I always like to have a lot of examples to show my students when we start a new lesson. These examples include famous artist, artist of today and students' work.
Modeling the skill is also a jumping off point for my lessons and I like to have my students critique my work so I know they understand the rubric for the lesson.
I like to show a lot of student examples to the class as well as famous artist examples. Sometimes I will make a little competition out of the finished work. After the works are completed, I will have the students judge each others work by displaying each piece at the front of the classroom and have them to walk up and look at the pieces and put a bead in the cup of the one that they think is the best. The one with the most beads gets a candybar or something. They seem to like that and they actually pick the best one in the class. Sometimes, I like to show them slides of Todderick Watkins work. The reason being is because even with his learning disability, he tries very hard to put out great work. When I show them his work and tell his story, the kids are amazed and some will step their game up. I also do demonstrations, go through the rubric, but I sometimes do the lesson with them, because showing the teacher examples already made, the students tend to copy what they see. By doing the work with them, they can see some of the techniques that I use and they are forced to come up with their own ideas and not copy someone else's.
Because my teaching has so far been limited to student teaching, my examples may be just a beginning...I appreciate hearing what you all do with your classes. I would try to notice when someone was doing a particularly good job on some aspect of an assignment and would hold that work up for the class to see. Also, a critique of an ongoing project let the students see what others are doing...since there always seemed to be a few "overachievers" who got some aspects of the project, the others could benefit from that (At the same time the motivation of the recognition worked for the overachievers). I also always tried to get examples (good and not so good) from previous classes who had done something similar.
Like everyone else, I have a lot of examples from reproductions to student work. I also put in work that I have done, but find that is best if I don't tell the students that I did it, or I find that they think they have to do it like I did in order for it to be 'right'.
It also motivates them that I have a small area of the classroom set up as my studio area, this allows me time to work on projects along with them generally working on the same project that they are working on or one closely related to it. This also aids when they need help I can demonstrate on my own work rather than their work.
I like Roxanne's idea of having the students critique her work to show that they understand the rubric for the lesson. I would like to try that with possibly having a few examples that would receive different scores, kink of like what we did in the two groups with the portfolios last week.
I also use student examples... most of the time. Sometimes I choose not to though. The reason, as someone mentioned, is that the students will often "copy" one of the examples and not push their own boundaries of thinking. If you have done the lesson many times then possibly you, as the teacher, will have a diversity of solutions to the assignment in example form to show the class. Art historical examples are good because most students will not be able to duplicate it like they would be able to in a student work. One simple thing I believe to be effective in motivating my students is to greet each student as they enter my class and make contact with them personally sometime during the class. No matter how big the class is I think this is important. I also make sure I use each student's name when I talk to them. I want them to know I have an interest in who they are and that they matter. This seems very simple but I have heard students comment on how some teachers do not directly interact with them every day. I suppose in some classes that could be the case but in art, with it being hands-on, you can circulate around the room and comment/question/talk to each student.
I wanted to post back to Suzanne about how she has a small studio of her own in the classroom. I think that is great!
I also do artwork as the students work, it is very important to me for the students to know that I can do art. I remember having an art teacher when I was in high school that just came in told us to do this and that and she never did any art herself. I enjoy the fact that when they see me creating they get excited and also get ideas. I learn from them and them from me. I try to ask them what they think as I work because you never know what they may think and a lot of times it is something I haven't thought of yet.
I agree with Mr. Urban. Greeting and taking an interest in learning things about your students let the students know that you really care about them and what they do. A few students of mine were surprised that I could get on their level and actually take interest in their world. Also, in response to Roxanne, I try to continue doing my artwork in the classroom setting, because it does let the student know that you are not only an art teacher, but an artist as well.
In the past, critiques and showing examples have been great motivators. However, I find that being consistent about my standard is even more valuable. I know that it sounds obvious, but being truly honest with the students is something that I am still getting better at. If the work excited me as a teacher, sometimes I felt like I had to keep my guard up instead of reacting excitedly. On the other hand, I have to fight from placating students who really are trying with insincere compliments about their product. I've learned that some students have to rely on the teachers and, as soon as even a little bit of that trust is gone, the students' standards go down.
Teaching just Art I it is sometimes hard to motivate my younger students to perform at level that I expect. I tend to show a lot of student examples, I also demonstrate in front of my students so that they can see that I am not perfect and that if I struggle to draw something then they will not feel as bad if they have trouble. I break the lesson down into small chunks and easy to follow steps that ensures the students can succees. If the students see that they can succeed in your class then they are more likely to give you the level of work that you expect. Another way is an overwhelming amount of positive reinforcement.
