I completely agree with Linda that making them talk in front of other
classmates helps them overcome that stage fright. For the past couple of
years, I have done "artist in the spotlight" seminars at the beginning of
almost every period for about 4-5 weeks. The students peer assess each
other for content and delivery (and learn a great deal of info while they do
it). They don't want to do it at the beginning but I've students to return
and say they feel more comfortable presenting in other classes because of
that experience. I believe that our critiques at the end of the semester
have better dialogue because of these classroom artist reports.
By the way, I have lots of kids who "come to the artroom to have fun" but
are pleasantly surprised by the challenges they receive with written
reports, presentations, sketchbook homework, and... do I dare say it?...
accountability. A hard class can still be fun.
From: "Fields, Linda" <email@example.com>
Reply-To: "ArtsEdNet Talk" <firstname.lastname@example.org>
To: "ArtsEdNet Talk" <email@example.com>
Subject: classroom artist reports
Date: Thu, 7 Mar 2002 12:27:54 -0500
Wayne wrote, "but, to have the kids talk to the class.. is very frightful.
I would keep that (giving a speech) to the classroom teacher. Kids come to
the artroom to relax and to have fun"
I can't remember what age group we're talking about here, but so what if
it"s "very frightful?" Lots of things in life are until we get used to doing
them. In my high school seniors are required to do research on a career,
shadow a mentor for 20 hours, and then do a stand-up presentation before an
audience of judges. This is a requirement for graduation. Yes, it scares
some, but how will they survive in the real world if they can't communicate
to a group? As an art teacher, I feel like I am doing my bit toward their
total development if I help them overcome their stage fright in this way.
Linda in NC