Author: tlsilva

Introduction

Students in the secondary level have varying attitudes towards art. Many are passionate; others do not take it seriously. In adolescence, students see art much differently than before. For many, it is no longer the enjoyable kinesthetic activity they regularly participated in; now they may not even be doing it except to get a grade in school. They become very judgmental of their own work, and are easily discouraged. At this point in their lives, they face a decision on whether they see art as something to be continuously developed, or left alone. It is not only my job to get students through a semester in my class, it feel that is necessary to get students excited about art, and help them learn to love their own creations and personal styles. My goal is to make sure students have a positive experience with art so they will appreciate it later in life. All of this begins with effectively managing a classroom by: having efficient organization and preparation in the classroom prior to the first day, maintaining a set of rules and procedures as well as safety requirements, treating a diverse group of students with equality and compassion, and providing engaging and informative instruction.

 

Preparing for the Start of the School Year

The art classroom should consist of available materials organized in designated bins and compartments, student cubbies and drawers to store work, and desks positioned so the front of the classroom can be seen at all times. Adjustable drawing desks are preferred so two-dimensional artwork can be worked on from an appropriate angle and a large surface can be utilized when creating projects. Art materials will be sorted by medium to improve ease when searching, i.e. clay tools placed near the potter’s wheel(s), paint brushes located near paints and paper, etc. If space is a concern in the classroom, excess materials can be stored in a separate area or room. My classroom itself will be a source of inspiration for students, with artwork of all forms hanging on the walls to show students that their uniqueness as an artist should be embraced. The desks and any furniture in the classroom should be organized in a way that all parts of the classroom can be accessed with ease.

 

Rules and Procedures

Classroom Rules

• Be respectful. Do not put down your own artwork or the work of others.
• Be considerate. Do not tamper with or work on other student’s projects.
• Be responsible. Clean up after yourself and complete your work on time.
• Be creative. Don’t hold back, do your best!

 

Classroom Procedures:

• On arrival: Be on-time and prepared. No cell phones or laptops allowed! Students are expected to be in their seats and ready for instructions when the bell rings.
• During Class: Talking amongst peers is allowed, as long as students are productive with their work. Materials should be used in a respectful way. They should not be wasted or used in a destructive manner.
• End of Class: Students are responsible for their own mess; they are not allowed to leave unless it is clean. Materials such as paintbrushes and tools are to be cleaned properly and placed in their designated areas. DO NOT wash clay or plaster down the sink! Try to leave the classroom cleaner than it was when you came in!

 

These would be my classroom rules and procedures. These particular rules are important because they teach patience, attentiveness, compassion, professionalism, responsibility, and confidence  which are all essential throughout life. Simply announcing predetermined rules could bore students and cause them to forget rules. For the first day of class, I would have an activity for students to do that would help them learn the rules. I could have them brainstorm the rules. I might also assign a rule to different groups of students and have them perform a brief skit on what not to do. This would be a great way for students to learn the rules and understand what is expected of them.

 

Safety Procedures

• Always put away sharp objects when they are not being used.
• Wear a mask when dealing with dry clay, plaster, or other substances that are harmful to breathe.
• Be cautious with hazardous material such as paint thinner.
• If a material is spilt or glass is broken, ask someone to monitor the area while you get a broom and mop.
• Always use eye protection when necessary, such as while using a dremel tool.
• If there is a drill or lockdown, stay calm and listen to the teacher for instructions.

 

Safety Procedures are very important in the art classroom. I will provide further safety instructions when introducing a new material or tool which will be used in the next project. As long as students are reasonable and gentle about the materials which are being dealt with, there should be few incidences in the classroom.

 

Student Diversity

                      It is very important to treat all students with respect and equality, no matter their background, race, disability, etc. Accommodations are to be made for students that for some reason cannot carry out a task that other students can.  For example, if I was expecting a student in a wheelchair, I would make sure the entire classroom was wheelchair accessible.

As mentioned earlier, there will be a diverse mentality of students in the class. Many will likely not be interested in art, and will only be taking the class for the requirement. It is my duty to alter instruction to pertain to student’s interests so they become engaged and ready to participate.

 

Planning and Conducting Instruction

As art is a hands-on learning experience, students will learn most from my demonstrations. Before each project, I would prepare for a demo by having materials ready. I would show students the process of creating the entire project (or split it into sections if it’s a longer project) quickly but informatively. When releasing them to begin, I would make sure they knew exactly what to do and where to find the materials. During class, I would walk around and offer suggestions and praise to students working on projects.