Bomar has a great idea with the competition. I do something similar to this but I do not use beads. I have numbered clothes pins that I attach to each piece and I hang each piece up in the room on a clothes line and the students vote by a show of hands. I have had some problems in the past with the vote and the fire marshall made me take down my clothes line so I may start using the bead system. Great idea!
Mr. Brandt mentioned "insincere" compliments...how very true that the students know right away if you are sincere. I'm guessing most of them have a pretty good idea of where their work stands compared to everyone else's'. I wonder if it makes sense to emphasize improvement over just quality?
As an undergraduate I took a course my senior year called MASTERY LEARNING, which simply means reteach until the student understands the lesson. Students always need support. When introducing a lesson I use drawing as an example or show a diversity of student examples.
I tell my students, "Everyone has their own style, and yours will develop as you practice. Art is like playing the guitar or football; it takes pratice, practice, practice."
Very seldom sitting down, I talk to my students about their work. Sometimes I need to draw an example of an object for a particular student, I do this on a sheet of paper and then let him/her practice before returning to their project. When a student is at a standstill and doesn't know what to do,(with permission)I will clip the project on the board and let other students give their imput on solving the problem.
When beginning a new lesson or reviewing, I sometimes show artists' reproductions. I ask questions, and hear a faint voice or one person knows the answer. I give a piece of candy or a lolipop as a reward. At times I draw or paint along with the students. Whatever it takes, I do want my students to understand the assignments.
After showing artworks from either famous artists, my artworks, or artworks from previously successful high school art students...I try to build little successes within each lesson. I start with the basics of the lesson (techniques/methods) as a teacher demonstration. Then the students get a chance to do the same and this seems to build interest in the project. Once the students seem to understand the total meaning of the lesson/project, then I give them more freedom to accomplish their tasks.
Also, we have several MINI Art Shows around the school campus and two large shows in the Fall and in the Spring during the Chorus/Band Concerts when the students get the most puplic exposure from the community.
Sherry's idea of giving the students freedom is great! Students are encouraged by the element of chance and if the same lesson is repeated by the teacher for years, students can feel like pawns in an art game. One thing that has worked for me is to tell the students to challenge me with how I can better the lesson for next time. For example, one of my students combined the previously taught abstract value lesson with the, then, current portrait lesson. Since then, I've combined the two lessons into one highly successful lesson. By challenging the students to meet the criteria and then add their spin, I learned and the students take ownership in what they accomplish.
Bomar's idea of making students, art a competitiion is just one more idea to add to my list.
I sometimes show my artwork, as Roxanne stated, but not for every lesson. Here, I think Robert is correct when he points out that students will copy others.
I also greet my students at the door. I agree, Robert, and think a simple thing can be so important to the students.
Brandt, consistency in the classroom is a valuable tool; students know what is expected. Good artwork is clipped to my board at the front of the room. Students want their work displayed there, and I let them "share" the spotlight: good or not so good.
With God’s help and those willing to assist, I use whatever tools, tricks, or magic of the trade to help motivate my students: rubrics, demonstrations, guided practice, and written instructions. No cookie-cutter approach seems to work with each group of students. Some more consistent motivators seem to be the usual things you probably use: Rewarding high standard work, Recognition-praise, display, bragging rights, applause after presentations
Rewarding after the fact but not telling the students ahead of time for I want them focusing on their literary, thinking, visual work processes and product— Schooley-made bundt cake with frosting, candy, or fruit
more choices for project materials,
A chance to make quick project that can be taken home or given as a gift
Good notes, phone calls, and announcements home and to the school
More independence in adapting assignments.
Getting to Know Your students: It is helpful to poll my students and parents using a survey/contact information sheet at the beginning of class. After they are turned in if I have questions then I ask questions, and have them write answers about what they want, need, who they are, and what they thinks to help motivate them to create excellence. I keep track of notable on a chart done on one or more Excel spreadsheets for each class at the beginning of a class is how I decide the way it is. All beginning of class spreadsheets contain name pronunciation key, preferred name, and preferred interest by which they want to be known. Although, I like Mary Lou’s alliteration of the first name where the first letter of the first name is used as a descriptor paired with the first name like “Sporty Suzie.”
Keeping it personal- Another teacher gave me this tip--she has her students tell her when they have done something great or something great happened to them so she can share it with the class: winning at the game, aunt had a baby, aced a hard test, etc. We sing “Happy Birthday” to birthday people and give them a round of applause.
Trying to maintain a motivational atmosphere and trying to let those who disrupt learning earn their negative reinforcement (consistently). No one alluded to that so I am going to be asking for more classroom management tips for this is a top-notch group from which to learn.
