Exercises Chapter 1: What Works?

Chapter 1 What Works? Exercises

Prepwork

Write about what bothers you…

·    Tension between students’ lives in and out of school

o   Focus on one set of standard behavior/language/cultural expression versus a freedom of behavior/language/cultural expression

o   Focus on skill-building in general areas versus focus on specific talents and interests of one’s own choosing

·    Tension between self and administration

o   Desire to discuss sensitive topics (drugs, religion, sex, nudity) through art versus censorship

o   Desire to incorporate more technology and experimentation in the classroom versus funding and disapproval

o   Experimentation and play as valid in themselves versus always ending with a “product”

·    Tension between own educational background and curriculum

o   Desire to always explore new media versus focus on traditional media

o   Desire to focus more on contemporary artists versus traditional artists

o   Desire to focus on postmodern ideas versus traditional ideas of modernism

o   Everything as a self-portrait versus the incorporation of broader ideas

o   Art as beauty and reflection of nature versus art as communication

o   The power of artist research versus basis on my own imagination

What do you want to do in classroom that you aren’t now doing…

·    What’s preventing me

o   Fear of administrative and parental disapproval, fear of own difficulties in understanding or ability

·    What support do I need

o   Parents and administration, as well as from colleagues

·    How to help students connect more with own community

o   By bringing students out into the community, or working on community projects that can be displayed in the community. Also by bringing in diverse speakers from own community to inspire my students.

·    How to help students see connections between community and history/global community

o   Use big ideas and make connections across history within local community and then globally. For example, “obstacles” might be an interesting topic that could be discussed locally and globally in a variety of ways.

Prepwork for Scratchwork

Research ideas about…

·    Student learning

o   How much deeper of a level of inquiry/understanding is achieved when multiple forms of artistic research are utilized (film, literature, research, music, writing, etc.)?

o   Does the use of a journal or sketchbook promote greater self-awareness of one’s own artistic process?

o   Do students with less of an inherent interest in art find more relevancy with the content when technology is utilized?

·    Curriculum

o   Does the curriculum adequately address multidiversity in the student body?

o   What knowledge within the curriculum is truly relevant to students’ lives, especially those who do not have an intrinsic interest in art?

o   Does the art curriculum as it is promote freedom of thought, creativity, self-management, and growth of artistic ideas?

·    Teaching Strategies

o   How does promoting/providing independent artistic research time help improve student artist growth? 

o   Would an interactive teacher-student “dialogue” journal result in deeper student critical thinking?

o   What is a good balance between group and independent work to promote greater understanding, respect, and a cultural dialogue?

o   When is it appropriate to censor a student?

·    Evaluation, grading, or reflection

o   How to evaluate a creativity and initiative separate from technical skill?

·    Subject Matter

o   How to address student interest in sensitive topics in a classroom setting?

o   How to promote a deeper investigation into interests that goes beyond surface level imitation or replication?

§  Inspiration boards, connection to social issues, journal dialogue, artist research on similar topic, etc.

·    Culture at large or at school

o   The importance of visual literacy in visual culture

Prepwork for Bridgework

If I were to investigate the topic of how to promote a deeper investigation into interests that goes beyond surface level imitation or replication, I would already know that using big ideas can be a good solution. However, I would like to know what types of assignments or what artists can be used to illustrate this point. How can I get students to branch away from clichés, popular icons, etc. and create art that investigate broader ideas beneath those?

·    Where would you go to answer questions…

o   Host teachers, JSTOR, ERIC, textbooks, classmates

·    Who among colleagues and friends might know something…

o   Probably everyone in my University classes, professors, as well as host teachers and fellow teacher friends. Also, talking to students in advanced art classes could be helpful.

