Re: Transition

The switch in field rotations this week was really interesting. For the first rotation I was observing docent training at the Corcoran and now I am at WVSA. There are so many differences in population, facilities, learning styles/teaching styles, etc. that they are just too numerous to list. However, the common denominator seems to be that each group has its own established dynamics. I find the group dynamics really interesting; not only observing but also considering how and why the groups have evolved to the places they are at right now. 

I enjoyed the article about  how our experiences color our observations.  In the last few weeks, I have been trying to think about my Field Experience in the context of what I bring and also in terms what the people I am observing (teachers and students) are bringing. I have been thinking a lot about how their different learning styles, lifestyles and assumptions about art and education inform how the learning experience unfolds. 

I am beginning to see how it is not just about figuring myself out (my teaching style, my assumptions, etc.) but also figuring out how and where my students are coming from (what their experiences are, learning styles, etc.) and constantly adjusting my thoughts, actions, teaching meathods, etc. to make sure that we are both getting the most out of the experience. 

JCC part 2

After a one week break, the JCC crew met again for the special needs art class. This time most of the participants were late, like 30 minutes! But it worked out well because some of them just cruised through the projects. The first one involved taking a hard, thick piece of tube (think like a very strong toilet paper roll) and gluing Popsicle sticks all around it vertically so it looked like a fence. Then they glued on a bottom piece and waited for it all to dry. We then painted them and there you go, pencil holders. It was cute but the glue was EVERYWHERE and the dexterity of some of the students was dubious. Thank G-D there are sinks in the room. We needed them. Then, as a 10 minute project, we decorated paper picture frames. it came in a kit and had a Hawaii theme. So there were these flowers, like the kind you get on a necklace, green tissue paper, and these funky shaped pipe cleaners that were meant to go in the center of the flowers as the stems. Well, only one woman could really do the project as it was shown, but most of the people loved just gluing on the flowers. Some just globed whatever on, not really caring about how it should be. I am really beginning to think of ways that this can be improved (as per my museums and community orgs class). I think that one really missing here is good socialization. Yes, they will talk to the helpers sometimes, and they might chat your ear off if you ask them a question, but they don't talk to each other. Something for me to think about.

SAIL visit # 1

So I went to SAIL this past Tuesday after spending the last three weeks at Peabody, and what a contrast.

Well like I said in the meeting afterwards, my initial reaction to SAIL is "OMG ! CHAOS!" Not that I didn't enjoy it, I did. I think Hernan agreed (correct me if I am wrong) that it was indeed chaotic in there. He also brought up some good points about what a different environment it is from PEabody, and of course they are dealing with a different population of students. All very good points he made and nothing that I disagreed with.

But I think my initial and strongest reaction of "OMG CHAOS" is partly due to me own home environment. I live in a house with 4 Korean females who all think they are the alpha-female of the group. And let's not forget we have 2 little kids running around, and so all the alpha-females are trying to regulate on them. Anyways, what I am saying is I deal with constant noise like that at home (apparently its just the Korean version of the indoor voice). So when I am at school or out somewhere else, its hard to deal with.

It will be interesting to go back keeping the classroom climate evaluation tool in mind. And also I will be paying more attention for the rest of the semester to my reactions to things like this and where exactly those reactions are coming from.

I did enjoy SAIL very much though. I was able to sit with the children and work with them (also in contrast to a slightly different role I took on at Peabody). So there was a lot more conversation between me and the students. Random kids who I didn't even get to say hi to would come up to me and show me their work. That was also very different from the students at Peabody who seemed to be more reserved and quiet, as a whole.

Anyways, next week I will be a little bit more prepared then this past Tuesday so I look forward to it.

Rotations

I had a great time at WVSA!  My only complaint with the rotations, which I mentioned in our meeting this week, is how fast they go.  I felt as soon as I had a good feel for the individual students and the teacher’s techniques that it was time to switch it up.  On one hand it is going to be great to be able to view several teaching styles, techniques, ages, and groups of students.  On the other hand though I wish we could spend more time in the different class settings.  Because I imagine too the more comfortable the students and teachers become with us the more realistic the class dynamic and class structure will appear. I guess this is what our student teaching is all about though.

