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Art Teachers Chatboard

In Finland Schools,specials aren't "specials" (w/URL)

by Tim Walker, American teacher teaching in Finland

Mar 5, 2014

In Finland Schools, specials aren't "specials"

Tim Walker is an American teacher now teaching in Finland. His insights and comparison of US vs Finland school practices is highly informative, and thought provoking. Copy & paste in the url below to read his latest post about "specials" in Finland schools (Click on his author byline to ac...See More

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Josie On 3/05/14, Tim Walker, American teacher teaching in Finland wrote: > In Finland Schools, specials aren't "specials" > > Tim Walker is an American teacher now teaching in Finland. > His insights and comparison of US vs Finland school > practices is highly informative, and thought provoking. Copy > & paste in the url below to r...See More

Mar 7, 2014

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SH Thanks Tim! I've been enjoying your blog! SH

Mar 7, 2014

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two questions

by monica

Mar 2, 2014

Hi All:

I need your help. If you have a kiln and happen to teach lower elementary grades, how many clay lessons do you do in a school year?

Also, how much "support" do you give the classroom teachers with their lessons? I am starting to feel like the "art service" rather than the art teacher. It seems like I am constantly being ...See More

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Josie Forgot about your clay question... When I taught elementary at a Catholic school and had grades k- 8 I did clay with every other class (so 1,3,5,7 and 8) I always did it with both 7 and 8. But I didn't have 10 classes a day and 1/2 hour classes..... I don't know how you could make anythign in a half hour? If I were you I would lobby for longer clas...See More

Mar 3, 2014

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hmmm I am doing clay with all my current groups this week, so that's six different lessons but 12 classes (two 5th, two 4th, etc.). It's a two day process for us. I see the whole school over the course of the year, and they all do a clay project. That's currently 850 kids. (We rotate, so I'm seeing 1/3 of the school at a time and not doing 850 clay proj...See MoreI am doing clay with all my current groups this week, so that's six different lessons but 12 classes (two 5th, two 4th, etc.). It's a two day process for us. I see the whole school over the course of the year, and they all do a clay project. That's currently 850 kids. (We rotate, so I'm seeing 1/3 of the school at a time and not doing 850 clay projects at a time, though!) For grades 2-5, on day one, I explain the project and make one while they watch. I have the step-by-step instructions typed out and on an overhead; I read it and go through the steps as I make the project for them to see. They can ask questions as I go, too. I also have a laminated copy of the instructions for each table, and I put them up on the overhead on the day the students actually make the projects, too. For grades 2-5, on day two, I have the supplies all out and ready to go, so all I have to do is hand out the clay and let them work. Since they know what to do already and have instructions to refer to, I am able to walk around and help students. I have students who finish early walk around and start cleaning up and changing out the instructions for the next group. By the time one grade leaves, the room is set up for the next group. For 1st, I do the project with them on one day. I have the supplies all ready to go, hand out the clay, and then I show them how to do the first parts (folding over the clay, scoring, etc.). After they get to the decorating phase, I let them do whatever and focus on preparing to receive the projects for storage on the drying shelves. With kinder, the project is part of a center and the kids rotate through it. They make and decorate a simple project with me as facilitator. All the other centers are self-sufficient. The project takes less than 5 minutes, and then they wash their hands and move on to the next center. I have 50 minute classes, though. I think I read you have 30? If you simplify your projects and make sure you prep really well, I bet you could totally do clay with all classes in 30 minutes, if you teach them how to do it first in a previous class. I am thankful I do not have your problem with people wanting me to do art projects for them all the time. If it's your personal time, you'll have to decide if you want to do that or not. I actually have a lot going on during my personal time, so it's not hard for me to say no. "Sorry! I have a guitar lesson today, so I won't be able to get to that." "I'm stage managing a play for the next couple of months, so I have to leave here right after school everyday and won't get home until after midnight!" ( Hi All: > > I need your help. If you have a kiln and happen to teach > lower elementary grades, how many clay lessons do you do in > a school year? > > Also, how much "support" do you give the classroom teachers > with their lessons? I am starting to feel like the "art > service" rather than the art teacher. It seems like I am > constantly being asked to make specific artwork for their > poetry books, their state books, thank you gifts for > generous community members, and stuff----all thinly veiled > as "supporting the curriculum," but the other specialists > are not asked to give the same "support". I think they just > need artwork and don't want to do it themselves, and I am > starting to feel taken advantage of. By the way, the > principal seems to be on their side. Any diplomatic way to > handle this? I'm ready to quit...

