Patty thank you for the peek into your classroom and
what you do.
I would agree the collabration nature of an Art
Classroom can make the classroom work so much better.
In the Elementary Art Classroom students sit at table
with four to five students at each table. At the
beginning of the year I explain to my Elementary
students that each table works as a team. We talk
about how a team works best together, and rules of
respect. I explain that throughout the year we will
change team members in order to meet and get to know
different people. Each table member is responsible
for a variety of task, handing out folders, getting
supplies, clean up. They learn to depend on each
other for directions, advice on projects, assessing
each others work. The table is a team and the room
becomes a community.
In the High School Classroom students sit at tables
with four to five students at each table. Students
might be in an Art History, Studio, or Art Technology
class. Students are dependent on each other for
directions, assignments, advice on projects, assessing
each others work and peer teaching. I advise students
to seek out others in the class who might have found
an answer, solved how to use a program or figured out
a technique before coming to me. This has built a
much better classroom community. Because of this
cooperative/collabrative nature of the classroom
discipline issues at next to none.
Letting go of the "control teacher" and turning to the
"facilitator teacher" has made teaching more enjoyable
as it was in the beginning when I first started
teaching. Does this happen over night, no and it
takes time to nurture and create. It is well worth
the time and effort.
--- Patricia Knott <firstname.lastname@example.org> wrote:
> 'Cause it's so darn hot, I can't see getting out
> from my air cooled
> place. and I'm working on plans for the new year.
> I'm thinking
> more about what Marvin said about peer-teaching:
> >> CREATE A COLLABORATIVE STUDIO CULTURE
> >> I find it useful to tutor the advanced students
> on how to tutor
> >> the slower students when the needs arise? I like
> to challenge
> >> every student to help with the teaching and
> learning. If peers
> >> can learn to teach with questions and by helping
> to set up
> >> experiments, (not doing things for them) all will
> benefit. Self-
> >> instruction and peer-instruction are natural and
> often the most
> >> effective ways to learn. The culture of an art
> classroom should
> >> be a learning environment where citizenship means
> that we all
> >> pitch in to leave no mind behind. I call it
> creating a
> >> collaborative studio culture.
> I haven't taught Photo 1 for a couple of years and
> decided I want to
> approach it this year in all new ways. And mostly
> I'm considering
> more ways for them to teach each other.
> I think most of you in the secondary level know just
> how HARD it is
> to get kids to sit and listen for even 5 minutes.
> All the lectures I
> used to do I know need to be chucked.
> My photo room has always been divided into half in
> the darkroom
> half in the classroom getting instruction. I'm
> devising all kinds
> of activity centers for the classroom time. i.e
> building Photo
> history timelines, critique centers, Photographer of
> the week (read
> and answer an exit question) reading and viewing
> and I'm trying to make some games about photo- can
> they learn the
> camera parts and functions in a game?
> I have in my digital class a computer SWAT team.
> These are the kids
> that I know, know a hundred times more than I do.
> They volunteer to
> solve problems for classmates. I need a photo SWAT
> team too.
> Group work has become a standard in the "regular"
> classrooms. We
> have to take advantage of that mind set. There are
> lots of things
> in art where kids can give each other advantages
> without our
> interference. For years I have started my new
> year department
> meetings with "teacher, don't talk so much."
> What ways will
> you use this year to have them talk and not you?
> and BTW, I'm old enough to look at a kid with a
> question and say "I
> don't know? how can YOU find the answer?"
> It's not my job to give all the answers. It's my job
> to teach them
> how to FIND the answers.
> you know the old saying -- Give me a fish, I'll
> eat for a day,
> Teach me how to fish, I'll eat for a lifetime.
> I'm thinking about how to teach art for the lifetime
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