Observing a Classroom

I found this chapter to be interesting.  It pointed out a lot of key facts to consider while observing a classroom.  It is often hard to remember all of the variables that go into teaching while observing a class.  It is easy to pass judgment onto a teacher.  However once you take into account all of the variables or aspects of the classroom, they may be much better at dealing with their classroom management then considered at first glance.  I think these points will also help once we begin teaching to try and take a step back every now and again.  It seems to me that a lot of teachers get stuck in a pattern.  That it is important every now and again to question what you are doing, why & how.  This is something that will take practice to really be able to focus on what ones self is doing with in the restraints of a classroom well and poorly.  It also seems relevant to try and observe other teachers once in a while to get new and fresh ideas on techniques.  

WVSA-Peabody

What factors make a school or classroom distinct? We have been two different settings. In the first 3 weeks, Eddy and I spent our time at WVSA with 2nd and 3rd graders. In these next weeks we will spend time at Peabody with pre-K and Kindergarten. As I transition between these 2 spaces, I feel I am cultivating, through these observations, the reading, as well as by listening to my peers, a more careful way of looking.

Peabody is much different from WVSA, but, there are certain basic factors that distinguish them from one another. As I started my observations at Peabody, I began to think about how these schools came to be. There are many individual parts that contribute to the final semblance of a structure. Some of the key differences between one institution and another are more readily understood by considering some basic questions.

Such as: What is the mission of the school? What is the role of the teacher within that school? What is the role of the family and/or community? What is the space like? Who are the students? What are their needs? What is there socio-economic background? What is expected of the students/teacher/school? And how do these factors impact the schools ability to implement its mission? A school or institution is a complex and dynamic entity.

Having a beautifully lit space with 5 attentive students surrounded by hand crafted project is a impressive model to operate under. To have high expectations for students and to view them as "intelligent, creative, and curious" beings is poetic. And for teachers to run their own school (as is the case at Peabody), provides the teacher with ownership, imagination, and autonomy within the classroom. But what would happen if WVSA had an art room like this? What if the basement was full of windows, and there were only 5 students? What if the teacher had time to offer herself to each child? How would some of these factors change what is observable in this space? And how can a teacher optimize the limits of unchangeable factors, such as class size, or space? This is where the challenge lies. In both environments there is a deep need for the teacher to act somewhere between that space of idealism and concept and actuality and effort.

Lenses for Observation

I once read a parenting book that encouraged, "Executive Parenting", basically choosing to be the CEO and putting as much investigation, research and executive thinking into your parenting as you would if you were running a company.   I think this operational approach is basically what this article is encouraging of us as educational observers and as educators.  

I find myself more overwhelmed than motivated by the article though it certainly provides many useful tools and ideas.  I think it mostly cautions us though to not let our own biases unduly impact our observations and teaching, to look for data and not jump to conclusions, to keep looking to observe and improve our own teaching methods and to look to mentor teachers for input and inspiration.

Especially helpful to me were the eight areas on which to focus observation.  I thought the suggestion to observe how the children feel about themselves, about one another nd about their classroom is particularly important as we spend so much time thinking about what the teacher is doing and the objective assessments but we haven't discussed much yet the notion that the classroom climate is also reflective of the overall experience.  I wonder how to apply that to some of the classes we've seen at Amadon.  Are the children peaceful and cooperative or scared and subdued?  

My two rotations have been with older populations in non-traditional settings and I look forward to keeping these tips in mind when I finally make it to a classroom!

First Visit Corcoran Docent Training

Jaqui and I met with Linda and her trainees today.  We observed one woman give a presentation on three works and then just listened to the students discuss their concerns.  Apparently this group is a few weeks away from completing the requirements to be a docent and are hurrying to finish their studies.  Several things were interesting to me.  First it is clear that Linda has a depth of knowledge about the works and art history but is challenged by having to train adult volunteers.  She clearly doesn't treat them as employees or students but I was loosing my patience with some of the trainee's side conversations and not giving their full attention to Linda.  Also, I enjoyed watching the presentation by the trainee after visiting the National Gallery last week.  The presentation was supposed to be geared toward a "school group" but this particular woman would have benefited from more age-specific understanding and some of the rubrics used by Heidi Hamish.  The docents were eager to learn and seemed very happy to be here.  

Hide and go SEEC

Ah, I just love creative blog titles, don't you? Perhaps I should explain this one... Today I went to SEEC for my first day of rotation #2. However, the journey was a long one.

