I am a first year teacher, and will be teaching high school Art this fall. Any advice on how to do the first day? How to present the rules? I'd like to let the students work with some media the first day, just to experiment and have some fun. ( the classes are 1 1/2 hours, so we have plenty of time) For the 3D classes I think I'll give them a samll piece of clay and let them make a pinch pot. Any ideas for the 2D classes? Any other advice on teaching high school students will be greatly appreciated!!!
---- TeacherArtExchange Discussion Group digest <firstname.lastname@example.org> wrote:
> TEACHERARTEXCHANGE Digest for Friday, July 18, 2008.
> 1. Re: teacherartexchange digest: July 17, 2008
> 2. Re: Team Learning
> 3. Re: Team Learning
> Subject: Re: teacherartexchange digest: July 17, 2008
> From: Heidi McElroy <email@example.com>
> Date: Fri, 18 Jul 2008 09:25:30 -0400
> X-Message-Number: 1
> You might get free posters from the education department of your art
> museum... (or science museum). Maybe free anatomical things from the
> doctor's office. I'd guess that drug reps give away free models. Look at
> thrift shops for plastic skeletons. Found one for a dollar once. Good luck.
> Heidi in VA
> On 7/18/08 4:01 AM, "TeacherArtExchange Discussion Group digest"
> <firstname.lastname@example.org> wrote:
> > TEACHERARTEXCHANGE Digest for Thursday, July 17, 2008.
> > 1. bugs and bones
> Subject: Re: Team Learning
> From: Andrea Cope <email@example.com>
> Date: Fri, 18 Jul 2008 20:52:24 -0700 (PDT)
> X-Message-Number: 2
> I'll be teaching art and theater for the first time this fall - moving to high school after 10 years in elementary music. One of the things I'm most concerned about is my ability to set up a trusting atmosphere in each class so that we can do some cooperative work, much like you described. I know how to do that with little guys, but not teens, even though I'll be teaching many of my former students. I'd like to request a small sidebar. How do you create trust? What does your first day look like?
> --- On Sat, 7/12/08, Patricia Knott <firstname.lastname@example.org> wrote:
> > From: Patricia Knott <email@example.com>
> > Subject: Re: [teacherartexchange] Team Learning
> > To: "TeacherArtExchange Discussion Group" <firstname.lastname@example.org>
> > Date: Saturday, July 12, 2008, 2:50 PM
> > I think peer teaching and cooperative learning is essential
> > in the
> > studio classes. I think it can be useful in eliminating
> > much of the
> > problems and concerns we have with student attention.
> > Giving more
> > and more responsibility to the students for investigating ,
> > and
> > figuring -- and teaching each other, has eliminated a lot
> > of stress
> > for me.
> > Some examples:
> > I teach photo. The physical situation makes it impossible
> > to do large
> > group demos ( they just can't see. especially in the
> > darkroom)
> > Students are divided into groups. I demonstrate to
> > representatives of
> > the group and then they are responsible for partner
> > learning. I
> > switch partners so none is always the teacher. Of course,
> > I always
> > keep an eye to the peer teaching to correct and help.
> > When introducing new refinements in photo, I distribute
> > research
> > work sheets that all have to complete in groups. They
> > decide in
> > their group who researches what. I ask that each determine
> > what
> > technique he/she will teach to the group. I make sure that
> > they truly
> > understand the process, and they they teach. Just an
> > aside, I have
> > never been able to do a solarization. I know the steps but
> > it rarely
> > works for me. By having the kids do the research and the
> > practice --
> > they have taught me new ways. Kids really take a special
> > pride when
> > they figure something out. I have found that kids are very
> > happy to
> > show what they know, especially when few others are getting
> > it. I
> > don't think I could teach photo anymore without peer
> > teaching. And,
> > kids like to be monitors and policemen. They are very adept
> > at
> > telling each other when they are not following proper
> > procedures.
> > Every period when I go into the darkroom and ask "who
> > needs help?" I
> > usually find few because they are helping each other. High
> > school
> > kids will ask each other before they ask me.
> > In my fine art classes:
> > I give all "choice" projects so my students are
> > usually doing 20
> > different things at a time. I have them keep daily
> > logs/reflections.
> > At least once a week on these objective logs they need to
> > have a peer
> > make a comment. I try to group similarities in student
> > pursuits. I
> > may show a few students a "new technique."
> > They pass it on
> > without me telling them to. I just make sure there are no
> > safety
> > concerns and then I encourage more exploration.