Mar 4, 2014

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Finding other forums

by looking everywhere

Feb 28, 2014

Does anyone know any other good secondary art educator discussion forums? The ones that I've found don't get much activity, and this one seems to have few active members.

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looking everywhere That's really weird, isn't it? You would think art teachers around the country would have a lot to talk about. Even the NAEA site has nothing going on in the discussion forum. I don't get it! On 3/03/14, SH wrote: > I may get double posted because my original response got sent > to a moderator... > > I have looked as well, could never f...See More

Mar 4, 2014

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SH It's definitely weird, especially after seeing how prolific art teachers are on pinterest... it's not like we're not all spending so much time online anyway. Turns out though, the art of ed website DOES have a forum! It's set up differently than this one, so it's not a replacement, but rather, another place to go. Just like you were looking for. Yo...See More

Mar 4, 2014

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Art Lesson Demo Ideas

by Stephanie Savage

Mar 4, 2014

Hello Art Teacher!

I am in the process of interviewing for an art teaching position for next school year and I have been asked by a few schools to give a lesson demo to show my skills. I've done something similar to this before, and a few challenges I came across were 1)not knowing the students' names or classroom expectations 2) not know...See More

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My Wild 1st Grade Art Classes Argh!

by Hmmm

Jan 20, 2014

Is it just me or are the 1st graders just hard to get a control in art? I teach in 2 elementaries where the 1st grade classroom teachers are in their 1st thru 3rd year of employment and their kids are all over the place (fighting, tattling on each other, chasing each other around) when I am trying to do a lesson. Even the kindergarteners act more m...See More

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Hmmm... Thanks for the input Ms. W and Beth. I will give it a try, any and all ideas are great. On 1/21/14, Ms. W. wrote: > Oh, that paint a picture idea is BRILLIANT!!! I'm starting with a > new class that is reportedly awful (by their teacher ane their > last resource) and I might try that!! > Our first grade classes can be wild as well but I...See MoreThanks for the input Ms. W and Beth. I will give it a try, any and all ideas are great. On 1/21/14, Ms. W. wrote: > Oh, that paint a picture idea is BRILLIANT!!! I'm starting with a > new class that is reportedly awful (by their teacher ane their > last resource) and I might try that!! > Our first grade classes can be wild as well but I've found that > making everything seem like the most exciting party EVER really > gets them motivated and keeps them in line a bit. I don't pull > out the super strict stuff with them a lot because I feel like > they are already out of control and I have to make it the best > time ever in my room (even if we don't get much done). I include > some short videos or songs that relate to the project since I'm > lucky enough to have a projector. > Their teacher has no place telling youwhat you can do in your > classroom, unless it is a school wide policy (and even then she is > out of line). You have to do what works for you. I have even > talked to the class about making it a special time in the art room > - that things can be different and that we can listen and learn > down there. I do use LOTS of time outs with 1-2 warnings. Those > can be hard to implement. I also do a lot of recognition of > individuals who are at least trying to do the right thing. (trying > at first, then upping the level I'm looking for). Its not GREAT > in my room with the wild classes, but things are pretty out of > control at my school and I find the first grade the easiest grade > level to motivate. > > I'd use Class Dojo if I had online access or a better signal on my > cell in my basement room. > > On 1/20/14, Beth Special Needs wrote: > Do you have a Smartboard? > Try classroom Dojo. >> If not could >> you tape a large blank sheet of paper where everyone can see >> and >> tell the kids you are going to paint them a picture to >> take back to their room. >> Then every time they exhibit >> desired behavior, paint a section of the picture. >> When it is >> finished, let them all sign it too because their good behavior >> helped >> to make it. >> >> >> On 1/20/14, Hmmm wrote: >> >>> Is it just me or are the 1st graders just hard to get a >>> control in art? I teach in 2 elementaries where the 1st >>> grade classroom teachers are in their 1st thru 3rd year of >>> employment and their kids are all over the place (fighting, >>> tattling on each other, chasing each other around) when I >>> am trying to do a lesson. Even the kindergarteners act more >>> mature and do what I ask but kindergarteners are >>> kindergarteners and are still wormy but manageable. The >>> 2nd, 3rd, 4th, and 5th also have normal expected >>> behavior........I suppose I need to just do more simple art >>> lessons if these 1st graders as they are still not settling >>> down after a half a year. The 1st grade classroom teachers >>> are nice but maybe they are letting their kids run the show >>> in their rooms who knows. But I am seeing a pattern (young >>> classroom teachers=wild 1st graders) there though when they >>> show up to my room. I once resorted to a peer monitoring >>> where 1st grade students would observe each other for good >>> and bad behavior during class and it worked somewhat in >>> quieting them down (peer influence factor), and then the >>> young 1st grade classroom teacher found out it about an >>> forbid me from using it ever again. Hmmm!

