Ponz's class was working on their large painting for the Chinese visitors form their partner school in China. It was a traditional Chinese format of a cityscape approximately 6'x10'. The Chinese had finally gotten a date for their arrival to America and school visits. They will be coming the first weekend of October and visiting the school on the 5th and 6th. Ponz asked me if I wanted to sub on those days and I agreed on Monday for sure, but Tuesday I would have to leave early (4314 class), but if he wanted to find another person, that would be fine.
I asked about the possible implementation of a sculpture project. I will be doing one with one of Gary's classes. I am coming up with a list of ideas to pitch to Gary to see what he thinks and hopefully fall in line with his curriculum. I am really excited to be back in the school teaching youngsters. I live for their enthusiasm and discovery. Anyway, I conversed with Gary and he wants a project that will have a great quality and opportunity for challenge. I will talk with Gary this week to discuss the ideas and materials.
Sunday, September 27, 2009
Sunday, September 20, 2009
Week 3
1)The photo class was finishing up their Photoshop pieces. The students in this class ages range, but mostly sophomores and juniors. This class could do a simple sculpture lesson involving 3D collage with their photos and foam or transferring their photos onto a 3D surface, such as a box or jar. I had a summer class with a girl who transferred and mounted photo onto mason-like jars and collected objects from the area where the photo was taken. I think this would be an interesting project for the photo class. Introducing it might be different from most lessons; I mean that I would keep the entire concept of the project hidden until after the photos were taken and the articles collected. But that has a catch as well. If I didn't tell them what we were doing, then they may not take more dynamic photos or material. I would have to test out this idea of "surprise" curriculum vs. a stated curriculum. Regardless I would like to do this lesson one day because I think that getting out of the classroom and discovering your surroundings is a great way to learn.
2)The Seventh grade class was finishing up their paintings of Korean General Yi Sun Shin's war boats. This was a really neat concept and curriculum that Ponz came up with. The war boats were the first armored boats in the world. He paid back the Japanese by destroying most of their navy. Anyway, Ponz went to Korea this Summer and learned of this story. The story of this general is amazing and engaging for all students and integrates with history, social studies, and even science (atmospheric perspective, gun powder). The main "fine art"points of the lesson was to understanding three-point and atmospheric perspective, but in this interesting manner.
I believe that this lesson could go further and into sculptural territory. How would I go about it though? There are a couple of options off the top of my head: make a warship, or make a diorama. These seem to be good ideas, but they don't open up to any new or interesting ideas as far as academic knowledge. By the time the students were done with the paintings, I would say that they are ready to learn some new concept or historical interest. What 3D project could come after, but slightly relate to the warships? Does it even have to relate?
In the packet of Yi Sun Shin's story was a picture of his statue. Maybe the students could take a historical or personal hero and create a statue based on their choice. Why did they choose that person or why are they important? How does it relate directly to them? These are some questions that could come up in discussion when defending their choices.
Side note: Ponz brought up the notion that I worked in television and the kids went crazy on me asking questions about the field and shows. I am a humble person and this always makes me feel a little strange, but good at the same time. The students were really engaged with my explanations and tales of being on set. This class was the one that seemed to have the most distance from me, but now they are comfortable with me observing and engaging with them.
3) I went over to Gary's class to check it out. This is the older students' ceramics class. Gary told me a story about the AP ceramics student (the one creating the swordfish, or fishing conservation piece). The student was having an issue with how to display the pieces to get his message across. Well later that day, the student was helping Gary move some clay off of a pallet. The student said "that pallet looks like a dock". Gary asked how that could relate to his work and the student recalled shark fins being cut off and piled on docks collected for eventual sale. On occasion, the rest of the shark is thrown out into the water. "Wasteful" come to mind. Anyway, through this accidental visual of the pallet, the student recalled the shark situation that is now a new piece currently being constructed. This is a great example of discovering concepts through everyday experiences.
There are many twists one could do for the "building" and "favorite food" lessons. I was thinking that instead of it being a favorite food, they could draw a food type out of a hat. The same could be done with the buildings, but I think it would be interesting to see buildings from Gainesville or possibly just Florida. But, if you take out the "choice", the students may not be as interested. I guess it would depend on the students.
The middle school art club met during break time. Gary, at that time said: "Art is controlling chaos!" I thought this was a really interesting way to put it.
It was a good day. The Seventh Graders came around and accept my presence. And the story of the ceramics student drawing and idea and artwork from a quick vision of a pallet.
2)The Seventh grade class was finishing up their paintings of Korean General Yi Sun Shin's war boats. This was a really neat concept and curriculum that Ponz came up with. The war boats were the first armored boats in the world. He paid back the Japanese by destroying most of their navy. Anyway, Ponz went to Korea this Summer and learned of this story. The story of this general is amazing and engaging for all students and integrates with history, social studies, and even science (atmospheric perspective, gun powder). The main "fine art"points of the lesson was to understanding three-point and atmospheric perspective, but in this interesting manner.