I didn't get an email back from the SEEC director about what time to show up, so I played if safe and arrived at the Natural History Museum around 10:40am. However, the SEEC classroom isn't at the Natural History Museum. I spent about 25 minutes being passed off from security guard to security guard and being told by several docents that the exhibit Seek hasn't been open for 2 years! Finally, I got to the classroom, which is located at the West-most, top-secret entrance of the AMERICAN History Museum. Go figure. (For future SEEC-goers I have the correct address and walking directions for you. Oh, and we're supposed to bring a copy of a TB test.)

My time at SEEC was enjoyable. The gang is learning about newspapers. The class dedicates much of its time to play-based activity time at various theme-related stations. Today's Art Station involved making newspaper collages, so I posted myself there for the hour. And, of course, I made each crafter talk to me about the gluing process and what colors they saw. I even got a girl to read the word "FOOD." Two girls asked what collages were, and if they were making them. I happily explained. I eventually made them compare their collages to each others.

Overall, I greatly enjoyed my time at SEEC. I'm sure if I can spend the next two sessions hijacking the art lessons I will be the happiest of campers. As long as I find a copy of my TB test so they let me stay...

observational lenses

The article “lenses For Observing” was a basic overview of what to look for when observing a classroom. It probably gave most of us a bit of comfort in understanding what is expected in our observation session. It was nice finally to see an education article that took into account observer biases. It also did a decent job of boiling the issues at hand down to something that still seems believable and relevant. In my experience with writings on education I often feel that many authors oversimplify to the point of their arguments not being very believable. It is almost as if many of these authors forget that teachers are dealing with complex human beings. There seems to be great trust in and worshiping of various research in the field without much acknowledgement of how complex human interactions and relationships are. It would be nice to get away from so many simple prescriptions for oversimplified human relationships. This article is a start in the fact that it reminds the reader how complex a classroom can be and urges the reader to observe with a grain of salt since most human relationships and interactions one sees in the classroom are not very simple or clear.

Roger

observation lenses

Field experience visit two

The School-Within- School at Peabody


Today we met a new group of kids at Ms. Marla McLean‘s art class. The topic of discussion was building something on a piece of land. The teacher asked the kids, if you have to choose a place to have a piece of land, where would it be and what would you build there? The kids took a moment to think while the teacher encouraged them to think without limits. She waited for a couple of minutes until the first boy offered his answer. The answers are diverse; it went from a princess’s castle to hotels in Mexico.

Like in the previous class, the teacher wrote down on a notebook the kids’ answers. They discussed each one’s proposal and she asked them to draw it on a piece of paper.While introducing the requirements of the assignment the teacher took a sheet of paper and showed them the two possible orientations (horizontal or vertical) it was motivating to see how she stimulated them to see possible options to communicate their ideas. I think this activity was well thought-out. It implied to build skills on decisions making, problem solving and self-confidence.

The kids were drawing with color markers, in the main table in the center of the room. They looked connected with the activity and happy to interact with each other. Minutes before the activity finished the teacher reminded them that before the class finished they had to at least work in another row in the weaving project. I was interesting to see how she was building the sense of responsibility and freedom at the same time. The kids looked at her while she was talking and when she finished each one came back to work in their drawings.
After finishing their work, it was free time. Most of the kids went out to play in wooden house located in the center of the playground area. It was interesting to see the different group interaction. This group was playing all together and the previous one; each one was doing something individually.

Another thing that was fascinating to me was the reaction to music. The teacher after introducing the assignment of the day plays music on the computer. The music is from the website Pandora.com that has different kinds of music divided by type, artist and theme. Today the music was Spanish guitar ( flamenco). The kids’ reaction was instantaneous they were moving their feet, head or parts of the body while they were drawing. It made me think about the importance of social and emotional development connected with the academic development. The creation of a friendly environment not only visually but with sound it helps them relax and focus on the projects and activities.

Field experience visit one

The School-Within- School at Peabody


The school is located about ten minutes walking distance from the Union Station, . The three-story school building is located in a nice neighborhood right in front of a park.The Art teacher in charge of the class was Ms. Marla McLean; she showed us the classroom and introduced Tina, Ingrid and me to the kids. The classroom was very colorful filled with drawings on the walls, paper’s sculptures, and colored glass object that reflected a nice rainbow on top of main table in the center of the room. It also had shelves with transparent boxes of different materials, books, and several areas designed for various activities like music, science,drawing, and a pet‘s area where they had a big aquatic turtle.The group of kids was small only six boys and girls with a good integration of different ethic backgrounds. They were about six years old, and looked happy to be there and interested in what the teacher was saying.