Jan 22, 2014

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monica Take heart; it is probably nothing that you are doing or not doing. I too, have some rowdy classes. I think there are a lot of factors that can be attributed, but I agree with you---that if the classroom teacher doesn't have control, you probably won't be able to get it in the hour that you have them, either. I find it appalling that the teacher fo...See MoreTake heart; it is probably nothing that you are doing or not doing. I too, have some rowdy classes. I think there are a lot of factors that can be attributed, but I agree with you---that if the classroom teacher doesn't have control, you probably won't be able to get it in the hour that you have them, either. I find it appalling that the teacher forbade you from using a technique---since that's not her call. If my classes are rowdy to the point that I can't teach them, I make them put their heads down. Sometimes only for a few minutes to make a point, sometimes longer if they were really disrespectful to me and my class. Some of the classroom teachers are supportive; some are not. So I do what I need to do to survive. On 1/22/14, Hmmm... wrote: > Thanks for the input Ms. W and Beth. I will give it a try, any and > all ideas are great. > > On 1/21/14, Ms. W. wrote: > >> Oh, that paint a picture idea is BRILLIANT!!! I'm starting with a >> new class that is reportedly awful (by their teacher ane their >> last resource) and I might try that!! >> Our first grade classes can be wild as well but I've found that >> making everything seem like the most exciting party EVER really >> gets them motivated and keeps them in line a bit. I don't pull >> out the super strict stuff with them a lot because I feel like >> they are already out of control and I have to make it the best >> time ever in my room (even if we don't get much done). I include >> some short videos or songs that relate to the project since I'm >> lucky enough to have a projector. >> Their teacher has no place telling youwhat you can do in your >> classroom, unless it is a school wide policy (and even then she is >> out of line). You have to do what works for you. I have even >> talked to the class about making it a special time in the art room >> - that things can be different and that we can listen and learn >> down there. I do use LOTS of time outs with 1-2 warnings. Those >> can be hard to implement. I also do a lot of recognition of >> individuals who are at least trying to do the right thing. (trying >> at first, then upping the level I'm looking for). Its not GREAT >> in my room with the wild classes, but things are pretty out of >> control at my school and I find the first grade the easiest grade >> level to motivate. >> >> I'd use Class Dojo if I had online access or a better signal on my >> cell in my basement room. >> >> On 1/20/14, Beth Special Needs wrote: > Do you have a Smartboard? >> Try classroom Dojo. >>> If not could >>> you tape a large blank sheet of paper where everyone can see >>> and >>> tell the kids you are going to paint them a picture to >>> take back to their room. >>> Then every time they exhibit >>> desired behavior, paint a section of the picture. >>> When it is >>> finished, let them all sign it too because their good behavior >>> helped >>> to make it. >>> >>> >>> On 1/20/14, Hmmm wrote: >>> >>>> Is it just me or are the 1st graders just hard to get a >>>> control in art? I teach in 2 elementaries where the 1st >>>> grade classroom teachers are in their 1st thru 3rd year of >>>> employment and their kids are all over the place (fighting, >>>> tattling on each other, chasing each other around) when I >>>> am trying to do a lesson. Even the kindergarteners act more >>>> mature and do what I ask but kindergarteners are >>>> kindergarteners and are still wormy but manageable. The >>>> 2nd, 3rd, 4th, and 5th also have normal expected >>>> behavior........I suppose I need to just do more simple art >>>> lessons if these 1st graders as they are still not settling >>>> down after a half a year. The 1st grade classroom teachers >>>> are nice but maybe they are letting their kids run the show >>>> in their rooms who knows. But I am seeing a pattern (young >>>> classroom teachers=wild 1st graders) there though when they >>>> show up to my room. I once resorted to a peer monitoring >>>> where 1st grade students would observe each other for good >>>> and bad behavior during class and it worked somewhat in >>>> quieting them down (peer influence factor), and then the >>>> young 1st grade classroom teacher found out it about an >>>> forbid me from using it ever again. Hmmm!