Roxanne-Lots of art examples and modeling needed skills are great motivation. Having your students’ critique your work for the lesson is a cool idea. I have tended to be more like Suzanne and throw my unidentified work in with the mix.
Suzanne-The studio within a classroom sounds like a great idea. I did not realize so many excellent art teachers did art or English teacher wrote at the same time as the class. Are you able to work along with Art I and Art II students? Do any of you overcome your need to help, monitor, and move?
Bomar and Josh-Your art competition idea for a candy bar is another great idea. Encouraging individual original is necessary. I have to tell my students that each of them is a wonderful, incredible person with a unique combination of gifts/talents, experiences, and knowledge/wisdom. My students are not allowed to do what is an example.
Ellen S-Using the overachiever’s work as guiding example is great. I keep copies of student examples in the form of prints, and digital photos to show students.
Brandt-I agree on the trust issue. Brandt and I feel the need to temper our excitement to keep the other students from being deflated. However, I do tend to react when a student is underperforming with “Ah, come on why you are being mean to ____ some section of their artwork. In my experience, students who are not doing as well on their artwork usually have one or more sections that are working really well so I identify and explain what is working well to the students and encourage them to improve the rest of the work. Further, I refer students to other student’s working technique in the class who may help them. Other times, I call small groups of students over to see me demonstrate something that may help.
Sarah, I don't work that often on my own projects during Art 1 since they need more guidance and monitoring with project but I generally have an example of what they are doing that I can demonstrate on, usually that is a piece that doesn't get finished by me or I put it aside for a later date to finish. For the other art classes it varies each year and on each class depending on the students. Generally at the beginning of the project (the first few days) I move about the class a great deal to check for student understanding and progress. Then when I feel they are on track I will go to my work area. Then if a student needs help, they generally respect that I am working and will come to me - this works well, because it also gets them out of their seat and an opportunity to see what others are doing. I have found that if I always go over to them, there are those students who would sit in their seats for the entire 90 minutes. Now I realize to some teachers this would be wonderful, but since my students sit on stools I really feel they need breaks and sometimes this is the only way to get them to break and notice what their classmates are doing.
Examples of student work is usually more motivating than work from accomplished artists, especially when they recognize the student. I regularly have students tell me at the beginning of school that they are going to blow ________ out of the water. “Great, I say. I am looking forward to your work.” So I think displaying student work in the halls is a wonderful tool for encouraging students to do their best. But, even more important, I encourage my students to constantly be challenged by their own work. Each peace should be better than the previous, but I also try hard to read their emotional state. If they are tired or stressed (more than usual), I will tell them to relax and take some time out. At first, students use to ask why I am letting _____ just sit there when everyone else is working, but by now, my students have come to realize that I am giving such time of rest to allow the student to clear his/her head and become creative again. Students quickly realized that I can tell the difference between burnout and laziness and I do not allow too much down time. I think, because my students know that I take their feelings into consideration, they want to do well for me. The few with whom I truly butt heads are usually the ones that did not want to take art, were placed in the class, and are bound and determined to prove the system wrong. Art can not be demanded or forced. It has to be encouraged. I find the experience of teaching art totally different from teaching foreign language (which I did for a short time). It requires a lot more emotional maneuvering from the teacher than more concrete subjects, because the slightest word can change the entire attitude of a student. Sometimes, I am soooo thankful for the relief of something easy like a test with solid right and wrong answers.
I always start the semester off with one of those tried and true art projects that has a very high success rate with students. For example a name design where they have to use a variety of lines and shapes in an interesting way to disguise their name. This drawing is then used to create a symmetry work and then a color theory lesson is applied. It is a lesson that has a good bit of learning to it, but has very successful end products. Beginning with a successful project is very motivating and encouraging for students. They are able to see that the class is not impossible and they can do a good job when they put in the effort. As the semester continues and students begin to work on more challenging projects, I continuously remind them that I have seen them be successful and I know they can do good work. I especially remind them of this when I see their confidence drop or they begin to show those classic signs of adolescent slackness!
I partly agree with many of you who said you show examples of the completed lesson as done by past students. However, I also agree with Robert in that sometimes with certain lessons this can hinder creativity. I also agree with those of you who said you do demonstrations when beginning a project. I always do this. Even if it is just to demonstrate the use of the media or ways in which to use a variety of media. I find that demonstrations help build enthusiasm for beginning a project and allow time for brainstorming for students personally and as a class. I know that whenever I see a demonstration I am highly motivated to begin work on my own.
Roxanne, I like the idea of having the students critique a work based on your rubric. Many times they do not understand what exactly the rubric is looking for, and going through on piece of art and discussing the points system and grading is a great idea. I think I would use a past student work for this exercise. Maybe show both a good example and a not so good example so they can see the difference. Thanks for the suggestion!