Students will also benefit from slide lectures, as they can see examples of art which is beyond my demonstration capabilities. These presentations will be relevant to upcoming projects. Students are to keep a sketchbook and record ideas prior to projects. I will go around the classroom and discuss these ideas with individual students.

Classroom  management  is overall very important. Yes, it keeps things in order, and students behaved. But I believe that teachers have the ability to make a huge impact on students, as they spend a large portion of their lives in school. This should be used to help mold students into exceptional human beings. After reading section five, I realized that being passive, aggressive, and passive-aggressive are flaws that many humans have. While they do contribute to the personalities of individuals, they are unhealthy characteristics to have. Being assertive is one of many life skills that teachers can help students develop in the classroom. They can also practice respect, self-confidence, organization, critical and logical thinking, decision making, communication, and self discipline in the classroom, which are valuable life skills.

I will likely be an art teacher. I would organize my classroom so students can be inspired by their surroundings. I would have separate art stations, which are designated areas which include the materials for a particular medium. These materials will be organized and easy to navigate through. I would also provide students the space they need to complete their projects. I would have a set of rules for students to follow at all times. Students would participate in weekly critiques, in which they provide advice and praise to their peers regarding their projects. Before projects, I would make my expectations clear to students so they know exactly what they need to do. I would provide an appropriate amount of time for students to complete projects, and have additional projects for the early-finishers to do when waiting for their peers.

In the art classroom, there will always be students that struggle with completing projects. I have taken several studio classes at the University, and something that I have now that I wish I had in high school is access to the classroom and materials after hours. When I am a teacher, I will try to provide times for students in which they will be free to come into the classroom and finish their projects.

1.) Describe effective management strategies you observed for opening a lesson, applied during a lesson, and for lesson closure.

I visited a high school art class. I have observed two different periods: a very small class and a very large class. At the beginning of class, the teacher had students speak quietly to themselves while she took attendance and prepared for the lesson. To get students engaged, she demonstrated and explained the art activity to the class. As she showed the activity to the class,  she  tied it into methods used in past projects, which activated prior knowledge. One project in particular, using one-point perspective, was shown to students in a way that they could understand because it ties into their everyday lives. Students were given instructions and allowed to work on their own.

2.) Name 3 common transitions you observed and how did the teacher handle those.

The were a few subtle transitions in class. The first would be the students entering the class. They seemed to have already known the seating assignments and what is expected of them, because they went to their seats and knew what to do. This shows that rules and procedures had been established and were known. Another transition was after students were shown the project, they were released to start their assignment. The teacher had given instructions on the steps of the project, which helped students know what to do during this transition. It is also likely that rules and procedures for the end of class had been established. The students knew that they were supposed to clean and put the chairs on the tables. To help with this transition, the teacher reminded students of how much time they had left to work on their projects. She also had to remind students to clean better.

3.) Describe a strategy that you observed and may apply to your classroom.

I liked how the teacher constantly monitored the classroom and gave advice about projects. Compliments were made, as well as well-worded criticisms. This is a quality that I have always appreciated in art teachers, and I would definitely do this.

In response to the article, I think it is sad how assimilation has led to issues such as dependency and depression. Alaska natives have been taught in the past couple centuries that western culture  is superior to the ways of their own ancestors. They  see themselves as powerless. This kind of thinking is damaging to culture. Now, high leadership roles, such as teaching, in native communities are taken by non-natives, which is very discouraging for natives.  Though I am not against having non-natives teaching and leading natives, I feel that it is best for natives to take on these roles  and lead other natives. I think it would even be helpful to have just a large percentage of native teachers and leaders, and to focus on cultural preservation in schools. This would provide confidence and pride in the native people. Children would see these role models and want to be successful. This would all start with encouragement towards Native Alaskans to attend in and succeed in college, and then return to their communities to play important roles in the community.

I am pleased with the progress being made so far to reverse the damage that has been done to the culture of native Alaskans and I think in time this goal will be achieved. The article mentioned that people do not want to give up their power, teachers and other workers do not want to leave their high paying jobs. I think for now they need to really attempt to understand and respect the cultures of the native people, and emphasize its importance to students. They  will likely be less hated if they do so.