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Lesson Plans


products and ink drawings

From: gregjuli
Date: Sat Jan 15 2000 - 20:09:19 PST

  • Next message: Kate Williams: "seeking outdoor poster art advice"

    I actually could see 5th graders taking more time and care with the pens than
    hyped up 7th graders.
    But to change the subject-
    As art educators we could discuss concept vs.. process. vs.. product to the
    ends of the earth. To add another thought to the comment about how many
    products students should complete, I think it really depends on the time
    element. I agree that the experimentation and discovery part is very
    important. But to some kids their product is also important to them. How many
    products?, that's a time factor. It could also be argued what constitutes a
    finished product. For a 5 yr., old it could be a scribble on a paper, whereas
    a middle school student's idea of a product could vary greatly. But my
    experience says their (middle school student's) attention span for long term
    projects is a challenge. Also the kids have echoed that sentiment . They can
    only digest for so long.
    Unfortunately not enough people visit our classrooms to see how active the kids
    are, so that is were the product comes in as a means to educate others in the
    school about what is going on in the art room. I have at times even put
    certain art exercises on display to show how the students are learning about
    many parts of art.
    Ok, hope this didn't sound too rambling. If it did, than the flu bug I'm
    fighting got to my brain.
    MaryB

    >
    >
    > I do pen and ink drawings with fifth graders. I have them experiment with
    > the crow quill pens first.
    >
    > An aside that ties in with this . . . I've been teaching elementary art for
    > six years. When I began, I used to drive myself crazy worrying about
    > getting as many products out in a year as I could. I ran my students and
    > myself ragged. Now I don't worry about how many projects we get finished.
    > I allow the students time to experiment, think, digest information, solve,
    > etc. If anyone wonders what we're doing (since they don't see a product
    > each week) I and the students can tell them (before they couldn't because
    > we moved too fast to even learn!). Plus if anyone spent any time in my
    > room, they'd see how active it is.
    >
    > Sincerely, Leah
    >
    > --- 

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