Artistic Vision
Art Education. Straight Up.Archive for Pop Culture
Project Runway
Ok, call us losers BUT, my wife and I tuned in last night to the near-season finale of Project Runway. (The show reminds me of the art-school atmosphere that I had a taste of during college.) I can’t say I was amazed at the outcome. I figured Sweet P was going to be eliminated. As they said on the show, she does good design and is very practical; she just doesn’t do Fashion (with the capital “F”). I would agree with that. I have to say I was surprised by them sticking with Rami. I thought they would have punished him for his play-it-safe-mentality regarding the draping. We’ll see what happens. I think they’ll all put together interesting collections. Jillian has surprised us. My wife isn’t a fan, but I think she has shown me that she can come up with compelling pieces. Although Chris played it safe, we both like what he’s done in the past and he’s seemed very consistent.
(And, yes, we think Christian is a drama queen and arrogant, but talent can do that to you. One can only hope he matures with age.)
Next week will be interesting. I’m not sure who I think will win. Should be a fun hour.
Dealing with negative effects of a tough teaching job
I was speaking with a colleague today and commenting about how disappointed I had become with myself regarding my attitude with the kids at my school. And, I’m not necessarily just talking about the kids in my class. For those who don’t know, I teach high school art in an urban district. My kids either a) don’t care about my class or b) tell me I’ve ruined art class for them. The first group is comprised of the majority of my kids which is ever a disappointment for me because I long for some art majors. But, I realize that they may come in later years. The second group basically just emerged. Actually, a few students just verbalized it at the beginning of this week.
Regardless which group, though, the reality is all of my kids have wildly misplaced perspectives on art education. As I’ve stated in another post, they expect my class to be fun, a time for them to make a little craft and socialize with their friends. Anything difficult or challenging isn’t well received. Read the rest of this entry »
Reading assignments and art education—what’s a teacher to do?
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.
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