Mar 2, 2014

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Perspective lessons in Elementary

by Hmmm...

Feb 26, 2014

My students have been working on perspective lessons in elementary classes for a few weeks now. I have been pleased with the results of my second graders with one point perspective cityscapes, which does not seem to be too steep for their learning curve and they understand how to start over if they do not like their results. Does anyone know if 3rd...See More

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Ideas for teaching critique

by overwhelmed

Jan 22, 2014

Does anyone have ideas for teaching high school kids how to critique? I want to use the standard DAIE method, but not sure how much scaffolding will be needed.

I also have not found a successful way to have the kids critique their own work, which I typically want them to do at the end of each major project. As part of this process I want ...See More

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Touchy is right I think Touchy(?) is right 'overwhelmed' has really not provided any constructive solutions to their own topic, just wanting more and more answers in an impersonal way, and just when the topic has reached the level of disinterest,'overwhelmed' rehashed the same topic twice?

On 2/24/14, overwhelmed wrote: > Research paper??? That's funny...See MoreI think Touchy(?) is right 'overwhelmed' has really not provided any constructive solutions to their own topic, just wanting more and more answers in an impersonal way, and just when the topic has reached the level of disinterest,'overwhelmed' rehashed the same topic twice?

On 2/24/14, overwhelmed wrote: > Research paper??? That's funny! > > On 2/24/14, Touchy? wrote: > >> That's funny every response so far you have rejected as the >> missed opportunity for your "challenge". You don't even say >> thanks, thank you, or nothing. So I guess if you are bringing up >> >> the topic of manners I suppose you need to find the guidebook >> when interacting correctly in a chat or message board. Then on >> top of it you critique the responses to people who take time to >> >> answer your continual tired old worn out topic. Have fun with >> your research paper. >> >> On 2/24/14, overwhelmed wrote: >> >>> Why so touchy? My question is straightforward as is the >>> need. What hasn't happened, and why I am still asking about >>> this issue is somebody answering with a strategy that >>> addresses the specific problem. If you don't have an >>> answer, >>> simply stay out of the discussion. There are >>> plenty of >>> people who have things to share. >>> >>> On 2/22/14, >>> The Challenge? wrote: >>> >>>> Why do we need to meet your challenge? If it is too >>>> much of a stretch to have >>>> HS or MS level students perform the a quality >>>> interpretation portion than some art ed leaders need to >>>> re-invent the critique format. Yet I doubt DAIE will be >>>> modified anytime soon, but you are welcomed to try and >>>> devise something you thought up and tell us your >>>> findings. I think a few art teachers have provided a >>>> great basis for ideas for me to try, from your numerous >>>> threads, and if they work or don't work, a person knows >>>> what to do the next time if it was a failure. I don't >>>> know what your expecting from art ed professionals >>>> teaching everyday and taking time to provide numerous >>>> answers that don't meet your expectations. >>>> >>>> On 2/21/14, overwhelmed wrote: >>>> >>>>> Nobody has come up with a strategy that meets the >>>>> challenge I'm referring to. I certainly am not >>>>> waiting for a response and doing nothing about >>>>> critique in the meantime. I just keep hoping that >>>>> someone with some experience with this issue will >>>>> repsond with something helpful as I continue, as >>>>> always, to