Lesson 2 in Middle School Art Space Reflection
Today in the art space I was an observer and an assistant to the head teacher.
As I observed the lead teacher today, she started by presenting a recap powerpoint of what the students learned and experienced the previous week. This was effective for students to recall their experiences and engage in conversation. However, it also lead to several students having negative comments on their feelings of collaboration and this instigated other students to also act out.
Next, students were given a good amount of time to get their original canvas back and apply the last layer to their canvas. Therefore, each student was able to create the first and last layer of their artwork, while the middle 5 or 6 layers were a collaborative creation by other students in the class.
As I observed and walked around the room I asked students what their mind set was when creating the last layer. Did they enjoy what people did to their piece? How were they going to complete the piece? Could they still make out the first layer? We engaged in genuine and interesting conversation and students gave an array of answers.
I was able to go speak to several students who in the previous week acted up and seemed to not handle collaboration well. I also spoke to students who receptively added "Sub to PudeyPie" on other people's artwork. I asked these students who he was and what his videos were about. Surprisingly, these students had zero clue who he even was or what the content of his videos were. This was intriguing and opened my eyes to the fact that at the middle school level, pier pressure and what is considered "cool" places a huge factor in the classroom. These students were writing something that they just see their other piers doing or they think is cool.
After students added the final layer, they were given nice white pieces of paper to create a story about their process of layering or what all the layers of their canvas mean. Students creatively titled their pieces (El Trash) and wrote long and short stories about their layered artwork.
As I observed the lead teacher today, she started by presenting a recap powerpoint of what the students learned and experienced the previous week. This was effective for students to recall their experiences and engage in conversation. However, it also lead to several students having negative comments on their feelings of collaboration and this instigated other students to also act out.
Next, students were given a good amount of time to get their original canvas back and apply the last layer to their canvas. Therefore, each student was able to create the first and last layer of their artwork, while the middle 5 or 6 layers were a collaborative creation by other students in the class.
As I observed and walked around the room I asked students what their mind set was when creating the last layer. Did they enjoy what people did to their piece? How were they going to complete the piece? Could they still make out the first layer? We engaged in genuine and interesting conversation and students gave an array of answers.
I was able to go speak to several students who in the previous week acted up and seemed to not handle collaboration well. I also spoke to students who receptively added "Sub to PudeyPie" on other people's artwork. I asked these students who he was and what his videos were about. Surprisingly, these students had zero clue who he even was or what the content of his videos were. This was intriguing and opened my eyes to the fact that at the middle school level, pier pressure and what is considered "cool" places a huge factor in the classroom. These students were writing something that they just see their other piers doing or they think is cool.
After students added the final layer, they were given nice white pieces of paper to create a story about their process of layering or what all the layers of their canvas mean. Students creatively titled their pieces (El Trash) and wrote long and short stories about their layered artwork.
Comments
Post a Comment