I believe that this lesson could go further and into sculptural territory. How would I go about it though? There are a couple of options off the top of my head: make a warship, or make a diorama. These seem to be good ideas, but they don't open up to any new or interesting ideas as far as academic knowledge. By the time the students were done with the paintings, I would say that they are ready to learn some new concept or historical interest. What 3D project could come after, but slightly relate to the warships? Does it even have to relate?
In the packet of Yi Sun Shin's story was a picture of his statue. Maybe the students could take a historical or personal hero and create a statue based on their choice. Why did they choose that person or why are they important? How does it relate directly to them? These are some questions that could come up in discussion when defending their choices.
Side note: Ponz brought up the notion that I worked in television and the kids went crazy on me asking questions about the field and shows. I am a humble person and this always makes me feel a little strange, but good at the same time. The students were really engaged with my explanations and tales of being on set. This class was the one that seemed to have the most distance from me, but now they are comfortable with me observing and engaging with them.
3) I went over to Gary's class to check it out. This is the older students' ceramics class. Gary told me a story about the AP ceramics student (the one creating the swordfish, or fishing conservation piece). The student was having an issue with how to display the pieces to get his message across. Well later that day, the student was helping Gary move some clay off of a pallet. The student said "that pallet looks like a dock". Gary asked how that could relate to his work and the student recalled shark fins being cut off and piled on docks collected for eventual sale. On occasion, the rest of the shark is thrown out into the water. "Wasteful" come to mind. Anyway, through this accidental visual of the pallet, the student recalled the shark situation that is now a new piece currently being constructed. This is a great example of discovering concepts through everyday experiences.
There are many twists one could do for the "building" and "favorite food" lessons. I was thinking that instead of it being a favorite food, they could draw a food type out of a hat. The same could be done with the buildings, but I think it would be interesting to see buildings from Gainesville or possibly just Florida. But, if you take out the "choice", the students may not be as interested. I guess it would depend on the students.
The middle school art club met during break time. Gary, at that time said: "Art is controlling chaos!" I thought this was a really interesting way to put it.
It was a good day. The Seventh Graders came around and accept my presence. And the story of the ceramics student drawing and idea and artwork from a quick vision of a pallet.
Sunday, September 13, 2009
Week2
I went to the school an hour later to avoid traffic, but stayed till the end of the day. I entered the building and spoke with Gary about my week and so on.
I went into Ponz's room where the photo class was working on their paintshop projects. They were layering and blending images. I am not sure exactly what the project was about, I guess I should have asked. The students seemed to welcome my presence again. I asked them a couple of questions about the content of their works.
The next class were the 7th graders I believe. They were continuing to work on their perspective boat paintings. They were looking pretty good, but some of them seem to work slow or talk too much. I gave them the occasional suggestion or helped in whatever way I could. This class, possibly because they are middle schoolers, seem a little shy compared to the high school students.
I went over to the ceramics room while Ponz had lunch and ran errands. It was a highschool ceramics 1 class. They seemed really excited working with the clay. An AP student was sculpting a saw fish that will be part of a two piece series. He had a lot of talent and I was very interested in his work. The rest of the class were either finishing up their "favorite food" ceramic sculpture or starting on a building using slabs for the walls. The male students had no problem chit chatting with me.
The next class of Gary's was a 6th grade ceramics class. They were starting their "favorite food" project. This class was very social compared to the other middle school class. They asked me questions and I praised their hard work.
I ran back over to Ponz's class and there were sub AP students working on gauche paintings. They were very chatty with me and seemed comfortable right away. Ponz forgot what day it was and that that this was his planning period, so he didn't come back till the class was over. He felt bad that he mixed up his days, but I told him it was ok and they were all in class and working hard.
I bounced back over to Gary's room because his students were sculpting heads and he wanted me to give them a hand with their proportions and the like. I helped a number of them with their eyes. The projects over all looked really good for middle school students. I was pleased. the two main issues with the anatomy was the eyes and lips. I would agree that those are the two hardest to get right. The students were great.
Overall I had another great experience at the school and getting my hands dirty in paint and clay. The students overall are accepting of me as an observer and helper.
I went into Ponz's room where the photo class was working on their paintshop projects. They were layering and blending images. I am not sure exactly what the project was about, I guess I should have asked. The students seemed to welcome my presence again. I asked them a couple of questions about the content of their works.
The next class were the 7th graders I believe. They were continuing to work on their perspective boat paintings. They were looking pretty good, but some of them seem to work slow or talk too much. I gave them the occasional suggestion or helped in whatever way I could. This class, possibly because they are middle schoolers, seem a little shy compared to the high school students.
I went over to the ceramics room while Ponz had lunch and ran errands. It was a highschool ceramics 1 class. They seemed really excited working with the clay. An AP student was sculpting a saw fish that will be part of a two piece series. He had a lot of talent and I was very interested in his work. The rest of the class were either finishing up their "favorite food" ceramic sculpture or starting on a building using slabs for the walls. The male students had no problem chit chatting with me.
The next class of Gary's was a 6th grade ceramics class. They were starting their "favorite food" project. This class was very social compared to the other middle school class. They asked me questions and I praised their hard work.
