Artistic Vision
It’s a right-brain kinda thing.Archive for Random
Yes, ignore them, but …
I’ve received a few responses to my last post concerning my students’ complaints during class (Intro to Painting, in particular). I was going to respond to them individually but I’ve decided it would be better to clarify my thoughts in a formal post.
The comments I’ve received can be summarized by Daniel over at kungfu komix—
“Ignore them. Students are always that way.”
I’m sympathetic to this sentiment. On some level I think any art teacher who deals with urban kids or kids taking introductory courses needs to be aware of this (seemingly) pervasive dismissive attitude.
I should have clarified myself in the original post that my distress is also (and perhaps more so) related to the incessant talking that occurs while I’m trying to teach. When I try to address it, the students don’t get it. Sadly, their insensitivity is what most distresses (and, frankly, scares) me.
It drains me because waiting for them to get quiet—which is what I was instructed to do by an administrator— causes my projects to take forever to get done or move forward. And, the fact that the lesson gets drawn out causes MORE complaining from my students. (Yes, they’re clueless to the fact that THEY are the root cause of the delay.)
The students’ insensitivity scares me because it reinforces to me how shortsighted they are to how their own behavior is negatively affecting their education. I’ve tried to clue them in to the fact that, unless they go into a science, medical or engineering field they would use most of the higher math they are learning. BUT, the skills I’m teaching them could be a hobby they enjoy until the day they die. Well, maybe the day BEFORE they die. LOL!
Hopefully, this fills in the gaps on my frustration regarding my students lack of motivation. Additional thoughts anyone?
Beyond motivation
This week was particularly troubling for me. Emotionally, I was drained by my students’ constant complaints:
- This is too hard
- This is meaningless
- This is so dumb
- I’m never going to use this
- Blah, blah, blah.
Albeit none of these complaints is new or surprised me. I’ll be reflecting this weekend on my personal responses as I do my lesson planning.
My painting class, in particular, has been quite distressing. They don’t understand why we’re learning drawing basics. My attempts at explaining it fell on deaf ears.
What do you do with students who position themselves beyond motivation?
I met with my media specialist yesterday. I wanted to discuss with her the possibility of taking 3-4 students out of my painting class and giving them writing assignments. One of the kids has been asking for this from the beginning of the year because he hates art. (He failed art last year.) We came up with a couple of ideas. We’re going to meet again next week.
Multitasking: You can’t pay full attention to both sights and sounds
One of the issues I face in my classroom as an art teacher is when my kids tell me that talking to their friends while working is okay for them, actually critical. A 2005 Johns Hopkins’ study, which specifically addressed cell phone use while driving, would also seem to speak to my classroom situation.
Professor Steven Yantis states,
“Directing attention to listening effectively ‘turns down the volume’ on input to the visual parts of the brain. The evidence we have right now strongly suggests that attention is strictly limited — a zero-sum game. When attention is deployed to one modality — say, in this case, talking on a cell phone — it necessarily extracts a cost on another modality — in this case, the visual task of driving.”
Again, the implications from this would seem to indicate that concentration in any one modality is compromised when another is introduced. So, I guess this would also give me an answer when my students say listening to their iPods helps them concentrate while they work on my projects. LOL!
Changing brain structure through repetition
I found an interesting article documenting a study regarding changes in actual brain structure. The source cited was a 2000 study referencing work done with taxi drivers. Apparently, “the longer a taxi driver had been driving, the larger a specific part of the brain (the part that we believe stores spatial representations of our environment).” In the words of the author, “(s)imply by doing something repetitively, or doing something differently, can affect a change – not only in your actual brain’s structure.”
I can’t say I’m shocked. Frankly, this report makes perfect sense to me. Addictions are forged in the brain through repetition; their resolution could only come similarly. Reading something like this, though, makes me question why pro-gay activists would discourage individuals who seek to undo years of addictive behavior that reinforced same-sex attraction? All addictive behavior causes chemical changes in the brain and, now, it would seem that it doesn’t just stop there.
Hopeful news for those who seek to make positive changes on many fronts!
Dinner at Beau Monde
We took a drive to Philadelphia to eat at a restaurant called Beau Monde. It’s a creperie meaning everything you order is stuffed into a crepe. It sounded interesting.
The lady at the door wasn’t kidding when she told us at 8:30 that we’d have a 30-45 minute wait. I suppose I shouldn’t have been surprised this being a city establishment and it being Saturday night. Needless to say, 45 minutes later we were sitting down with a menu in hand.
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