> > I always have at least 2 "peer crits" while a
> > project is in process,
> > before the final crit. I find that kids put themselves
> > into their
> > own groups and rely on the buddy support. I try to mix
> > that up
> > often. My question is always -- see what somebody else
> > thinks? and
> > then weigh the alternatives or stick with what you think.
> > Justify
> > what you think! Sometimes it's hard to get kids to be
> > willing to say
> > things that are negative. That's when I have to direct
> > the questions
> > and remind them of the composition stuff. It's only
> > with practice
> > and repetition that they relinquish "nice" and
> > "I like it" for
> > constructive criticism.
> > I'm not teaching computer classes now, but in the past
> > it was al
> > about peer teaching. Anyone who has computer classes know
> > that there
> > are kids who can do everything and kids who can hardly
> > navigate. And
> > you have to do is match them up. I would often ask a
> > student to come
> > to the presentation station and show something. I never got
> > refused.
> > My rubric varies according to just how much I expect. But
> > at the
> > minimum it has " Have you participated/ and or
> > incorporated peer
> > reviews."
> > More and more I find that kids are willing to participate
> > in group
> > interactions with specific duties. They seem to love to do
> > presentations, which scared the heck out of me when I was a
> > kid . At
> > least where I teach, we demand that students do more and
> > more oral/
> > visual presentations.
> > Peer teaching depends on trust. If the art room does not
> > have an
> > atmosphere for learning, then you just open up discipline
> > problems.
> > I need to establish first ,that everybody has ideas and
> > solutions
> > and none may not be better than another. But, being open
> > to ideas is
> > foremost. I am constantly amazed at relationships that
> > develop when
> > learning is student centered. And, I'm constantly
> > amazed when they
> > knock me down, with justification, for not doing what I
> > thought I had
> > in mind.
> > I think it is imperative that we teach kids how to learn
> > and convey
> > the learning as opposed to regurgitating and mimicking.
> > So my question is-- Art has always been considered a
> > solitary
> > pursuit, It's individual. It's sometimes consuming.
> > How do I
> > compensate for the student that wants no part of the group
> > -- because
> > that would have been me.
> > Patty
> > On Jul 11, 2008, at 1:00 PM, Marvin Bartel wrote:
> > > I am writing an essay about peer learning in studio
> > art classes. Do
> > > you do intentional things to encourage and guide peer
> > coaching in
> > > the studio art classroom? Do you have questions about
> > how to
> > > encourage peer teaching/learning in the art studio
> > classroom? Do
> > > you have a rubric that helps students understand
> > successful team
> > > participation. If so, please respond to the list or
> > directly to me.
> > >
> > > Marvin
> > >
> > > Marvin Bartel, Ed.D., Professor of Art Emeritus
> > > Adjunct in Art Education
> > > Goshen College, 1700 South Main, Goshen IN 46526
> > > studio phone: 574-533-0171
> > >
> > >
> > ---
> > To unsubscribe go to
> > http://www.getty.edu/education/teacherartexchange/unsubscribe.html >
> Subject: Re: Team Learning
> From: "M. Austin" <email@example.com>
> Date: Fri, 18 Jul 2008 23:51:49 -0500
> X-Message-Number: 3
> I have found that works best for my high school students is that I let them
> know that I truely like them. I use a LOT of humor in my classroom. You have
> to be tough with them, but as long as you are fair they will respond
> positively. These students are still children, but also are close to being
> adults, and they are dealing with issues that have got to be tough for them.
> Don't be fake or phony with them and DON'T pretend to know something that
> you don't cause they will see right through you! Having had many of them as
> elementary students will be a plus for you - I have my students from grades
> 3-12 (up until last year I was K-12 and my admin decided to lighten my
> teaching load so I can help with technology integration) so my students
> already know pretty much what to expect for my expectations once they move
> to the high school. Good luck - you'll love your high school students as
> much as you loved them when they were little!
> 3-12 Kansas Art Teacher
> HS Digital Communications
> Technology Integration Specialist
> http://www.geocities.com/theartkids > http://spotlight.digication.com/maustin >
> > I'll be teaching art and theater for the first time this fall - moving to
> > high school after 10 years in elementary music. One of the things I'm
> > most concerned about is my ability to set up a trusting atmosphere in each
> > class so that we can do some cooperative work, much like you described. I
> > know how to do that with little guys, but not teens, even though I'll be
> > teaching many of my former students. I'd like to request a small sidebar.
> > How do you create trust? What does your first day look like?
> > Andrea
> END OF DIGEST