We are a few weeks away from finishing the 1st semester at Quist. So far it has been an amazing journey where I have made some great connections with my students. The majority of them have embraced the TAB philosophy full hearted. However, there are a few changes that need to take place to help next semesters students reach a higher level of success. Artistic Thinking Process and SHoM I feel that I missed the mark on strongly implementing the Artistic Thinking Process and the Studio Habits of Mind from the start. Students are able to demonstrate both the ATP and the SHoM but lack the ability to communicate with the appropriate vocabulary where they are in the process. I would like to see students engage further in the development and reflection stages of the ATP as well as increase their ability to engage and persist through their work. I’m going to start off the quarter with an ATP project and then follow it with a project revolving around the SHoM. What those are I am not sure of at the moment but I do feel that they are needed. Bootcamp Changes Bootcamps went fairly well this semester. I will continue to keep them on a three week cycle. All techniques for Sculpture, Drawing, Printmaking, and Digital will be covered in the first week of their perspective bootcamps. Students will then apply their understanding over the second and third weeks by creating a project to demonstrate their understanding. Replacing Artistic Bank Account Towards the end of second quarter I had a few students say “Mr. Beach I’m out of ideas.” At the start of the semester students created an artistic bank account for students to pull ideas from but that turned to be a flop. Students did not see the benefits of it at the start and therefore did not take it seriously. Students now do not have a bank account built up enough to draw ideas from. Ian Sans developed The 9’s and The Table as project ideas to help those in need of ideas. I feel that these may be a better solution to students running out of ideas. Currently I have adapted his drawing 9’s to fit the needs of my students. I am currently developing my own set for printmaking, sculpture, and digital art. Reflection Process Reflections are all over the map this quarter and not where I would like them to be. I am going to use the following to help alleviate any issues or confusion. After posting to SeeSaw , when writing your caption, answer any two of the questions below:
Badges I need to be more diligent on badge handouts. Classroom Jobs This needs to take place from the start. Trying to implement them mid semester was rough. Setting up the expectations from the start will set them up for success and will help with accountability. Warm-ups The start of the year we did a great job of warming up by completing a critical analysis of contemporary and historical artists. I moved away from them as the semester unfolded in sake of giving my students more work time. In the end this backfired. I need to make sure that students have these warm-ups each day as it is it is to hard to get students attention on daily announcements if I set them straight off to work. Paper Size I feel that when offering choice to students, working large right off the bat can be intimidating and they lose momentum on their work early. The loss of momentum results in lack luster final projects. By having students work smaller, I hope to overcome their initial paralysis while encouraging them to engage and persist through the entire project. I am thinking that 5x7 will be a good starting point. I am sure that I will need to adjust to the needs of my new students second semester but I feel that making these changes upfront will put all of us in a good starting position. Here’s to second semester!
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Mr. Kelly BeachAs an art teacher, it is my goal that every student will leave my classroom with transferable skills that will allow them to be successful in whatever career path they choose. It is my mission to teach students to make careful observations of the world around them, find problems that need to be solved, envision a solution, and engage and persist through the problem solving process while constantly reflecting on their work and progress. Students are enabled to embrace their strengths and interests while sharing their own skills and ideas with their classmates. Through a Teaching for Artistic Behavior process, students embrace leadership positions and become teachers themselves. I feel that it is my job to encourage students to take risks, step outside of their comfort zone, explore new possibilities, and express their individual view of the world through the art making process. Archives
July 2020
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