Artistic Vision
Art Education. Straight Up.Color Coding Art Supplies
Okay, I know I committed to posting on Tuesdays and Thursdays, but I decided to comment on a recommendation posted by Visualdeyana instead of burying it in a reply.
The idea of color coding my art supplies is sublime. I feel so daft for not considering it before. So much for seeing the forest through the trees. Or, should that be the other way round? LOL! Oh well, you get what I mean. We often overlook simple solutions.
As I reflected further upon the idea, I tried to think of how I would implement it in my high school classes. On a practical note, how would I apply the color?
You see, I know my students. I’m concerned about using acrylic paint since the plasticity makes it very easy to peel off. Same thing for colored electrical or duct tape. Permanent Sharpies™ are an option but can be quickly wiped clean.
Of course, I’m thinking of theft whereas Visualdeyana was addressing collection and cleanup (which is what my original post on managing student clean up was all about). In my situation, cleanup and theft are tied which is why I’m excited about having some visible marker on my supplies should they find their way into other teachers’ classrooms. Visibility could be a great deterrent if students were ask to hand over my supplies while in another class.
In the final analysis, I also have to consider ease of application. I can’t be doing complex color markings on my supplies on the spur of the moment. Therefore, now that this idea has been Providentially delivered to me, I’m going to experiment some! Thanks again, Visualdeyana, for your insight.
Anyone else have additional thoughts? Please don’t think twice about commenting or emailing me. Your feedback and consideration are of great help. Once I determine how I will implement this, I’ll submit an update for your reading pleasure.
Managing Student Clean Up
I shall state my case forthrightly—I have yet to solve the issue of student clean up. It’s been a perennial problem for me.
This year, things culminated about half way through the year in my painting class and I refused to clean up after my students any longer. I was done with constantly feeling like I was always behind schedule due to my students sneaking out leaving brushes and palettes in the sinks.
Don’t misunderstand, at the beginning of the year I teach all students what set up and clean up looks like (unique for each class, of course). For my painting class that translates into cleaning brushes and palettes and wiping down tables. Once I demonstrate clean up, I dirty a spot in front of each student and monitor their clean up of each table. Of greater importance, I dirty brushes and make each student clean it properly in front of me. I use this opportunity to teach brush anatomy, proper brush loading and brush maintenance.
You may call my efforts overkill, but I thought it was a worthwhile endeavor in keeping with my regular classroom teaching methods of demonstration and practice. Well, it didn’t yield much long term. I spoke sternly to the class on a couple of occasions, reteaching brush cleaning accordingly. But, to little avail.
In the end, I informed the class that I would no longer clean up after them; if they left the brushes dirty they would stay dirty. And, so, the number of brushes dwindled.
I decided to purchase a 20-brush set from Michael’s for $4.00 (normally, $5.00) and sell them to the students. Many students jumped at the opportunity while others balked (some shared against my wishes). I’ve since told students that if they keep these brushes well, I will repurchase them for $2.00 and sell them again next year. We’ll see how that goes.
So, how do you do it? Art teachers speak! Please, let me know what strategies you use for managing student clean up.
Christ the Lord is Risen Today
The Resurrection, Rembrandt van Rijn, 1635
On this beautiful day when Christians celebrate the resurrection of their Savior, I’d like to recommend you take a moment and enjoy the wonderful works of art that have been created commemorating this event.
I recently heard a woman on the radio chastising Christian apologist Ravi Zacharias for believing in something like the resurrection when the four gospel accounts were so contradictory. The apologist amply answered her protest.
For those who have similar concerns about the validity of the resurrection accounts as recorded in the four Gospels, I encourage you to read this harmony of the resurrection accounts.
Stories Through Art: Our Quilting Story (Part 1)
Click to Enlarge
I met Trish Maunder a couple years back when I attended the Art Educators of New Jersey (AENJ) Fall Conference. I loved the concept and began thinking of ways to incorporate a quilt project into my curriculum for later that year.
A Little Background
Stories Through Art is an educational organization Trish founded. One of the primary goals of the organization is to educate young people about the artwork of Faith Ringgold, particularly her story quilts. The program Trish and I worked out was very flexible. For my initial quilt, I did a bit of preliminary work with the students about Faith Ringgold. Additionally, my class and I worked through the topic our quilt was going to be on: equality. Students were then tasked with developing a design for their canvas panel which would be pieced together to form the “quilt.”In addition to the visual component, students were also required to come up with a literary piece. So, they needed to find a famous quote or poem. Of course, they could also write something original.
How It Works
You see, the “quilts” created during our time with Trish are not traditional hand-sewn quilts. That would require much more time and specific expertise in needlework.
Rather, each student is given a small canvas panel. On this panel a student transfers his/her design. (In the beginning of the project, the class works out the theme for the class’s quilt.) Once copied, the student’s design is painted by them using acrylic paints. For writing on the panels, we used a white fabric marker or Sharpees™. When the panels are all completed they are assembled by gluing them onto a larger canvas panel that has been gridded out so they all fit properly. A border is also left for special treatment at the end.
A select group of students (who usually finish early) use strips of ribbon to hide the space between the students’ painted canvas panels. Fabric pieces are assembled around the edges to create a border or frame for the finished quilt. We also used beads and other decorative elements as finishing touches.
It’s an awesome project. Normally, the project is to be completed in 3 hours, but our quilt took longer (my students have two speeds—slow and somewhat-fast), but the added time made it more polished. My school had it custom framed and put behind glass for display in the entry way at the high school.
Grading Student Art (Part 2 of 2)
In my last post, I addressed the issues I am having with a new system I started working with the other month. In this post, I’d like to touch on the other issue I’m coming across with my new system.
After I have entered the grades in my Excel spreadsheet, I convert those grades to fit in my school’s grading structure. I then finish things off by putting comments in for each student’s grade. I comment on each of the five categories used to calculate their grade to provide them with feedback to improve their work. So, the student sees the following in the comments area for each of their project grades:
(SAMPLE)
Grading Scale: 1-5
—
Composition: 3.5 – Move arrangement down and to the left; overall your work should not be “kissing” the edge of your canvas–either fit the subject comfortably within the four sides or have it go off on the top and either side.
Drawing: 4 – The angles on your boxes look good except for the top box; use the “perpendicular and parallel” technique we learned in class to keep your focus.
Values: 3.5 – Your values are all over the place-your darks are too dark and your lights are too light which means you are missing your middle values; start with your darkest dark and then progressively work up to the lightest value-it looks like you jumped from dark then light and didn’t consider the whole piece
Technique: 4.5 – Your lines are crisp and clean; watch the streakiness of your paint application
Ontime: 5
It is here that I’m finding it taking quite a bit of time. The amount of time it is taking me to reflect on each aspect of my student’s work is draining me; every night I’m begrudgingly grading. To make matters worse, I’m finding many students are not bothering to read the feedback—unless they are failing.
How do you grade your student’s work?
Do you incorporate much feedback?
Is your feedback written or verbal?
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