In order to truly inspire students, I try to create projects that interest and intrigue the students. I always think up projects that I would want to do myself. Some of my more unusual ideas are...pop-up designs of different phobias, illustrating an amazing fact (such as there are an average of 8 insect legs in every candy bar produced), self-portraits of their anti-thesis, etc. When they are excited about the project, I always end up with better results.
I always show a ton of student examples and artist examples as I introduce a project. I then have them do multiple thumbnails before they begin their final project. By doing this, I really don't find that the students copy the examples that I show them. The first couple ideas may show influence from the examples, but then they get the hang of it and their ideas start flowing. Also, when they start out with a great plan of action, they end up with better results. When they get to a point where both of us have looked at it too much, I will send the student next door to Ashley's room to get more suggestions and final thoughts. It really helps them to get a fresh perspective or reinforce some of the things that I have been telling them over and over.
+ Thank you Brandt for your kind words about student freedom. I remember in college, there was one art professor whom always wanted the outcome of the product to look just like hers. I was sooooo frustrated. It stiffled my creativity and I just wanted to give up at times. That's the reason, #1, I make sure the students understand the lesson criteria/concept/assessment and then I let them loose! + Robert was right on when he said that students know if you are coming from the heart with your dealings with them. I really seem to have a good connection with most of my students because I see them as young artists just waiting to bloom! +This Blog Thing is really very supportive. I am learning so much and I am very excited to be a part of this course. Also, I can see how Blogging with my art students could be very beneficial.
My most commonly used method I use to make student's perform at a higher level is making it relevant to them. I take an idea that they need to learn, perpective for example, and relate it to something they like, 3D-gaming. I will often use technology as a tool, much like Mary Catherine to create source material and develop a fascination with the "new" and integrate it with the old. I have found that even some of my toughest battles are won because the student simply loves to use the Digital Tablet.
In response to Robert's comment, I to have used the greeting at the door to help with the relationships. I even use the sketchbook design project to gather some unknown information from each student by seeing what they create. One of the things I continue to work on is that of consistantcy. I will sometimes overwater the tough kids, and neglect to a point, the talented ones. And as always, go to sporting events. Your best kid may be playing!
Renata I love to post the studens' work. I have the freedom to decorate the hallway in front of my classroom with framed pieces of work and I keep them changing month to month. The students love to be noticed for what they do, plus I have "non" art students that have come into my room curious about what we do and how we do it.
Sherry your so on it about having art shows around the district. I have one up right now at the Chapman center in Spartanburg that comes down this Friday. Although it is a lot of work putting up the work it really does a lot for an art program.
Removal of fear can lead to greater motivation. Without fear, they are more willing to try things and also to make mistakes. They know that I am here to help them when they do make these mistakes. I help them "fix" what they feel is unsuccessful. They can go back into it with another medium, or cut it up, of paint over it, or add collage elements, or crop it, many options. I think that by not letting them give up or throw work away, they realize that I expect them to put in the time and effort need to work through problems. I do a figure drawing lesson with art one and we draw from a figure for a day. The second day, they have 3 choices. They can continue drawing the model, or they can abstract the figure, or they can turn the marks on their paper into a non-objective work. This way they get the figure drawing practice, but still have the opportunity to create a successful work.
One way that I motivate students is by working with them and getting to know them on a more personal level. I like to work on a similar piece with the students throughout each project. I often sit at the student tables and work on my piece and have conversations with them about their artwork, their interests, and their school life. I may work at one table for thirty minutes and then move to another table for thirty minutes if time permits and if the entire class is settled. This gives students the opportunity to see the techniques first-hand and to ask me questions about the assignment, technical processes, or to get a quick critique about their own work. It really has shown positive results for students who struggle with a project or for students who have a low self esteem. I am able to encourage them and help with any difficulties they may encounter.
Sherry, The idea of art shows throughout the year is great. We exhibit student work in the hallways (all hallways throughout the building) throughout the school year, which is a great way to expose non-arts students to the visual arts and it also helps to promote our programs. Also, the art students feel a sense of pride when their work is exhibited. This in itself is such a great motivator. I have students that ask if I am going to put their work up and I always use this as a way to push them to improve their piece. We have also started an exhibition in which a senior student can submit their work to be judged and chosen as a "Spotlight" artist at a major school concert. The student that is chosen will then showcase a body of work that they have completed during their time at Wando. This year, a student showcased thirty pieces of work. This show has been a huge success and the student artists truly benefit from the experience.
