I came home today from one of the most disappointing and frustrating days of my, as of yet, very short educational career. My students were tasked, last week to ready what is the introduction to Art History (2nd ed.) by Marilyn Stokstad. Although 17 pages, it’s packed with large photos and isn’t a huge drain on your intellectual resources. She does an admirable job communicating on a less-than-high-school level for high schoolers.
Sadly, the students complained from day until night about this assignment. First, let me say my kids are used to not being challenged in art class. Left to their own devices they would be happy doing a little craft and talking to their friends all period. They love to tell me how much better the “other” art teachers were that they’ve had at the school and gleefully run through the list of past preferred teachers. However, from what I’ve gather from talking to the teachers who are still at the school (turn over is exceptionally high), none of the teachers really did anything close to what should be covered in art history or art appreciation. The later teachers seem to have been worn down by the students to the point of letting them come up with their own projects with minimal oversight. And, I can see why!
I told the students I wanted simple notes taken (and attached to their packet) or that they could highlight the text of the xerox packet. Many said they didn’t understand what that meant. I explained that in college you’re going to be tasked with having to read chapters in a book. Your responsibility is to read it and a) take notes via pen/notebook or laptop or b) highlight what you believe to be relevant portions of the text. I deliberately left it open-ended since I didn’t want to walk them through it because the students will lazily not do the reading and wait for my before-the-test study guide.
Sadly, upon reviewing their packets—I told them they would receive a grade for their highlight/note-taking—I determined many of them were either not reading it but simply highlight pieces of the text at random, or they were reading it and not pulling out what they should have been. So, I spoke to my principal and vice-principal to seek their advice. In the end, they agreed with me that I should ditch giving them a formal study guide and re-read the article during class periodically stopping to ask them for feedback and what was salient about the short passage we just read together. That would serve as their study guide.
Well, the students in my first two classes weren’t having it. First period did poor with frequent interruptions and complaints and third period did even worse. I had to ask the VP to come down to remove two students. By the time she got there, other students had basically becoming just as talkative. I pulled her outside and we conferred. In the end, she recommended that they be held accountable for their behavior and told their notes would have to suffice and the test they were to be given on this material would take place as originally planned instead of two days later to accommodate the re-reading of the packet. The next period did better with only a couple of students periodically having side conversations.
In the final analysis, though, I know most of these students will fail this test. Not because the information wasn’t available to them, but because they don’t care and see it as being irrelevant to their life. One girl told me she just didn’t care because it wasn’t important to her; she wants to be a doctor and art is not relevant to her career. I tried to explain that in college (she’s in 11th grade), she’s going to have to read many things which she is going to feel the same way about. Just because you think you’re going to med school doesn’t mean everything is a) going to be medically-related, b) going to be interesting and c) going to be easy. These kids—even the seniors—seem very naive and I just don’t know how to break through to them.
Does anyone have any thoughts on how to handle some of the art history lessons I’ve got coming up? I know the students think that if they complain and cause enough problems I’ll just throw in the towel and only do hands-on projects. But, I refuse to do that.
Please send me your suggestions and comments.
And don’t get discouraged if they don’t seem to react. Some of it will stick on them, I’m sure.
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That’s a difficult situation you’re in. They’re obviously disinterested in art, but so were we 25 years ago about philosophy in grade 12. And then, this young teacher walked in, and just started talking without notes, references or books. His enthusiasm awakened our interest.
I’d say don’t give up, just try something different. Try to make it interesting by telling stories about great artists or works of art (by the way there’s a great blogger here who’s posting short stories about Renaissance painters, http://100swallows.wordpress.com/), show lots of pictures. Try something fun and silly with them, as if they were 6. Let them do an abstract while they’re blindfolded for example. Once they start having fun, and pay attention, and the complaints stop, slowly move on to more serious stuff. Let them critique a famous piece of art etc.
I don’t know if any of these makes sense or not, but please don’t throw in the towel. Good luck!