I ran back over to Ponz's class and there were sub AP students working on gauche paintings. They were very chatty with me and seemed comfortable right away. Ponz forgot what day it was and that that this was his planning period, so he didn't come back till the class was over. He felt bad that he mixed up his days, but I told him it was ok and they were all in class and working hard.
I bounced back over to Gary's room because his students were sculpting heads and he wanted me to give them a hand with their proportions and the like. I helped a number of them with their eyes. The projects over all looked really good for middle school students. I was pleased. the two main issues with the anatomy was the eyes and lips. I would agree that those are the two hardest to get right. The students were great.
Overall I had another great experience at the school and getting my hands dirty in paint and clay. The students overall are accepting of me as an observer and helper.
Sunday, September 6, 2009
Day One
I got to the school Thursday morning at 8am. The art education facilities are amazing and possibly an art educator's dream. I met with Ponz and Gary as soon as I walked in. We had a quick discussion of my purpose for investigation. I told them that I felt sculpture wasn't a big offering in public schools and I question the reason for this. Ponz answered that he thought it could be a funding issue, while Gary considered that it was the possible lack of teacher sculptural education.
They showed me around the facilities and explained what they were doing in their classes. Ponz relied mostly on 2D as Gary was the main 3D instructor. Ponz explained the AP program and how it functioned focusing the students on their chosen medium. Ponz has high expectations for the students in this class and encouraged them to get busy by letting them know how much time they had left. The students their work to me and what the ideas were behind their media choices.
Gary would like to work with me to come up with some interesting sculpture lessons and materials. I agreed to assist him and look forward to giving ideas. He said that he had wanted to have a sculpture class, but only 2 students signed up this term, causing the school to drop the program. Is this the lack of interest in students or something else?
I sat in on Ponz's classes which were AP, photo, and Extreme Art.
The photo students were making pinhole cameras. The way Ponz explains the projects is very personal and laid back. I think this method works well with the students because they are not spoken down to, but being guided and facilitated. Instead of scolding the students who didn't bring their box for the camera, he used sarcasm as a manner of punishment. It was light sarcasm I might add, asking them what they are going to do today in class..etc. He had a nice powerpoint that explained the beginnings of pinhole cameras and how/why they worked. Good visuals. He used a walk around the room demonstration or modeling technique when showing the students how to create the camera. Step by step and stopping to ask or receive questions. He made sure everyone was on the same step. He personally checked all of the cameras to make sure they were correctly made.
His 7th grade extreme art class was a good example of how he teaches. He uses a lot of inquiring questions throughout his demo and explanation. He spoke of the light spectrum and it's relationship between art and science. He asked questions such as: What happens to the colors as they get farther away? Why? The students had right and wrong suggestions and they finally settled on the diffusion of light bouncing back because of what is in the air.
The engagement of the teacher has a lot to do with the students' behavior and interests. He treats them as individuals and engages with each one of them in a discussion. Ponz uses the modeling or demo procedure, which I think works the best in art... Visual... The rapport is very good between the student and teacher.
How would the students react to a sculpture lesson. I think very well with a good demo and student/teacher engagement.
They showed me around the facilities and explained what they were doing in their classes. Ponz relied mostly on 2D as Gary was the main 3D instructor. Ponz explained the AP program and how it functioned focusing the students on their chosen medium. Ponz has high expectations for the students in this class and encouraged them to get busy by letting them know how much time they had left. The students their work to me and what the ideas were behind their media choices.
Gary would like to work with me to come up with some interesting sculpture lessons and materials. I agreed to assist him and look forward to giving ideas. He said that he had wanted to have a sculpture class, but only 2 students signed up this term, causing the school to drop the program. Is this the lack of interest in students or something else?
I sat in on Ponz's classes which were AP, photo, and Extreme Art.
The photo students were making pinhole cameras. The way Ponz explains the projects is very personal and laid back. I think this method works well with the students because they are not spoken down to, but being guided and facilitated. Instead of scolding the students who didn't bring their box for the camera, he used sarcasm as a manner of punishment. It was light sarcasm I might add, asking them what they are going to do today in class..etc. He had a nice powerpoint that explained the beginnings of pinhole cameras and how/why they worked. Good visuals. He used a walk around the room demonstration or modeling technique when showing the students how to create the camera. Step by step and stopping to ask or receive questions. He made sure everyone was on the same step. He personally checked all of the cameras to make sure they were correctly made.
His 7th grade extreme art class was a good example of how he teaches. He uses a lot of inquiring questions throughout his demo and explanation. He spoke of the light spectrum and it's relationship between art and science. He asked questions such as: What happens to the colors as they get farther away? Why? The students had right and wrong suggestions and they finally settled on the diffusion of light bouncing back because of what is in the air.
The engagement of the teacher has a lot to do with the students' behavior and interests. He treats them as individuals and engages with each one of them in a discussion. Ponz uses the modeling or demo procedure, which I think works the best in art... Visual... The rapport is very good between the student and teacher.
How would the students react to a sculpture lesson. I think very well with a good demo and student/teacher engagement.
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