As a teacher, I want to make the kind of world where students value diversity, creativity, and can think critically for themselves. I hope my students get a diverse perspective from me, because I know I have learned just as much from them sharing through their artwork. They have such powerful and unique voices, and the best part of being a teacher are the moments when THEY realize they used them and feel that power.
Our discussion touched on the idea that our students most likely aren't going to be professional artists, and our class can and should still be valuable for those students. I remember reading a blog from Ian Sand's, a strong proponent of choice based art education, about rethinking Art 1 and creating a class that is for the 95% of students that won't make art at a professional level rather than a prep course for AP or post-secondary art education. My first year teaching that class was based around elements and principles, and drawing basics, and the projects SUCKED! They weren't making art, they were following steps. Now I start the semester in Art Foundations with the Forbes list of Top 10 Employability Skills, and discuss the 8/10 that we use and how we will use them. I actually show Chuck Close to my 7th grade students as a great example of a person who's art got better once he stopped focusing on realism so much. At this age, I just want them to try things and experiement. I had never heard of Lynda Barry before last night, and she is another great example for students that enjoying making it and trying something creative is enough. It doesn't have to reach some external level of quality. Both of the poems to me touch on the idea that we can be alive but not really living. Even when kids are making art, I find that I have to remind them to be present and not focusing too much on their converstaion, their music, etc. It is so important to be able to have a sensual and physical experience with the materials. ( I still haven't figured out how to word this in my HS classes that won't cause a giggle fit.) Most of all, I know that I will have succeed when students leave my class more creative, confident, empathetic people even if they can't name a color scheme, throw a pot, or draw. I would like them to have technical skills, but its those deeper thinking and feeling skills that they will need and use forever.
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AuthorMorgan Singleton is a secondary art educator with a Master's degree in art education. Archives
April 2017
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