or groups of them? My instincts tell me that I would let them know that such behavior is completely unacceptable. I couldn't live with myself if I let some child be victimized while I ignore it! However, just like when we make our lessons we need to consider everything, we must consider our actions in the realm of class discipline. We must stand up for all of our students and let them know we care about what happens to them! This includes the victims and the bullies! The children who are picking on others are dealing with pain within themselves.
I look back and the girl who picked on me the most was from a broken home. I don't even know if her parents were alive, but she was constantly in and out of children's homes and staying with her aunt and uncle. She missed a lot of school and in 8th grade was gone for half the year. All of the other girls were pregnant by 10th grade, and by the time I was 17 I never saw them in school again. I am able to understand why they felt the need to make me feel terrible about myself. Things were not going so well for them.
This is precisely why we as educators must build relationships with our students. Get to know them, understand that they might be going through hell in or out of school. We can help prevent bullying by creating an atmosphere of acceptance. There are so many programs out there now helping to inform children and adults about this problem and giving tools to cope. StopBullyingNow!.com is an interactive website geared towards prevention and intervention. Rachel's Challenge is another program which includes workshops and awareness education. My fieldwork location, LaGrange Middle School has implemented this program. My group members today told me about peer mediation programs in their schools that seemed to help a lot. I'm so glad people are considering the severity of the situation, and realizing that bullying, whether physical, verbal, or electronic, can have a huge impact on a child's life.
Tuesday, November 27, 2012
Book Art!
Last week, we made beautiful book art with Laura and Mikaela. First, I have to say their bulletin board was wonderful. Simple and to the point, black background with rich, varied, gorgeous images! It connected very well to their lesson. The images were displayed on the Smartboard, and discussed. I think they served as a wonderful introduction to techniques and ideas we could use in our making. When it came time for the demo, we all gathered around the table. Almost everyone has done this when giving their demo, and it works. Everyone can see, and its more intimate making it easier for students to get involved and ask questions. The teacher samples were amazing! They were both so different, and it was almost hard to believe they were made from books! We all got really pumped to start working once we saw those teacher samples. When we were sent to choose a book from the table, I was concerned that everyone going up at the same time could be problematic. I knew the book I wanted right away, so that made it easy. I think most other people made their decisions easily as well, but I wonder how it would work in a high school or middle school classroom. Would their be arguments? "I want that book!". The key element was the variety, which helped. There was truly something for everyone!
The book I chose ended up being a collection of poems, "Excuse it Please". They were mostly humorous with lots of funny pictures. We had a good amount of time to work which was important to the process. Because my book was really a bunch of stories instead of just one, I read through most of them before I chose what to focus on. I found a poem about "Hiram Hickory Nut" and he was having all the nuts to dinner in Connecticut. First of all, it was adorable. Second, this was just a few days before Thanksgiving and I was getting ready to have all the nuts over my house for dinner! I connected with the story. I went through, cutting out images of different characters. There were a few pictures of couples, one pouring wine on the other, a woman pushing the man away, jolly good fun! There was a pompous looking man in a suit declaring something obnoxious, an old man chatting with the March Hare, and a lion playing the piano for ambiance (a calm in the storm of chaos). On the table, of course, was a huge turkey, and all of this took place under the hickory tree. I had a lot of fun with the context clues.
I used the methods Laura and Mikaela talked about. I found the folding and slots extremely helpful in setting up the characters for my dinner party. I tried to use subtractive and additive techniques. I saw subtractive as cutting the images out and raising them up (ex: the tree, the table). I considered the characters who I took from other pages and attached to my new set as the additive elements. When Aaron read the objectives out loud, I thought they clearly aligned with our activity and our instruction. It was such a wonderful way to include literacy with art making. I want to make book art forever!
