This entry is an activity for Teach-Now while working towards a teaching certificate. Specific goals and requirements had to be met by this entry and is by no means designed to be an independent feature.
An environment designed by trust and passion supports growth. What I want to share with students is the knowledge and confidence of self-expression. Simply allowing students to explore different means of communication becomes a series of challenging student-centered activities. Art should not be considered an easy out; it is not. Art requires skill, knowledge, creative communication and solutions, and the best way to present the final product. I continuously challenge myself to visually express ideas, but that does not mean I cannot handle the teaching this form of communication.
Yes— A form. Of. Communication.
Some may enjoy it and others may struggle, but the idea belongs to finding the joy in the process and to seeing what may come out of it. That exploration needs a healthy environment, interested minds, and a capable facilitator clearly communicating concepts and guidance.
Robert Marzano stated it best: “There are no formulas for an effective teacher. ‘There are too many variations in the situations, types of content, and types of students encountered across K – 12 continuum.’ (July 2007)” Teachers have a busy job of many concerns and concentrations beyond the subject content they teach. The content is not the core of the day because if the the conditions are not anything adaptable or directed for the students, the content does not matter — there is no point in learning or listening. Students will work best in a classroom that considers them. To maintain this practice, Marzano constructed ten questions as guidelines and daily reflections that I will attempt answers.
Question 1.
What will I do to establish and communicate learning goals, track student progress and celebrate success?
If I want my day to be productive for me but more importantly for the students, I have to make the contents of that day and all of its efforts matter specifically to and designed for them. They will attend the class in full focus and engagement only if content, activities, exercises, and goals have clear directions with full consideration of what they want to learn and how it can relate to them. That familiar student statement contesting “why should I learn this when I will not need it in the future?” or phrased in another way, “when will I need (Algebra, Language Arts, the atomic weight of hydrogen)?” means the students are not interested. As adults, we challenge and learn new knowledge only because we have an interest gaining that new knowledge; why design a class structure differently for students?
I should know my students; listen to my students; and speak like my students. If I use a language that demonstrates that we are equals, they might listen. And if they listen, then the goals should be something of interest. If the goals are not interesting, then I will have to immediately adapt and consider how I should approach this subject differently. I ask them how this could be made interesting.
As for tracking progress and celebrating success, students throughout the semester or year will be building a portfolio tracking their progress demonstrating the understanding and skill development through the daily exercises. Since art can be a meaningful way of self-expression, those who are intrinsically motivated will succeed; those that are not will still succeed if they at least try. Anyone can draw if they have the passion and the patience to look and concentrate; all I would like to see is that they do that. Maintaining the portfolio and the sketchbook will be one way to track each student’s progress; the other way is how they collaborate and interact with their peers during critiques, the drawing exercises, and how well they research and present a lesson.
Celebrations can vary in style, conduct, and quantities. One celebration can be daily praises of their achievements. Another celebration relies on students keeping a portfolio from the first sketch to the last which should provide them enough visual reminders of where they came from and how the achieved to their latest creation. The final achievement and celebration can be an art show organized and promoted by them inviting fellow students, friends, family and anyone else in the community to show what they did that made them so proud.
Question 2.
What will I do to help students effectively interact with knowledge?
Students want to learn only if what they learn interests them. I cannot expect them to take a tool and create a masterpiece; they cannot expect it. The basics must be experienced to create a foundation and palette for future development. Think of it like a language: a teacher does not just dump a Shakespeare in their laps and expect them to find meaning in it until students have learned the basics of the language. (On the flip side, an e.e. cummings poem might be closer to how they would see and structure their sentences!)
If a student presents their favorite artwork, we could explore the basic pieces that first constructed the framework and evolve into the final render they enjoy. If the curiosity can be created of the foundational structures, they will see that they can create the most complex renders — I am not the only one who believes this. Graham Shaw at a Ted convention invites the audience to participate in several drawing exercises concentrating on the basics:
Betty Edwards informs to any one interested that drawing does not exist as a talent; rendering is just an exercise to train several muscle and organs into a properly coordinated action based on two simple efforts: seeing and not logically thinking. Her theories and practices can be explored in her book, Drawing on the Right side of the Brain. To prove her theories, Betty presents evidence in her first chapter demonstrating the dramatic improvements with before and after examples.
