Did you ask students to bring in their visual journals to class on a daily basis
for individual critiques and suggestions during each three week period? Or, did
you encourage them to work mostly on their own. Did you use any kind of peer or
self-evaluation strategies? The work displayed on the web site is so strong, I
am wondering how this happened. Great Work!
Dr. Diane C. Gregory
Director, Undergraduate & Graduate
Studies in Art Education
Texas Woman's University
Denton, TX 76204
> Thanks for looking at these and I'm glad you like them.
> I opened up the course last year with having the kids design their own
> cover. Took maybe three periods to do this. I told them to buy small 5x7ish
> sketchbooks. I had the local hardware/school supply store stock up on them,
> but they're available in the office supply chains as well.
> I gave two entries a week. ONe was to use one of my demos, such as a
> watercolor wash, an ink jet transfer, rubbings, etc. The other was "free" or
> choice. Sometimes I would say it was a free entry but they had to combine
> media. Two media, three, etc.
> By the end of the courseI was giving my strong group complete freedom with
> two free entries a week.
> With all entries, I stressed "working the page" meaning I wanted them to
> really make maximum use of the space and activate it as well.
> I also stressed experimentation. I showed them burned edges, told girls
> to try make up, nail polish, etc.
> I graded them on completeness, level of creativity/experimentation, and
> I checked the journals every three weeks and all entries had to be labeled
> and dated.
> This was a lot of work for me but when I handed them back, it was show and
> tell time and the students loved seeing me spotlight the "strong pages".
> Any other questions, please don't hesitate to ask.
> Mike Sacco
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