The book I chose ended up being a collection of poems, "Excuse it Please". They were mostly humorous with lots of funny pictures. We had a good amount of time to work which was important to the process. Because my book was really a bunch of stories instead of just one, I read through most of them before I chose what to focus on. I found a poem about "Hiram Hickory Nut" and he was having all the nuts to dinner in Connecticut. First of all, it was adorable. Second, this was just a few days before Thanksgiving and I was getting ready to have all the nuts over my house for dinner! I connected with the story. I went through, cutting out images of different characters. There were a few pictures of couples, one pouring wine on the other, a woman pushing the man away, jolly good fun! There was a pompous looking man in a suit declaring something obnoxious, an old man chatting with the March Hare, and a lion playing the piano for ambiance (a calm in the storm of chaos). On the table, of course, was a huge turkey, and all of this took place under the hickory tree. I had a lot of fun with the context clues.
I used the methods Laura and Mikaela talked about. I found the folding and slots extremely helpful in setting up the characters for my dinner party. I tried to use subtractive and additive techniques. I saw subtractive as cutting the images out and raising them up (ex: the tree, the table). I considered the characters who I took from other pages and attached to my new set as the additive elements. When Aaron read the objectives out loud, I thought they clearly aligned with our activity and our instruction. It was such a wonderful way to include literacy with art making. I want to make book art forever!
Beatles and Candy!
Today was Mia and Rebecca's lesson. I have to say I am really enjoying all these different opportunities to play and make art without the pressure! So far, there has been a great variety in the art activities we've been doing. Mia and Rebecca did a great job at thinking up something that would get the class excited. Music and candy are two things that bring to mind a party, and I felt this in the class atmosphere today. Aaron mentioned that candy would not be a good medium to use with school kids, considering it would make a mess (bugs), and it would get eaten (sugar!). I can understand where he's coming from, and we do have to consider appropriateness with everything we bring to our classrooms. However, I appreciate Mia and Rebecca's creativity. To make art using edible materials is certainly done in the contemporary art world. The exposure to an art medium that differs from the traditional painting or drawing let's students know that art is accessible to everyone! I think all of the partnerships who have given their lessons so far have really thought about progressive art making and alternative materials and methods. The art world is in constant flux, and we as educators must be able to change along with it.
So, I was excited to make art with candy, but I was wondering during the demo, when language was going to come in to the lesson. Then, Mia mentioned that we would make our imagery inspired by Beatles songs! I was very happy, and so were a bunch of other people from the class. It was all fun and good times. I think these positive light-hearted activities are important in an art classroom. I do, however, think it's important that the fun aspect of the activities have a direct correlation with the conceptual aspects of the lesson. While we were making our candy art pieces, Sara came over with the video camera. She asked me how I was doing and why I thought we were using the Beatles? I said it was probably because they are a group whose music crosses generations, and they have such and extensive song library...oh...and they're awesome! She asked how it went along with the theme, and I wasn't really sure at first, then realized the artist we looked at earlier was using song lyrics in her work. When Sara asked me why I thought we were using candy, I had no idea. I really didn't see a reason that was rooted in the theme of the lesson (unit), but I also said I was so happy we were doing it that I didn't care.
It got me to thinking about what makes a successful lesson. We can come up with something our students enjoy and have a blast making. Getting them to be engaged is a huge part of success. The other part of course is, what are we teaching them? Also, how are we evaluating them? I thought Mia and Rebecca were very clear as to what we were being assessed on, they even supplied a worksheet to define it (color scheme, planning, etc.). I think the biggest thing is, having a reason for every decision we make. Jessica talked about this last semester. She said, "if you're using an 8 x10 sheet of white paper, have a reason for it". These are excellent words to live by, as an artist and as an art teacher. If we carefully consider every choice we make, our lessons and activities will flow seamlessly together.
Can't Buy Me Love!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
so I made that
So, I was excited to make art with candy, but I was wondering during the demo, when language was going to come in to the lesson. Then, Mia mentioned that we would make our imagery inspired by Beatles songs! I was very happy, and so were a bunch of other people from the class. It was all fun and good times. I think these positive light-hearted activities are important in an art classroom. I do, however, think it's important that the fun aspect of the activities have a direct correlation with the conceptual aspects of the lesson. While we were making our candy art pieces, Sara came over with the video camera. She asked me how I was doing and why I thought we were using the Beatles? I said it was probably because they are a group whose music crosses generations, and they have such and extensive song library...oh...and they're awesome! She asked how it went along with the theme, and I wasn't really sure at first, then realized the artist we looked at earlier was using song lyrics in her work. When Sara asked me why I thought we were using candy, I had no idea. I really didn't see a reason that was rooted in the theme of the lesson (unit), but I also said I was so happy we were doing it that I didn't care.