The class started at 1:30 and the subject of the day was recycling. The teacher introduced the topic by asking question about recycling, discussing how long it takes for different objects and material to disintegrate and the importance of recycling. She asked them to think about a way of using recycling material to build something. What I it will be? Who will use it? In addition, where it will stay? It was interesting to see the way that six-year-old kids were brainstorming like adults would do in their own jobs. Everyone looked very committed to his or her answer and insights about the topic matter. At 1:50 the teacher changed the activity, she took them outside of the classroom to the recreation area. There, she taught them how to use plastic shopping bags to inter-weave and create a rug made out of plastic bags . Each one of them participated in the process of creation, cutting the bags, inter-weaving them or helping others passing the bag trough the guides. At 2:10 the teacher Stopped the activity and gave them free time to play!

The two boys decided to play in the water recreation center a small like popcorn car, with water in the interior where they play with tubes,color stones and containers to filter the water or make the rock pass through the tubes.The girls were drawing with color markers and paper plates some of them put the plate on top of a circular base that was spinning to create their drawing. It was interesting to see the expression in their faces when the design on top of the plate was changing and how they experimented with color, lines and the cardboard surface.

Until this moment, the three of us were observing the class and we did not interact with the kids, but when free-time started, we moved around the classroom. Ingrid was painting with markers with one of the boys that just finished playing in the water station. Tina was watching the fairy’s houses and I was watching a book of masks in the table in the center of the room. One of the boys came to talk with me and ask me to help him to build a mask for him, so I cut the holes for the eyes on the paper plates that they were using and painted the face of a tiger on it. Five minutes after a girl joined us, and after another, one and we were creating different masks adding other material to finish it. At 2:45 the teacher asked to clean up and the class was finished. When the kids left, we shared our experiences with the teacher. We asked a couple of question and our first observation day was finished.

It was remarkable, the way that the activities and even the free time encouraged the kids to build a spirit of creativity and freethinking attitude.

MLK wk III

It has been a pleasure establishing the Corcoran's field experience at MLK with Brian and Nikki. I think that Rodger and Elana are going to enjoy the pleasant working environment and the opportunity to teach to different ages. I would recommend that anyone who is working with Brian to think of activities that they would like to bounce off him as he has made the experience of collaborating as professionals to be rewarding and positive. I also would recommend asking him about different teaching styles in regard to the Lenses of Learning article as well as being a public school teacher in Washington DC as he has ten years of professional experience to contribute to the dialogue. Coming into different schools in different areas one becomes more enlightened to the idea that teachers and school come from different cultures and backgrounds and that to be effective in teaching children one should be able to reflect on the nature of these differences. This year experiencing teaching art at the Amadon Boing school and at MLK have highlighted how two different public schools in the same town can have such unique and distinct characters. This in the context of my overall experience makes me understand that like stars in the sky schools have attributes that make them shine in different ways and that they are affirmed in this and how they contribute to the greater health and beauty of their community.

lenses of learning

The article on lenses of learning demonstrates how effective teachers are able to remove themselves from their individual teaching style and context to achieve a greater quality in the classroom. It is clear that many teachers have different approaches to education and the variety can give one the impression that you have to pick the one that works for you and defend it exclusively. While there is truth in this statement Lenses of Learning offers the anecdote of Billy to explain how different teachers can interpret different experiences in the classroom, and how having an understanding of how you arrived at your choice and the reasoning of other teachers can make the difference between a perfunctory style of teaching at children verses one that is dynamic and holistic and self correcting through assessment reflection and development. The Lenses in Learning model of teaching represents another reason why a community of professionals with a common taxonomy of the different methods and institutions that provide and advocate for professional development is so important. In this fashion the teacher can be effective in celebrating the differences of teaching styles while fostering an environment of learning.

Last Week and this week at SAIL.

Due to lack of resources and preperation the students at SAIL (2nd and 3rd graders) seemed a bit bored. All they did was draw pictures using markers, pencils and color pencils. A lesson plan was created but the materials needed were not available. I get the impression that things art not as smooth as they seem.

Ms. Dorothy's interaction with the children is a positive one. Again, her patience with the children is remarkable. I really don't plan to teach children, or at least that's not the goal, but if I do, my first order of business would be to work on my patience.

