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> I too am currently working as an artist-in-residence but I also have art
>education credentials. I had general education classes in classroom
>managment but these classes really didn't prepare me for what actually goes
>on in the art classroom. After teaching in a variety of situations for
>almost 20 years (most of which has been in my own classroom), I am having a
>few problems in this my newest teaching situation. Teaching in your own
>regular classroom is easy for classroom management as you set the rules,
>layout and classroom protocol. When you walk into someone else's room all
>that goes out the window and I have found that I have little real control.
>Each week when I visit a room, the kids are seated in new places and often
>the entire room has been rearranged. Trying to get classroom teachers to
>support and help with your particular form of management and organization
>Try to be familiar with school rules and policies about behavior so you are
>comfortable enforcing exisiting rules and know your perameters. The only
>advice I can give is to learn to let go of some of the control or you'll go
>nuts. Try to have fun and work with the kids enthusiasm. When I have kids
>that are totally inappropriate or too out of control, I just have them
>clean up and go sit outside the room at a small desk. I've asked the
>teachers to provide reading or worksheets in another subject for this time.
>I will not punish with art reading or research (as we've discussed on this
>list because it turns the kids off to art). I feel if they can't behave in
>art, they won't have it at all.
>With the figure drawing, I try to set it up before hand by explaining how
>nude figure drawing is a big part of classical art training and why the
>figure is important in learning to draw. I descibe the figure drawing
>classes I've had and try to portray a tone of serious observation and
>study. There will always be a bit of discomfort for many students when
>they begin this activity, especially adolescents and young teens. Try to
>encourage the students by expressing your confidence in their maturity and
>ability to handle this "adult" activity. Stress that different body types
>are admired and necessary for models--no one is the same. I try not to get
>angry at giggles and such at first but if the behavior continues or gets
>demeaning to the model, I send the kid out of the room. If you set it up
>this way, the kids who act obnoxious are usually looked down on by their
>peers as being less mature than they are.
>Good luck, its a jungle out there!
>Always take time to stop and smell the roses... and sooner or later,
>you'll inhale a bee.