If I can dispel the myth of art as a born gift and something that improves with practice while providing examples of new found skills, they might be encouraged to try.
Question 3.
What will I do to help students practice and deepen their understanding of new knowledge?
The new day starts. Students trickle into the room, some probably with no interest of starting another failure (my goal for them should be finding alternate motivations that provides a different perspective of the undesired task). We could begin with some casual conversation of yesterday or earlier events like what funny show they watched last night or what books they are reading. Then the inevitable “Okay, let’s consider something that we learned yesterday,” and this may be followed by some moans of disinterest. What if I pull out my own sketchbooks and show them my warm-ups and practices? Can I provide hope by demonstrating through presentation my own several rough attempts sometimes complete themselves to a render close to the vision. Or, what if I can show them that I can not expertly finish all the time — the first attempt does not always succeed? Maybe I could be an example that though I have this knowledge, I still need to sit down and warm up by sketching and sketching until the form resolves to something closer to what I need. Maybe I could invite other professional artists local or afar and demonstrate how their ideas do not always mean a perfect piece. Maybe we could visit studios and see the many ripped pieces of paper or the tossed masses of clay or steel that did not make it to a gallery show and that not all attempts will finish as intended. Maybe it will be just a matter of example that inspires them to consider that trying and refining guided by patience is what they need to do.
I keep in mind of what my high school art teacher once said — as paraphrased — for every one winner you have made, there will be several losers that got you there. I still struggle to accept that I will not waste my time through several attempts that may not be fruitful…but then again, it will not be a waste if it got me to where I wanted to be.
Question 4.
What will I do to help students generate and test hypotheses about new knowledge?
For a student to understand that visual communication needs to be developed before becoming a refined skill, they will need research and practice. Students will need to research several artists and find their sketch books — they may be more successful with contemporary artists—and explore the process of sketching. Research provides examples of practiced knowledge that will elicit testing their own skills.
And how will they test their own skills? Just make the piece. Take what you have learned, find an idea, emotion, or thought that you hold dear and convey it into the desired visual form. If that may seem too daunting, talk it out with a peer; explore by sketching smaller studies. Allow practice be the experience that guides you to a better skill.
Students should consider a different perspective, or attempt more than one perspective in their study. The idea could be presented for someone else to explore and discover how a different set of experiences could create a different interpretation of the same idea. Each student should respect and honor each execution as a valid result.
Question 5.
What will I do to engage students?
Students will be engaged only if they find value and an interest; their ideals, values, and interests change so I and lesson plans will have to adapt with them. For example, there will be days that facial feature studies just do not pan out. My first attempt to redeem this lesson could be humor or fun. To wake up their senses, we all make funny faces and find a way to quickly capture them with sketches. Okay, the first attempt of redemption did not work, now what? We all sit there and look at each others bored faces and stare. Stare until the eyes tear up. Stare until the vision blurs and then that might break up the boredom with laughter. If that does not work, I will ask them, “what would interest you today?”
Another example: lets say the lesson is making a musical event poster, but our future master designers are simply too tired and not interested. Maybe a chance for them to karaoke a song might build up enough momentum and inspire an idea to accomplish that particular assignment. What if the weather cooperates; it is a nice day. Forget the seats, take your pads and lets explore something in nature and sketch several brainstorms of how a tree limb could convey the concert. No matter what, I will have to respond to the students and see how my response plays with them. If not, try again.
Question 6 & 7.
What will I do to establish or maintain classroom rules and procedures; and what will I do to recognize and acknowledge adherence and lack of to classroom rules and procedures?
Good class management determines if there will be acquired and practiced new knowledge. Rules essentially convey restrictions sometimes with a heavy semantic constraining free will and desire. Allow students to suggest their own guidelines and structure. Providing them this responsibility not only allows them control, students can define and create their own environment that permits cooperation and group respect. The first day after cordial greetings and introductions, we will explore topics and guidelines for classroom conduct and respect. We will test out what suggestions provide the best guidance and structure, what can be respected by all, and record the agreed-upon rules. We will not provide punishments. Those that stray from the principles of proper conduct will be notified and asked how they can correct their behavior. Since their peers will evaluate the correction, students will feel obliged to find ways to meet the accord.