It got me to thinking about what makes a successful lesson. We can come up with something our students enjoy and have a blast making. Getting them to be engaged is a huge part of success. The other part of course is, what are we teaching them? Also, how are we evaluating them? I thought Mia and Rebecca were very clear as to what we were being assessed on, they even supplied a worksheet to define it (color scheme, planning, etc.). I think the biggest thing is, having a reason for every decision we make. Jessica talked about this last semester. She said, "if you're using an 8 x10 sheet of white paper, have a reason for it". These are excellent words to live by, as an artist and as an art teacher. If we carefully consider every choice we make, our lessons and activities will flow seamlessly together.
Can't Buy Me Love!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
so I made that
Monday, November 19, 2012
Taryn and Amanda's Lesson
Last Friday we all had the pleasure of experiencing Taryn and Amanda's lesson. I found it refreshing and I think many other people in the class felt the same. The discussion portion of their lesson was brief and to the point, and it was broken up into segments. We revisited artists and concepts discussed in their PowerPoint, and it was all very interactive. Students were responding to questions and recalling information. Taryn was patient when answers weren't given right away, and it created a safe environment where participants had time to gather their thoughts before speaking in front of the class. The discussion was short, but it left room for interpretations to grow.
Amanda led the demo, and she was clear in her instruction. She even made a little sample right in front of us to generate ideas on how to translate objects into clay. When it came time to work, everyone was eager to get started. The teachers provided natural objects and suggestions on two different ways to work with the clay, one with impressions and one by hand building. I think we were given about 7 minutes of working time, which made me a little nervous at first, however, they had a good reason for it. They told us before we started, not to get too attached to the objects we were making. When you invest time in a piece of artwork, you value it, and destroying it can create a negative emotional reaction. We were aware that these pieces would be altered (smashed). At one point I (true to character) started getting lost in the details of one of my clay objects, and I heard there was only 2 minutes left to work! Amanda walked by and said, "It doesn't have to be perfect", and reminded me not to get attached. I instantly felt a jolt of freedom, and began using a clay tool to create a rough texture, using quick, hard strokes. When we were asked to stop working, I felt invigorated. It was the most stress-free art-making activity I have experienced in the class. There was no comparing to see whose work was better than mine, or worrying about developing a major concept. It was simple and straight forward.
Then, the real fun began. We all brought one of our clay objects to the middle of the room where 3 huge pieces of white paper lay on the floor. We were told to throw our object onto the paper and let it leave a mark. Amanda stood ready with a water bottle to squirt any pieces that might be too dry to stick to the paper. We all had such a blast! It was invigorating to throw those pieces down, watching and hearing them splat, especially when they were more wet. It was such a release, definitely needed at this time in the semester. Everyone was smiling and laughing and really enjoying the process. At the end, a truly collective work of art was created, and the teachers took the time for all of us to stop and talk about it. We even considered different compositions with a viewfinder.
I thought this lesson was wonderful on many levels. Amanda and Taryn were knowledgable and approachable as teachers. The activity allowed students to experience art in a contemporary sense, learning that art can be a performance, and a collective process. I think process also stood out as an
important aspect of the art making, not just finished product. Any student could get involved in this lesson and gain confidence in their art-making abilities.
Amanda led the demo, and she was clear in her instruction. She even made a little sample right in front of us to generate ideas on how to translate objects into clay. When it came time to work, everyone was eager to get started. The teachers provided natural objects and suggestions on two different ways to work with the clay, one with impressions and one by hand building. I think we were given about 7 minutes of working time, which made me a little nervous at first, however, they had a good reason for it. They told us before we started, not to get too attached to the objects we were making. When you invest time in a piece of artwork, you value it, and destroying it can create a negative emotional reaction. We were aware that these pieces would be altered (smashed). At one point I (true to character) started getting lost in the details of one of my clay objects, and I heard there was only 2 minutes left to work! Amanda walked by and said, "It doesn't have to be perfect", and reminded me not to get attached. I instantly felt a jolt of freedom, and began using a clay tool to create a rough texture, using quick, hard strokes. When we were asked to stop working, I felt invigorated. It was the most stress-free art-making activity I have experienced in the class. There was no comparing to see whose work was better than mine, or worrying about developing a major concept. It was simple and straight forward.