try to find my way through it. I think >>>>> that's the approach many here use. >>>>> >>>>> On 2/21/14, Okay? wrote: >>>>> >>>>>> To overwhelmed: Upon reading your numerous >>>>>> responses about this topic, to multiple nice art >>>>>> teachers going out of their way providing ideas and >>>>>> solutions. It just may be quicker for you to do a >>>>>> "TbE" (trial by error) and figure it out >>>>>> yourself. It seems to me that you are either >>>>>> writing a book, thesis, or research paper and or >>>>>> really want someone to provide an answer for you >>>>>> when you apparently have time to wait a very very >>>>>> long time for the right answer for your problem(s). >>>>>> This makes no sense to me as you want the right >>>>>> solution you have to do the groundwork and make a >>>>>> decision what works. This is not rocket science, >>>>>> and the interpretion portion is not a huge hurdle >>>>>> to overcome to teach to students or just omit it. >>>>>> Chose the course of your lesson and make a move to >>>>>> figure out your destination. >>>>>> >>>>>> On 2/18/14, overwhelmed wrote: >>>>>>> I'm taking about the formal process of Describe, >>>>>>> Analyze, Interpret, Judge. I am having a hard >>>>>>> time with interpretation. I think it's a big jump >>>>>>> for kids to go from analysis to that and that >>>>>>> they really need context for the work they are >>>>>>> looking at. Anyone know an easy way to solve that >>>>>>> problem? >>>>>>> >>>>>>> On 2/14/14, Dianne wrote: >>>>>>> >>>>>>>> I do a critique with my college students that >>>>>>>> might work. It is similar to what you are >>>>>>>> doing. I have every student place a sheet of >>>>>>>> paper by their work with two columns on it. One >>>>>>>> column is labeled 'Compliments' and one column >>>>>>>> is labeled 'Suggestions.' Every student is to >>>>>>>> critique everyone's paper except their own (of >>>>>>>> course) They really enjoy receiving the >>>>>>>> feedback from their classmates and it stops me >>>>>>>> from being the 'bad guy.' If everyone in the >>>>>>>> class says put more effort into your work, they >>>>>>>> certainly can't get mad at me for marking the >>>>>>>> work down and saying the same thing. >>>>>>>> >>>>>>>> >>>>>>>> On 2/12/14, CiciNParadsei wrote: >>>>>>>>> On 1/22/14, overwhelmed wrote: >>>>>>>>>> Does anyone have ideas for teaching high >>>>>>>>>> school kids how to critique? I want to use >>>>>>>>>> the standard DAIE method, but not sure how >>>>>>>>>> much scaffolding will be needed. >>>>>>>>>> >>>>>>>>>> I also have not found a successful way to >>>>>>>>>> have the kids critique their own work, >>>>>>>>>> which I typically want them to do at the >>>>>>>>>> end of each major project. As part of this >>>>>>>>>> process I want the kids to show me they >>>>>>>>>> understand concepts taught, as well as to >>>>>>>>>> do a formal analysis using proper >>>>>>>>>> vocabulary. >>>>>>>>> >>>>>>>>> Since nobody wants to speak up, especially in >>>>>>>>> Art 1, I devised this lesson called Silent >>>>>>>>> Critique. Everyone has one art piece. >>>>>>>>> Everyone has a number. Students draw other >>>>>>>>> people's numbers and take their sheet of >>>>>>>>> paper and draw a big letter T. In one column >>>>>>>>> they write the Objective comments (Facts), in >>>>>>>>> the other column they write the Subjective >>>>>>>>> comments (opinions). We go over the >>>>>>>>> difference between Fact and Opinion. Fact: >>>>>>>>> The dress is blue. Opinion: I hate the color >>>>>>>>> blue. Students then take the comments and >>>>>>>>> write a one to two paragraph analysis and >>>>>>>>> critique. We discuss how this is not the time >>>>>>>>> to slam the kid who stole your lunch in third >>>>>>>>> grade. THEN, students return to their seats >>>>>>>>> and write a thoughtful response agreeing or >>>>>>>>> disagreeing with the critic