31 comments:
I always like to have a lot of examples to show my students when we start a new lesson. These examples include famous artist, artist of today and students' work.
Modeling the skill is also a jumping off point for my lessons and I like to have my students critique my work so I know they understand the rubric for the lesson.
I like to show a lot of student examples to the class as well as famous artist examples. Sometimes I will make a little competition out of the finished work. After the works are completed, I will have the students judge each others work by displaying each piece at the front of the classroom and have them to walk up and look at the pieces and put a bead in the cup of the one that they think is the best. The one with the most beads gets a candybar or something. They seem to like that and they actually pick the best one in the class. Sometimes, I like to show them slides of Todderick Watkins work. The reason being is because even with his learning disability, he tries very hard to put out great work. When I show them his work and tell his story, the kids are amazed and some will step their game up. I also do demonstrations, go through the rubric, but I sometimes do the lesson with them, because showing the teacher examples already made, the students tend to copy what they see. By doing the work with them, they can see some of the techniques that I use and they are forced to come up with their own ideas and not copy someone else's.
Because my teaching has so far been limited to student teaching, my examples may be just a beginning...I appreciate hearing what you all do with your classes. I would try to notice when someone was doing a particularly good job on some aspect of an assignment and would hold that work up for the class to see. Also, a critique of an ongoing project let the students see what others are doing...since there always seemed to be a few "overachievers" who got some aspects of the project, the others could benefit from that (At the same time the motivation of the recognition worked for the overachievers). I also always tried to get examples (good and not so good) from previous classes who had done something similar.
Like everyone else, I have a lot of examples from reproductions to student work. I also put in work that I have done, but find that is best if I don't tell the students that I did it, or I find that they think they have to do it like I did in order for it to be 'right'.
It also motivates them that I have a small area of the classroom set up as my studio area, this allows me time to work on projects along with them generally working on the same project that they are working on or one closely related to it. This also aids when they need help I can demonstrate on my own work rather than their work.
I like Roxanne's idea of having the students critique her work to show that they understand the rubric for the lesson. I would like to try that with possibly having a few examples that would receive different scores, kink of like what we did in the two groups with the portfolios last week.
I also use student examples... most of the time. Sometimes I choose not to though. The reason, as someone mentioned, is that the students will often "copy" one of the examples and not push their own boundaries of thinking. If you have done the lesson many times then possibly you, as the teacher, will have a diversity of solutions to the assignment in example form to show the class. Art historical examples are good because most students will not be able to duplicate it like they would be able to in a student work. One simple thing I believe to be effective in motivating my students is to greet each student as they enter my class and make contact with them personally sometime during the class. No matter how big the class is I think this is important. I also make sure I use each student's name when I talk to them. I want them to know I have an interest in who they are and that they matter. This seems very simple but I have heard students comment on how some teachers do not directly interact with them every day. I suppose in some classes that could be the case but in art, with it being hands-on, you can circulate around the room and comment/question/talk to each student.
I wanted to post back to Suzanne about how she has a small studio of her own in the classroom. I think that is great!
I also do artwork as the students work, it is very important to me for the students to know that I can do art. I remember having an art teacher when I was in high school that just came in told us to do this and that and she never did any art herself. I enjoy the fact that when they see me creating they get excited and also get ideas. I learn from them and them from me. I try to ask them what they think as I work because you never know what they may think and a lot of times it is something I haven't thought of yet.
I agree with Mr. Urban. Greeting and taking an interest in learning things about your students let the students know that you really care about them and what they do. A few students of mine were surprised that I could get on their level and actually take interest in their world. Also, in response to Roxanne, I try to continue doing my artwork in the classroom setting, because it does let the student know that you are not only an art teacher, but an artist as well.
In the past, critiques and showing examples have been great motivators. However, I find that being consistent about my standard is even more valuable. I know that it sounds obvious, but being truly honest with the students is something that I am still getting better at. If the work excited me as a teacher, sometimes I felt like I had to keep my guard up instead of reacting excitedly. On the other hand, I have to fight from placating students who really are trying with insincere compliments about their product. I've learned that some students have to rely on the teachers and, as soon as even a little bit of that trust is gone, the students' standards go down.
Teaching just Art I it is sometimes hard to motivate my younger students to perform at level that I expect. I tend to show a lot of student examples, I also demonstrate in front of my students so that they can see that I am not perfect and that if I struggle to draw something then they will not feel as bad if they have trouble. I break the lesson down into small chunks and easy to follow steps that ensures the students can succees. If the students see that they can succeed in your class then they are more likely to give you the level of work that you expect. Another way is an overwhelming amount of positive reinforcement.