Students set and enforce the tone of the classroom, but I, as a facilitator, will guide that behavior with notifications and continually support a prospering environment with praises and guidance. Any extreme misconducts such as bullying or harassment will halt the subject education and transfer into a social education by example. Trust the students and show that trust, they will follow that respect and return the favor. Initially placing too many restrictions without participation, and the environment will only fester revolt.
Question 8 & 9.
What will I do to communicate high expectations for all students; and what will I do to develop effective lessons organized into a cohesive unit?
Education should be student-centered because education is for the students. Communicating that I support an environment designed by them implies a responsibility to show their best. If you are granted privileges, you may test them to see how much fun can come out of it, but you will also reciprocate that gift with a like gift of respect. Students given respect will feel trusted. Trust is hard to earn and if immediately given it, they will want to keep what is cherished; they will not want to destroy or misguide that respect for the fear that such a gift may not be easily granted the next time. High expectations are clearly communicated by trusting them.
To allow them to demonstrate their respect of that trust, we will continuously explore exercises and activities that develop and challenge their skills and knowledge. Initially, the lessons will present basics and foundations that should communicate to me their stage of development and comprehension. Based on each person’s standing, adapted exercises of the same lesson set unique challenges to learn the concept and guide each student to a different skill elevation. I am not expecting each student to be the same rendering master. I will confide to the students that I would like to see them challenge what they know, discover a means to find their expertise, and learn how to tell a story.
Question 10.
What will I do to establish and maintain effective relationships with students?
This question can be a deep topic that far exceeds any word count, but I will make an attempt to convey my basic understanding. Establishing and maintaining effective relationships constructs the strength of trust, collaboration, and alliance. Healthy and collaborative relationships are dynamic and organic constantly changing and requiring daily maintenance and nourishment. To get that far, I first have to establish the proper setting and tone that engages a desire to allow any relationship to start – I will need to learn who are my students by their families, visiting their communities, and interacting with them on their level as much as possible.
My first hello should be authentically warm. My first and following engagements should be honest curiosities of their interests. My behavior should be appropriate for a teaching environment, objective and equal for all students, devoted to establish and maintain a constructive space, and supportive of their efforts and well being.
I should open myself enough to be accessible for questions, trust, and guidance.
I should level myself with them by having the ability to laugh at my own mistakes, admit when I am wrong and immediately apologize and correct it, and laugh with the students.
At the end of the day, I should review my own actions as well as ask for feedback. Have I provided clear goals? Did I support those goals with the right exercises? Did you feel respected and supported? Did I convey trust and allow trust to be exchanged?
Good relationships allow for good things to follow.
In short, I simply should teach my honest passion that I understand, practice, and cherish by clearly communicated means and respectable conduct within a safe and supportive environment — that is my duty.
Work Cited
Marzano, Robert J. (July 2007). p4, p7. The Art and Science of Teaching – A Comprehensive Framework for Effective Instruction.
References
Laurance, Kimberly; Teacher at Washington Elementary School Berkeley, CA. (n.d.). Building Community in the Classroom. https://www.teachingchannel.org/videos/positive-classroom-community
Marzano, Robert J. (July 2007). ch 8. The Art and Science of Teaching – A Comprehensive Framework for Effective Instruction.
Oliver-Gary, Tracy. (2014). Teaching Tolerance. https://vimeo.com/80839363
Rutherford, Stephen. (n.d.). My Best Advice (after 34 years of teaching). https://www.teachingchannel.org/videos/best-teaching-advice
Van Dyck, Brian; Teacher at Buchser Middle School Santa Clara, CA. (n.d.). Building Relationships! Share Passion with Students. https://www.teachingchannel.org/videos/teacher-student-relationship
Van Dyck, Brian; Teacher at Buchser Middle School Santa Clara, CA. (n.d.). Create a Comfortable Classroom Environment. https://www.teachingchannel.org/videos/building-a-comfortable-classroom