·    Potential sources…

o   TED.com, lesson plan databases, films, non-fiction books that students like, social media (news channel, newspaper)

Prepwork for Headwork

·    Who are you to do this research

o   Art educator, artist

·    Where did own ideas/strategies come from

o   Own experience in art school, collaboration with fellow art students, experience in education classes, experience in schools, own ideas from research experience with literature, film, art, culture

o   My own heritage as a learner all took place in a similar location as my students, except that I attended art school and had a fairly traditional art education. I was not taught to be especially innovative, but rather to master a set of skills and use them in my own work. However, the education program has brought out the innovator in me, and now I think that experimentation and variety is equally important as skill. Culturally, I am from a “successful” suburban background. I never experienced much tragedy or obstacles, and as such, I cannot relate well to those students who have experienced those things. If I had to choose a symbol to represent the schools in this town, it would probably be some sort of Lewis and Clark figure: progressive to a degree, yes, but still a traditional representation of a particular culture and set of ideas.

Prepwork for Legwork

·    What would count as evidence

o   Student journals and responses, dialogue, student sketches and projects, artist statements

·    How does a teacher create data

o   Teacher-student “dialogue” journal, prompts and guides, lesson plan outlines, handouts

·    What student work is appropriate data

o   For my question, it would be student reflections, artist statements, and produced work, perhaps an inspiration board or other research projects showing connections and depth of ideas

·    Which people might you interview

o   The students, the parents, colleagues who work with student

·    Which archives to consult

o   Online scholarly archives, library, my own textbooks, image archives

·    To what professional experts could I turn

o   Other teachers, Gude, Barrett, Pink

·    What material might contribute more texture and info to data

o   Past student works that trace progression, articles that discuss influence of popular culture on adolescents, visual culture literature, my own artwork and it’s progression, as well as my own artist statements that discuss how I delve deeper than surface level ideas

Prepwork for Eyework

·    Short-term problem and method for solution

o   One problem I encountered was how to lower that fat in a recipe for pumpkin bread I wanted to make. First I looked at the recipe and determined what ingredients were making the food unhealthy in the first place. Then I went online and looked for baking substitutions. I checked a variety of sources to make sure the substitution was valid. For this process, I turned to a database for a tried and true answer, used it, and experienced the result.

·    Long-term problem and method for solution

o   One long-term problem has been figuring out the process for applying for teaching jobs. I lined up the classes I needed and took them, researched checklists and advice from other people on forums. I made meetings with a variety of people to check on my progress and answer my questions. After collecting the correct documents, etc., I began sending out my application information and attending job fairs. To solve this problem, I spent the most time collecting information from a variety of sources – internet, informed people, books—before I actually took some action –sending out information, attending job fairs, interviewing. I explored many possible avenues and pathways to getting to my destination.

·    Compare

o   Short-term only needs one method, long-term needs several. School-based research is likely long term and needs several methods of investigation.

Prepwork for Homework

·    What do you want to accomplish

o   For my research question on how to promote a deeper investigation into interests that goes beyond surface level imitation or replication, a finished unit plan as well as a published article would be my outcome.

Prepwork for Footwork

·    Strengths and support

o   Family, professors, advisors, friends, classmates, host teachers

o   My own research into my interest, excellent writing skills

o   Dream result: published and teachers use my unit as a framework in their own classrooms. Art teachers begin to push student further artistically.

·    Drawbacks and weaknesses

o   Time, money, technology, administrative disapproval of certain subject matter

o   Inadequate research, inadequate support

o   Work result: never finish!

Prepwork for Deskwork

·    Organizational habits

o   Sticky-notes or highlighters in texts as well as written notes about ideas and tasks and where to find information

·    Adjustments to make in accomplish study

o   I would need a digital camera on hand as well as a notebook always available to write down ideas when they come. A drawer or file cabinet dedicated to my project would help keep things organized.

·    How you visualize a complicated task

o   Outline using bullets in Word processor, make lists

·    When in day to review data

o   When I am alone, probably before or after school

Prepwork for Homework

·    What do you know about your writing process

o   I know that I am a narrative writer, and find value in discussing points through narration. I do not typically make rough drafts or many notes, but rather just begin writing revise as necessary. I used to struggle with organization, but have become better with time and attention.

·    For what kinds of audiences/genres have you written

o   My favorite is fiction for an audience of my peers, however I am good at writing non-fiction and research to professionals in various fields

·    What questions about writing research

o   What to do when idea is lacking supportive resources?

·    How to disseminate research

o   In written form, possibly published or digitally distributed