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MaryB wrote (snippets)
> I actually could see 5th graders taking more time and care with the pens
than
> hyped up 7th graders.

I must admit, I've never taught middle school. My experience in both high
school and elementary is that students appreciate time to think and
experiment. Of course, too much time to think and experiment turns into
time to visit and mess around. So when I see that happening, we move on!
The time to practice is structured into the lesson, and there are still
objectives to achieve when practicing. For example do a rough sketch (of
whatever we're looking at) and use the quill pen to add details.

> To add another thought to the comment about how many
> products students should complete, I think it really depends on the time
> element.

I see my students once a week for 40 min., so time is precious. However,
when I rush into a new media or idea without giving at least one class for
discovering how things work, and proper introduction and demonstration, the
product suffers.

> But to some kids their product is also important to them.

Products are important to my students, and of course, teachers,
administrators and parents. I strive to help the students learn enough and
get interested enough to produce quality products. I draw the line at
doing the work for the students (like some el. teachers who cut everything
out so the student can glue it all together) and sacrificing mediums I want
the students to try just because they are more difficult (but I do agree if
the students are too frustrated, it is time to change, I watch that
frustration level!).

> 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.

This is true. That is why is important to display examples of all that is
accomplished in the art room, along with explanations of the purpose of the
lesson.

Concept, process, and production, all equally important in my opinion.
Maybe at different levels of development, each component becomes more or
less important. In fact, in my own artistic development concept didn't
become really important until grad. school!! It's all individual.

Leah

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