Bomar has a great idea with the competition. I do something similar to this but I do not use beads. I have numbered clothes pins that I attach to each piece and I hang each piece up in the room on a clothes line and the students vote by a show of hands. I have had some problems in the past with the vote and the fire marshall made me take down my clothes line so I may start using the bead system. Great idea!
Mr. Brandt mentioned "insincere" compliments...how very true that the students know right away if you are sincere. I'm guessing most of them have a pretty good idea of where their work stands compared to everyone else's'. I wonder if it makes sense to emphasize improvement over just quality?
As an undergraduate I took a course my senior year called MASTERY LEARNING, which simply means reteach until the student understands the lesson. Students always need support. When introducing a lesson I use drawing as an example or show a diversity of student examples.
I tell my students, "Everyone has their own style, and yours will develop as you practice. Art is like playing the guitar or football; it takes pratice, practice, practice."
Very seldom sitting down, I talk to my students about their work. Sometimes I need to draw an example of an object for a particular student, I do this on a sheet of paper and then let him/her practice before returning to their project. When a student is at a standstill and doesn't know what to do,(with permission)I will clip the project on the board and let other students give their imput on solving the problem.
When beginning a new lesson or reviewing, I sometimes show artists' reproductions. I ask questions, and hear a faint voice or one person knows the answer. I give a piece of candy or a lolipop as a reward. At times I draw or paint along with the students. Whatever it takes, I do want my students to understand the assignments.
After showing artworks from either famous artists, my artworks, or artworks from previously successful high school art students...I try to build little successes within each lesson. I start with the basics of the lesson (techniques/methods) as a teacher demonstration. Then the students get a chance to do the same and this seems to build interest in the project. Once the students seem to understand the total meaning of the lesson/project, then I give them more freedom to accomplish their tasks.
Also, we have several MINI Art Shows around the school campus and two large shows in the Fall and in the Spring during the Chorus/Band Concerts when the students get the most puplic exposure from the community.
Sherry's idea of giving the students freedom is great! Students are encouraged by the element of chance and if the same lesson is repeated by the teacher for years, students can feel like pawns in an art game. One thing that has worked for me is to tell the students to challenge me with how I can better the lesson for next time. For example, one of my students combined the previously taught abstract value lesson with the, then, current portrait lesson. Since then, I've combined the two lessons into one highly successful lesson. By challenging the students to meet the criteria and then add their spin, I learned and the students take ownership in what they accomplish.
Bomar's idea of making students, art a competitiion is just one more idea to add to my list.
I sometimes show my artwork, as Roxanne stated, but not for every lesson. Here, I think Robert is correct when he points out that students will copy others.
I also greet my students at the door. I agree, Robert, and think a simple thing can be so important to the students.
Brandt, consistency in the classroom is a valuable tool; students know what is expected. Good artwork is clipped to my board at the front of the room.
Students want their work displayed there, and I let them "share" the spotlight: good or not so good.
With God’s help and those willing to assist, I use whatever tools, tricks, or magic of the trade to help motivate my students: rubrics, demonstrations, guided practice, and written instructions. No cookie-cutter approach seems to work with each group of students.
Some more consistent motivators seem to be the usual things you probably use:
Rewarding high standard work,
Recognition-praise, display, bragging rights, applause after presentations
Rewarding after the fact but not telling the students ahead of time for I want them focusing on their literary, thinking, visual work processes and product—
Schooley-made bundt cake with frosting, candy, or fruit
more choices for project materials,
A chance to make quick project that can be taken home or given as a gift
Good notes, phone calls, and announcements home and to the school
More independence in adapting assignments.
Getting to Know Your students: It is helpful to poll my students and parents using a survey/contact information sheet at the beginning of class. After they are turned in if I have questions then I ask questions, and have them write answers about what they want, need, who they are, and what they thinks to help motivate them to create excellence. I keep track of notable on a chart done on one or more Excel spreadsheets for each class at the beginning of a class is how I decide the way it is. All beginning of class spreadsheets contain name pronunciation key, preferred name, and preferred interest by which they want to be known. Although, I like Mary Lou’s alliteration of the first name where the first letter of the first name is used as a descriptor paired with the first name like “Sporty Suzie.”
Keeping it personal- Another teacher gave me this tip--she has her students tell her when they have done something great or something great happened to them so she can share it with the class: winning at the game, aunt had a baby, aced a hard test, etc. We sing “Happy Birthday” to birthday people and give them a round of applause.
Trying to maintain a motivational atmosphere and trying to let those who disrupt learning earn their negative reinforcement (consistently). No one alluded to that so I am going to be asking for more classroom management tips for this is a top-notch group from which to learn.