Eddy

Last week at SEEC

I was reading through the posts when I got to Nikki's post about leaving MLK elementary. I too entered the program with the no intention of teaching in the K-12 classroom. My first week at SEEC Anne told me "Just wait- 3 weeks with these guys will have you singing another tune"

Well, I'm singing. There really isn't much better than spending an hour or two making art and reading with 4 year-olds. That being said, I don't have to spend all day everyday with them, so maybe I'm just missing out on the nitty-gritty aspects. I'm glad to have had the opportunity to open my eyes to the other possibilities that are out there. Having read through some of the experiences of my classmates, I'm excited to see what else is out there. For the groups headed to SEEC, rest assured that you will meet a great group of a kids and a staff that is doing something truly unique with their classroom.

Article

This article was interesting and a good way to look in the mirror. It is helpful to have specific things to look for when observing. I have done lots of observations over the years and I am always get something good every time I go. It is especially important for me to realize my own biases against particular settings or teachers (like ones who yell or a messy classroom). They all have their own style and it works for them. However, one thing that this article really didn’t suggest is talking to the teacher about what you saw and better yet, with the students. I once observed a teacher who literally went 45 minutes without smiling and the entire time was saying "be quiet" even though it was pretty calm. I was so sure that the kids would not like her because at the time I was doing a survey on what turns kids on or off and those two things were huge offenders. Turns out, she is one of the most popular teachers in the school! So while we can have our lenses on and try to not be biased, I have always found it helpful to do a little more talking before and after, just to get an idea.

I especially liked the part in the article that had the views of three teachers on "Peter". I wonder which one I will be? It is scary how quick we can judge and convict a person and sentence them to the role we see fit. Observation helps me realize what I can do better and see what I could use or leave behind.

WVSA Last Day

We spent much of this last day working with Jude to develop some images or ideas for images for the students to use as they create works for their coming show, "Going Green."  The students continued their individual work.  It was a small group this time, but everyone seemed quite happy working on their own projects.  I am struck by what a productive endeavor this is for the young men and how satisfying it must be to really work hard and see the wonderful results.  I wonder what happens to these kids when they leave WVSA.  Is there another organization in the DC social services system that provides similar programs.  Are there transitional supports as they leave?  I think it would be very hard to just stop going to this nurturing place.  In terms of art education, it is clear that the key to successful teaching is to be very knowledgeable and flexible and creative in your teaching style.  Everything is individualized.  I enjoyed it very much and will miss seeing the students next week.  

SWS @ Peabody, last day

Today I completed my last day at Peabody with Marla McLean. Today the children that we observed were another set of children (we never saw the same group twice, which I thought would have been nice but I guess the schedule wouldn't allow). This new group was a little behind more than other groups. They came in and continued to work on their drawings and plans that they had started last week. They were drawing and sketching plans for their Utopia, or their environment that they would create with leftover land from all the disappearing landfills.

The children worked diligently as Ms. McLean assisted them once they were finished with their sketches to pick out materials. They had a choice to create their Utopias in collage form or in a sculpture form. Most kids picked sculpture. She guided them in thinking about what materials would be good to use for their particular project and what things they could use to bond their specific materials. She was very good about explaining why the children couldn't do certain things like use scotch tape for a sculpture. 

They also worked on their class project, which is, if you remember, the rug they are weaving with recycled plastic bags. Afterwards they had a little time leftover for free time but not very much. 

I very much enjoyed the three weeks at Peabody. It was amazing seeing a learning environment that I never even imagined could exist before. IT was indeed more beneficial to go the 2nd and 3rd times after I had read up on the Reggio Emilla approach, its history, vision, and mission. I felt very inspired leaving the place but at the same time left eager to see what I may discover next week! 

Lenses for Observing

To be honest I think this article could have said what it needed to say in a shorter way, it seemed wordy to me but it did have some interesting points. 

In our observations today I realized at the end of the day that I had indeed not fully thought about what I was looking at, the classroom environment, the students/teacher and what was going on between them, and what the teacher was trying to get them to achieve. 

I had taken my own beliefs that I had formed about good and bad teaching (just like the article said) and I had brought them upon the teacher that I was observing in this particular classroom and made my own judgements about what I thought she should/not have done. At the end of the day when I realized what I had done (through having a conversation with the teacher after the students were gone) I was very surprised at myself about how quickly I had judged. 

This article will definitely be a big help as I keep it in mind at the rest of my Field Experience experiences! 