Then, the real fun began. We all brought one of our clay objects to the middle of the room where 3 huge pieces of white paper lay on the floor. We were told to throw our object onto the paper and let it leave a mark. Amanda stood ready with a water bottle to squirt any pieces that might be too dry to stick to the paper. We all had such a blast! It was invigorating to throw those pieces down, watching and hearing them splat, especially when they were more wet. It was such a release, definitely needed at this time in the semester. Everyone was smiling and laughing and really enjoying the process. At the end, a truly collective work of art was created, and the teachers took the time for all of us to stop and talk about it. We even considered different compositions with a viewfinder.
I thought this lesson was wonderful on many levels. Amanda and Taryn were knowledgable and approachable as teachers. The activity allowed students to experience art in a contemporary sense, learning that art can be a performance, and a collective process. I think process also stood out as an
important aspect of the art making, not just finished product. Any student could get involved in this lesson and gain confidence in their art-making abilities.
Thursday, November 15, 2012
Last day of Fieldwork
Today was my last day at LaGrange Middle School, teaching 6th graders. My time there has gotten stretched out because of sickness, hurricanes and school trips! Luckily, it has been absolutely wonderful. My mentor teacher is so positive and encouraging, I really enjoyed being in her classroom. From the beginning she was so open, allowing me to be creative with my lesson. She had vocabulary lists for me to incorporate, and suggested I integrate the activity with math or literacy. Other than that, she let me choose what I wanted to do. My lesson took 3 class periods all together, a day for intro and reading/ writing activity, a day for working and a day for sharing and reflection. I am so grateful to my mentor teacher for giving me as much time as I needed to complete all aspects of the project.
When I first got the assignment to work with 6th grade, I was hesitant. Technically, it is still elementary and I was concerned that I wouldn't be able to incorporate the complex ideas from Aaron's class into my fieldwork. With my students, I did approach subject matter from a simpler point of view, however all of the elements of lesson planning were utilized. I had to consider carefully, "what are my objectives?","what do I want them to have?", "how will I assess them?". This is the first time I really gave any thought to assessment. In Beth and Jessica's classes we left that part of the lesson's out. I feel that we have some amazing tools now, with the readings and all the discussion about assessment. It is something that every one of us will need to know how to do, and now we have clear guidelines to consider when grading our students. My 6th graders were so articulate when discussing each other's work! The project was to make watercolor paintings based on haiku poems. Our last class (today) was designated for sharing our work. Each student read their chosen poem and as a class we talked about specific elements of the painting, connecting it to the haiku. Students were so enthusiastic and thoughtful! I expected more of them to be shy, but they were really excited to talk about their work and the art of their classmates! We revisited vocabulary, and they were all thinking technically and conceptually. Throughout the day, I had 5 classes, with a total of 75 students! It is true what Aaron said, as the day goes on you can fine-tune the lesson. Each class is so different, so even with the same subject matter, it never gets boring! I am constantly amazed by the complex thinking and insight of these students. By the second week, I decided I love 6th grade.
I really feel that all of my Art Ed. classes have prepared me for my Fieldwork experiences . I have learned so much from Beth, Jessica, and Aaron. The common thread running through all 3 classes has been the idea of a Constructivist approach to education. No matter what we are teaching, we can use the methods of question-based discussion and allow students to build their own knowledge. It's proven to be so helpful in fieldwork and in Theory and Practice. Students are much more interested when they can participate! In the end, we learn from them too.