Roxanne-Lots of art examples and modeling needed skills are great motivation. Having your students’ critique your work for the lesson is a cool idea. I have tended to be more like Suzanne and throw my unidentified work in with the mix.
Suzanne-The studio within a classroom sounds like a great idea. I did not realize so many excellent art teachers did art or English teacher wrote at the same time as the class. Are you able to work along with Art I and Art II students? Do any of you overcome your need to help, monitor, and move?
Bomar and Josh-Your art competition idea for a candy bar is another great idea. Encouraging individual original is necessary. I have to tell my students that each of them is a wonderful, incredible person with a unique combination of gifts/talents, experiences, and knowledge/wisdom. My students are not allowed to do what is an example.
Ellen S-Using the overachiever’s work as guiding example is great. I keep copies of student examples in the form of prints, and digital photos to show students.
Brandt-I agree on the trust issue. Brandt and I feel the need to temper our excitement to keep the other students from being deflated. However, I do tend to react when a student is underperforming with “Ah, come on why you are being mean to ____ some section of their artwork. In my experience, students who are not doing as well on their artwork usually have one or more sections that are working really well so I identify and explain what is working well to the students and encourage them to improve the rest of the work. Further, I refer students to other student’s working technique in the class who may help them. Other times, I call small groups of students over to see me demonstrate something that may help.
We are blessed with a great group.
Volunteer 1-Great feedback.
Sarah, I don't work that often on my own projects during Art 1 since they need more guidance and monitoring with project but I generally have an example of what they are doing that I can demonstrate on, usually that is a piece that doesn't get finished by me or I put it aside for a later date to finish. For the other art classes it varies each year and on each class depending on the students. Generally at the beginning of the project (the first few days) I move about the class a great deal to check for student understanding and progress. Then when I feel they are on track I will go to my work area. Then if a student needs help, they generally respect that I am working and will come to me - this works well, because it also gets them out of their seat and an opportunity to see what others are doing. I have found that if I always go over to them, there are those students who would sit in their seats for the entire 90 minutes. Now I realize to some teachers this would be wonderful, but since my students sit on stools I really feel they need breaks and sometimes this is the only way to get them to break and notice what their classmates are doing.
Examples of student work is usually more motivating than work from accomplished artists, especially when they recognize the student. I regularly have students tell me at the beginning of school that they are going to blow ________ out of the water. “Great, I say. I am looking forward to your work.” So I think displaying student work in the halls is a wonderful tool for encouraging students to do their best. But, even more important, I encourage my students to constantly be challenged by their own work. Each peace should be better than the previous, but I also try hard to read their emotional state. If they are tired or stressed (more than usual), I will tell them to relax and take some time out. At first, students use to ask why I am letting _____ just sit there when everyone else is working, but by now, my students have come to realize that I am giving such time of rest to allow the student to clear his/her head and become creative again. Students quickly realized that I can tell the difference between burnout and laziness and I do not allow too much down time. I think, because my students know that I take their feelings into consideration, they want to do well for me. The few with whom I truly butt heads are usually the ones that did not want to take art, were placed in the class, and are bound and determined to prove the system wrong. Art can not be demanded or forced. It has to be encouraged. I find the experience of teaching art totally different from teaching foreign language (which I did for a short time). It requires a lot more emotional maneuvering from the teacher than more concrete subjects, because the slightest word can change the entire attitude of a student. Sometimes, I am soooo thankful for the relief of something easy like a test with solid right and wrong answers.
I always start the semester off with one of those tried and true art projects that has a very high success rate with students. For example a name design where they have to use a variety of lines and shapes in an interesting way to disguise their name. This drawing is then used to create a symmetry work and then a color theory lesson is applied. It is a lesson that has a good bit of learning to it, but has very successful end products. Beginning with a successful project is very motivating and encouraging for students. They are able to see that the class is not impossible and they can do a good job when they put in the effort. As the semester continues and students begin to work on more challenging projects, I continuously remind them that I have seen them be successful and I know they can do good work. I especially remind them of this when I see their confidence drop or they begin to show those classic signs of adolescent slackness!
I partly agree with many of you who said you show examples of the completed lesson as done by past students. However, I also agree with Robert in that sometimes with certain lessons this can hinder creativity. I also agree with those of you who said you do demonstrations when beginning a project. I always do this. Even if it is just to demonstrate the use of the media or ways in which to use a variety of media. I find that demonstrations help build enthusiasm for beginning a project and allow time for brainstorming for students personally and as a class. I know that whenever I see a demonstration I am highly motivated to begin work on my own.