Feb 25, 2014

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Disagree I think you're both wrong. "Overwhelmed" makes a good point. Nobody has answered the question satisfactorily. Whether you agree with that or not, or whether you think that's the best that can be provided here is irrelevant. I'm sure the person would not be continuing to ask if they were getting an answer they could use. Do you think they're doing i...See MoreI think you're both wrong. "Overwhelmed" makes a good point. Nobody has answered the question satisfactorily. Whether you agree with that or not, or whether you think that's the best that can be provided here is irrelevant. I'm sure the person would not be continuing to ask if they were getting an answer they could use. Do you think they're doing it for kicks? I too have often found that persisting often results in the right person seeing and responding to the post in a way that's helpful. On 2/25/14, Touchy is right wrote: > I think Touchy(?) is right 'overwhelmed' has really not provided any > constructive solutions to their own topic, just wanting more and more > answers in an impersonal way, and just when the topic has reached the > level of disinterest,'overwhelmed' rehashed the same topic twice? > > On 2/24/14, overwhelmed wrote: >> Research paper??? That's funny! >> >> On 2/24/14, Touchy? wrote: >> >>> That's funny every response so far you have rejected as the >>> missed opportunity for your "challenge". You don't even say >>> thanks, thank you, or nothing. So I guess if you are bringing up >>> >>> the topic of manners I suppose you need to find the guidebook >>> when interacting correctly in a chat or message board. Then on >>> top of it you critique the responses to people who take time to >>> >>> answer your continual tired old worn out topic. Have fun with >>> your research paper. >>> >>> On 2/24/14, overwhelmed wrote: >>> >>>> Why so touchy? My question is straightforward as is the >>>> need. What hasn't happened, and why I am still asking about >>>> this issue is somebody answering with a strategy that >>>> addresses the specific problem. If you don't have an >>>> answer, >>>> simply stay out of the discussion. There are >>>> plenty of >>>> people who have things to share. >>>> >>>> On 2/22/14, >>>> The Challenge? wrote: >>>> >>>>> Why do we need to meet your challenge? If it is too >>>>> much of a stretch to have >>>>> HS or MS level students perform the a quality >>>>> interpretation portion than some art ed leaders need to >>>>> re-invent the critique format. Yet I doubt DAIE will be >>>>> modified anytime soon, but you are welcomed to try and >>>>> devise something you thought up and tell us your >>>>> findings. I think a few art teachers have provided a >>>>> great basis for ideas for me to try, from your numerous >>>>> threads, and if they work or don't work, a person knows >>>>> what to do the next time if it was a failure. I don't >>>>> know what your expecting from art ed professionals >>>>> teaching everyday and taking time to provide numerous >>>>> answers that don't meet your expectations. >>>>> >>>>> On 2/21/14, overwhelmed wrote: >>>>> >>>>>> Nobody has come up with a strategy that meets the >>>>>> challenge I'm referring to. I certainly am not >>>>>> waiting for a response and doing nothing about >>>>>> critique in the meantime. I just keep hoping that >>>>>> someone with some experience with this issue will >>>>>> repsond with something helpful as I continue, as >>>>>> always, to try to find my way through it. I think >>>>>> that's the approach many here use. >>>>>> >>>>>> On 2/21/14, Okay? wrote: >>>>>> >>>>>>> To overwhelmed: Upon reading your numerous >>>>>>> responses about this topic, to multiple nice art >>>>>>> teachers going out of their way providing ideas and >>>>>>> solutions. It just may be quicker for you to do a >>>>>>> "TbE" (trial by error) and figure it out >>>>>>> yourself. It seems to me that you are either >>>>>>> writing a book, thesis, or research paper and or >>>>>>> really want someone to provide an answer for you >>>>>>> when you apparently have time to wait a very very >>>>>>> long time for the right answer for your problem(s). >>>>>>> This makes no sense to me as you want the right >>>>>>> solution you have to do the groundwork and make a >>>>>>> decision what works. This is not rocket science, >>>>>>> and the interpretion portion is not a huge hurdle >>>>>>> to overcome to teach to students or just omit it. >>>>>>> Chose the course of your lesson and make a move to >>>>>>> figure out your destination. >>>>>>> >>>>>>> On 2/18/14, overwhelmed wrote: >>>>>>>> I'm taking about the formal process of Describe, >>>>>>>> Analyze, Interpret, Judge. I am having a hard >>>>>>>> time with interpretation. I think it's a big jump >>>>>>>> for kids to go from analysis to that and that >>>>>>>> they really need context for the work they are >>>>>>>> looking at. Anyone know an easy way to solve that >>>>>>>> problem? >>>>>>>> >>>>>>>> On 2/14/14, Dianne wrote: >>>>>>>> >>>>>>>>> I do a critique with my college students that >>>>>>>>> might work. It is similar to what you are >>>>>>>>> doing. I have every student place a sheet of >>>>>>>>> paper by their work with two columns on it. One >>>>>>>>> column is labeled 'Compliments' and one column >>>>>>>>> is labeled 'Suggestions.' Every student is to >>>>>>>>> critique everyone's paper except their own (of >>>>>>>>> course) They really enjoy receiving the >>>>>>>>> feedback from their classmates and it stops me >>>>>>>>> from being the 'bad guy.' If everyone in the >>>>>>>>> class says put more effort into your work, they >>>>>>>>> certainly can't get mad at me for marking the >>>>>>>>> work down and saying the same thing. >>>>>>>>> >>>>>>>>> >>>>>>>>> On 2/12/14, CiciNParadsei wrote: >>>>>>>>>> On 1/22/14, overwhelmed wrote: >>>>>>>>>>> Does anyone have ideas for teaching high >>>>>>>>>>> school kids how to critique? I want to use >>>>>>>>>>> the standard DAIE method, but not sure how >>>>>>>>>>> much scaffolding will be needed. >>>>>>>>>>> >>>>>>>>>>> I also have not found a successful way to >>>>>>>>>>> have the kids critique their own work, >>>>>>>>>>> which I typically want them to do at the >>>>>>>>>>> end of each major project. As part of this >>>>>>>>>>> process I want the kids to show me they >>>>>>>>>>> understand concepts taught, as well as to >>>>>>>>>>> do a formal analysis using proper >>>>>>>>>>> vocabulary. >>>>>>>>>> >>>>>>>>>> Since nobody wants to speak up, especially in >>>>>>>>>> Art 1, I devised this lesson called Silent >>>>>>>>>> Critique. Everyone has one art piece. >>>>>>>>>> Everyone has a number. Students draw other >>>>>>>>>> people's numbers and take their sheet of >>>>>>>>>> paper and draw a big letter T. In one column >>>>>>>>>> they write the Objective comments (Facts), in >>>>>>>>>> the other column they write the Subjective >>>>>>>>>> comments (opinions). We go over the >>>>>>>>>> difference between Fact and Opinion. Fact: >>>>>>>>>> The dress is blue. Opinion: I hate the color >>>>>>>>>> blue. Students then take the comments and >>>>>>>>>> write a one to two paragraph analysis and >>>>>>>>>> critique. We discuss how this is not the time >>>>>>>>>> to slam the kid who stole your lunch in third >>>>>>>>>> grade. THEN, students return to their seats >>>>>>>>>> and write a thoughtful response agreeing or >>>>>>>>>> disagreeing with the critic

Feb 25, 2014

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National Board Young adults

by Emily Vail

Feb 17, 2014

I am currently in the process of retaking my National Board, as I did not pass by 22 points.I really need a solid contact to connect with to review my papers etc. Also, Does anyone have an opinion of which assessment test is the easiest? I am retaking the art making section and have to choose one more. I made a 2.0 on each one, and thought they wer...See More