When I first got the assignment to work with 6th grade, I was hesitant. Technically, it is still elementary and I was concerned that I wouldn't be able to incorporate the complex ideas from Aaron's class into my fieldwork. With my students, I did approach subject matter from a simpler point of view, however all of the elements of lesson planning were utilized. I had to consider carefully, "what are my objectives?","what do I want them to have?", "how will I assess them?". This is the first time I really gave any thought to assessment. In Beth and Jessica's classes we left that part of the lesson's out. I feel that we have some amazing tools now, with the readings and all the discussion about assessment. It is something that every one of us will need to know how to do, and now we have clear guidelines to consider when grading our students. My 6th graders were so articulate when discussing each other's work! The project was to make watercolor paintings based on haiku poems. Our last class (today) was designated for sharing our work. Each student read their chosen poem and as a class we talked about specific elements of the painting, connecting it to the haiku. Students were so enthusiastic and thoughtful! I expected more of them to be shy, but they were really excited to talk about their work and the art of their classmates! We revisited vocabulary, and they were all thinking technically and conceptually. Throughout the day, I had 5 classes, with a total of 75 students! It is true what Aaron said, as the day goes on you can fine-tune the lesson. Each class is so different, so even with the same subject matter, it never gets boring! I am constantly amazed by the complex thinking and insight of these students. By the second week, I decided I love 6th grade.
I really feel that all of my Art Ed. classes have prepared me for my Fieldwork experiences . I have learned so much from Beth, Jessica, and Aaron. The common thread running through all 3 classes has been the idea of a Constructivist approach to education. No matter what we are teaching, we can use the methods of question-based discussion and allow students to build their own knowledge. It's proven to be so helpful in fieldwork and in Theory and Practice. Students are much more interested when they can participate! In the end, we learn from them too.
Tuesday, November 13, 2012
Our Lesson
Today was my first day back to classes since returning from D.C.. It's been a complete whirlwind. I made sure Sara and I signed up for our lesson before I left, and that worked out extremely well. It feels wonderful to have completed the in-class lesson, and now have the time to focus on the rest of the unit. Yesterday, I watched the video of our lesson. It is strange to watch myself, especially for that long. I start to notice all my little quirks, and hope that no one else does. I think Sara and I did a great job, and we had fun! In the beginning we were probably both so nervous we could puke, but as the class went on we both felt much more comfortable.
It is so different from teaching a lesson in fieldwork. I don't get nervous for my fieldwork lessons really, just excited. I suppose its the fact that in Theory and Practice my classmates and professor are there to critique me. There is a certain level of pressure that is not present when teaching in front of sixth graders. In the beginning, it really felt like role playing with our peers. It was like acting, and our classmates were so kind to oblige us by participating (thank you everyone for bringing objects in!!!!). However, as the discussion carried on and we got into the demo and work time, it started to feel real. The nerves dissipated. As I walked around the room discussing student's ideas and watching them work, it felt so natural! They were so engaged and thoughtful in their exploration, and it was amazing to see how they took the parameters we gave them into new directions. I felt proud like they were really our students!
I think it is such a valuable experience for us to have these opportunities to teach and be observed. It's going to happen throughout our career, so I'm glad we're getting exposed to it now. Everyone gives such amazing feedback which helps us understand our strengths and weaknesses. It helps that we also get the chance to be students and see the lessons from that perspective as well. I have enjoyed being a part of everyone's lessons so far and I'm excited to see what the rest of the semester brings!
It is so different from teaching a lesson in fieldwork. I don't get nervous for my fieldwork lessons really, just excited. I suppose its the fact that in Theory and Practice my classmates and professor are there to critique me. There is a certain level of pressure that is not present when teaching in front of sixth graders. In the beginning, it really felt like role playing with our peers. It was like acting, and our classmates were so kind to oblige us by participating (thank you everyone for bringing objects in!!!!). However, as the discussion carried on and we got into the demo and work time, it started to feel real. The nerves dissipated. As I walked around the room discussing student's ideas and watching them work, it felt so natural! They were so engaged and thoughtful in their exploration, and it was amazing to see how they took the parameters we gave them into new directions. I felt proud like they were really our students!
I think it is such a valuable experience for us to have these opportunities to teach and be observed. It's going to happen throughout our career, so I'm glad we're getting exposed to it now. Everyone gives such amazing feedback which helps us understand our strengths and weaknesses. It helps that we also get the chance to be students and see the lessons from that perspective as well. I have enjoyed being a part of everyone's lessons so far and I'm excited to see what the rest of the semester brings!
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