Roxanne, I like the idea of having the students critique a work based on your rubric. Many times they do not understand what exactly the rubric is looking for, and going through on piece of art and discussing the points system and grading is a great idea. I think I would use a past student work for this exercise. Maybe show both a good example and a not so good example so they can see the difference. Thanks for the suggestion!
In order to truly inspire students, I try to create projects that interest and intrigue the students. I always think up projects that I would want to do myself. Some of my more unusual ideas are...pop-up designs of different phobias, illustrating an amazing fact (such as there are an average of 8 insect legs in every candy bar produced), self-portraits of their anti-thesis, etc. When they are excited about the project, I always end up with better results.
I always show a ton of student examples and artist examples as I introduce a project. I then have them do multiple thumbnails before they begin their final project. By doing this, I really don't find that the students copy the examples that I show them. The first couple ideas may show influence from the examples, but then they get the hang of it and their ideas start flowing. Also, when they start out with a great plan of action, they end up with better results. When they get to a point where both of us have looked at it too much, I will send the student next door to Ashley's room to get more suggestions and final thoughts. It really helps them to get a fresh perspective or reinforce some of the things that I have been telling them over and over.
+ Thank you Brandt for your kind words about student freedom. I remember in college, there was one art professor whom always wanted the outcome of the product to look just like hers. I was sooooo frustrated. It stiffled my creativity and I just wanted to give up at times. That's the reason, #1, I make sure the students understand the lesson criteria/concept/assessment and then I let them loose!
+ Robert was right on when he said that students know if you are coming from the heart with your dealings with them. I really seem to have a good connection with most of my students because I see them as young artists just waiting to bloom!
+This Blog Thing is really very supportive. I am learning so much and I am very excited to be a part of this course. Also, I can see how Blogging with my art students could be very beneficial.
My most commonly used method I use to make student's perform at a higher level is making it relevant to them. I take an idea that they need to learn, perpective for example, and relate it to something they like, 3D-gaming. I will often use technology as a tool, much like Mary Catherine to create source material and develop a fascination with the "new" and integrate it with the old. I have found that even some of my toughest battles are won because the student simply loves to use the Digital Tablet.
In response to Robert's comment, I to have used the greeting at the door to help with the relationships. I even use the sketchbook design project to gather some unknown information from each student by seeing what they create. One of the things I continue to work on is that of consistantcy. I will sometimes overwater the tough kids, and neglect to a point, the talented ones. And as always, go to sporting events. Your best kid may be playing!
Renata I love to post the studens' work.
I have the freedom to decorate the hallway in front of my classroom with framed pieces of work and I keep them changing month to month. The students love to be noticed for what they do, plus I have "non" art students that have come into my room curious about what we do and how we do it.
Sherry your so on it about having art shows around the district. I have one up right now at the Chapman center in Spartanburg that comes down this Friday.
Although it is a lot of work putting up the work it really does a lot for an art program.
Removal of fear can lead to greater motivation. Without fear, they are more willing to try things and also to make mistakes. They know that I am here to help them when they do make these mistakes. I help them "fix" what they feel is unsuccessful. They can go back into it with another medium, or cut it up, of paint over it, or add collage elements, or crop it, many options. I think that by not letting them give up or throw work away, they realize that I expect them to put in the time and effort need to work through problems. I do a figure drawing lesson with art one and we draw from a figure for a day. The second day, they have 3 choices. They can continue drawing the model, or they can abstract the figure, or they can turn the marks on their paper into a non-objective work. This way they get the figure drawing practice, but still have the opportunity to create a successful work.
One way that I motivate students is by working with them and getting to know them on a more personal level. I like to work on a similar piece with the students throughout each project. I often sit at the student tables and work on my piece and have conversations with them about their artwork, their interests, and their school life. I may work at one table for thirty minutes and then move to another table for thirty minutes if time permits and if the entire class is settled. This gives students the opportunity to see the techniques first-hand and to ask me questions about the assignment, technical processes, or to get a quick critique about their own work. It really has shown positive results for students who struggle with a project or for students who have a low self esteem. I am able to encourage them and help with any difficulties they may encounter.
Sherry,
The idea of art shows throughout the year is great. We exhibit student work in the hallways (all hallways throughout the building) throughout the school year, which is a great way to expose non-arts students to the visual arts and it also helps to promote our programs. Also, the art students feel a sense of pride when their work is exhibited. This in itself is such a great motivator. I have students that ask if I am going to put their work up and I always use this as a way to push them to improve their piece. We have also started an exhibition in which a senior student can submit their work to be judged and chosen as a "Spotlight" artist at a major school concert. The student that is chosen will then showcase a body of work that they have completed during their time at Wando. This year, a student showcased thirty pieces of work. This show has been a huge success and the student artists truly benefit from the experience.
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