Artistic Vision
It’s a right-brain kinda thing.Archive for Art Education
How I love learning new things (or, the joys of continuing education)
Today was my first day NOT in class. All last week I enjoyed participating in The Academy in Your Classroom taught by Charles Muldowney at the Pennsylvania Academy of Fine Art (PAFA). It was a one-week intensive that was both exhausting and glorious. I’ll be posting the work I did either later tonight or tomorrow. Suffice it to say, I now am longing to get my MFA. (Boy, where are those rich relatives when you need them?)
If you’ve not heard of PAFA, I would recommend you check out their program.
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.
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