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cathy On 2/17/14, Emily Vail wrote: > I am currently in the process of retaking my National > Board, as I did not pass by 22 points.I really need a solid > contact to connect with to review my papers etc. Also, Does > anyone have an opinion of which assessment test is the > easiest? I am retaking the art making section and have to > cho...See More

Feb 22, 2014

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interview opinions please

by cat

Feb 15, 2014

I interviewed for an internal transfer at a middle school for an art position. The AP seemed very happy with my previous experience as both a middle school art teacher and most recently an adaptive art teacher/consultant to other art teachers on modifying lessons and units. The tone was very conversational, we shared ideas and discussed particulars...See More

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Kids rush to finish

by Iammaestra

Feb 3, 2014

Does anyone have a behavior suggestion for getting kids to finish a project in a timely manner. The kids are rushing to finish by the end of the period and not doing their best work..

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Hmmm... I have kids help others if they finish early, sometimes it seems like a stretch but the good kids will help. I also have eager cleaners (pleasers) who want to organize or relocate stuff. I have heard of some art teachers set up cardboard weaving yarn looms for early finishers, the kids work on them all year. I took over this artroom from a 9 week l...See More

Feb 5, 2014

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Jennifer I teach elementary and do see this issue throughout each grade level. I find it helps that I have criteria for each assignment and can have the student refer to that. For example, if they are rushing through the assignment they may not have met all the criteria. Is there something else they can add? Even if they have met the criteria, maybe they ha...See MoreI teach elementary and do see this issue throughout each grade level. I find it helps that I have criteria for each assignment and can have the student refer to that. For example, if they are rushing through the assignment they may not have met all the criteria. Is there something else they can add? Even if they have met the criteria, maybe they haven't used their best craftsmanship and can go back and neaten up a few areas. I might ask that student, what else can you add? Or, I really like how you included this ______, can you add something else to that? Or I might say something like, you are off to a great start on this project and now you are ready to add more details.

It really depends on the student and the project. If they are truly done then I let it be and they may free draw quietly. For my older students, 4th/5th grade, I like to have them begin working on the next lesson if that's possible so they are engaged in an assignment rather than free drawing. Also, for my older classes I will introduce "interim" assignments which might be an optical illusion or other "cool/interesting" drawing that can be something they pull out and work on when they finish something else early. :)

On 2/05/14, Hmmm... wrote: > I have kids help others if they finish early, sometimes it seems > like a stretch but the good kids will help. I also have eager > cleaners (pleasers) who want to organize or relocate stuff. I > have heard of some art teachers set up cardboard weaving yarn > looms for early finishers, the kids work on them all year. I took > over this artroom from a 9 week long term sub who let the kids > play with the toys too much and color sheets, thus I had to ween > the kids off of that stuff over a few weeks. The kids hardly ask > about the toys anymore as they know there will be work to do > everyday in art class. > > > > > On 2/03/14, M wrote: >> On 2/03/14, Iammaestra wrote: >> >>> Does anyone have a behavior suggestion for getting kids to >>> finish a project in a timely manner. The kids are rushing >>> to finish by the end of the period and not doing their best >>> work.. >> >> I wrestle with this one as well. Some of my kids hurry >> through the lesson so that they can "free draw" or read a >> book, >> which I offer to the kids who are finished. I think >> we have >> to realize that every lesson will not be appealing to >> every >> child, however,BUT, they should be willing to give it >> their >> best shot. I usually just tell the kids not to >> rush---that >> I'm not offering a prize for the person who >> finishes first. >> Is there a reason that they think the work >> should be finished >> at the end of class? Some of my kids are >> fast, conscientious >> workers, and some are slow and >> meticulous. I just tell them >> to take their time and do >> their best work, and allow extra >> class time next week for >> everyone to finish up. I never want >> them to feel pressured. >> Hope this helps. >> >> --M

Feb 5, 2014

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