Docents part 3

We went again today to the docent training. This time we met in the auditorium and they went over different learning styles with a focus on children. They went over basic theorists like Piaget and Gardner and in between we had different ideas on how to make the tours appeal to kids of all ages. They were really into making it tactile and sensory. For example, in front of the Niagara painting they would ask "what do you hear, smell, feel, taste, etc". I also found out that the collection is really going to change soon and they are taking down the Majolica!!!! No fair, it is my favorite! Oh well, that is life in a museum.

Goodbye, MLK...

Justin and I have officially finished our rotation at MLK Jr. Elementary School in SE DC. I must confess, I will miss it. We have spent the last few weeks observing, assisting, and teaching these sweet, young kindergarten, first grade, and third grade students. Being around and teaching those children for the last three weeks really opened my eyes. When I entered this program I never intended to get certified. Recently, I have been thinking I should because it is practical. Now I realize that I really wouldn't mind teaching in a public school if it was urban.

I entered this program hoping to someday work for a museum or non-profit creating outreach programs to under-served populations. I did not want to go directly into a classroom because I thought I would not be able to gather as many resources (grants, etc.) as I would while working with a museum. Mr. Hill has proved otherwise. He talked about the numerous grants he has applied for and received, as well as the competitions he enters his students in and the prizes and benefits of enrolling. I know now that urban public school teachers can do more to help under-served students than any single non-profit. They help them everyday and teacher like Bryan Hill even put in the extra effort to get them supplemental grants and supplies.

Because of this rotation I am seriously considering a career in urban public education. It will be interesting to see the classes of the considerably more advantaged students at SEEC over the next few weeks. Perhaps I will come out of that rotation excited about that type of education. However, I suspect I will still be pining over those SE elementary schoolers.

Observation article

Like everyone else, I found this article interesting. I think the first section of the article was the most important. This section slyly told observers not to look through harsh eyes. It reminded us that teaching, in fact, is naturally unperfect. Teachers must rush, finesse, and think on their feet constantly in order to preserve a well humming classroom. It shocked me to read that (possibly) an average school day has 1,000+ interactions between one teacher and his students.

As students we are usually distanced from day-to-day, real teaching. It would be easy of us to sit in the back of a classroom and nit-pick the environment. 'Oh, the teacher doesn't know what year that happened without looking it up,' or, 'Oh, she isn't calling on the student who needs help.' Because we are going over and over the right things to do, we lose track of the real things to do. I'm glad this article has (re)grounded me so the next time I'm in a classroom I'll have appreciative perspective.

(Luckily, I hadn't had an opportunity to be so judgmental yet, as our observations as Bryan Hill at MLK Jr. Elementary School makes his job look easy and relatively flaw-free.)

Lenses for Observation

I thought the article was interesting. One thing that has become clearer and clearer to me over the course of this program is the need to take the time to understand myself. Listening to my own thoughts and feeling and reflecting on why I feel the way I do is essential to effective interaction with others (friends, family, etc.). I found this article helpful because it not only extended this concept to the classroom but also set up structures for thinking about my thinking. Since the fall, I have been thinking a lot about my own education and this reading made me consider how those experiences impact my current observations and work at Amidon.

It also made me aware of things to keep in mind and observe in others. I know that I have trouble with rapidity. I tend to freeze when rushed and my descisions in a high-stress situation are not always the greatest. Over the next few weeks, I am going to try to specifially observe how other teachers deal with these issues. My hope is that I will find some strategis to use in my own teaching and life (since this is not just isolated to the classroom).

The other piece that I found really interesting was the lense of culture and the idea of intercultural competance. In the past, I have been lucky enough to live and work abroad and work with diverse populations here in the U.S.  The role of culture and how your own culture influences your understanding of other cultures is a topic I am really facinated by. This is another area where I am going to target my observations to see if what I can learn from other peoples' experiences.

Think I got it this time! - WVSA

My field rotations started with WVSA.  I was not sure what exactly to expect on arriving.  However I found the teacher to be very laid back and kind.  The students are all very inviting and mostly eager for your input.  There are a few students who do their own thing, are very independent and have their own style.  They do not care for your opinion and one in particular frankly does not want it.  However this class dynamic and the comfort level of the students was fairly easy to read off the bad.  The teacher has given us a little background on the students to focus attention on.  Who prefers one on one attention and who does not.  I still am not completely sure of the student’s particular “needs”.  Having this background would be nice but only being there for a few weeks is really not needed.  I can see one difficulty for me with the field rotations is going to be not getting attached to the students and wanting to help them further only being in each class for a few weeks. 

MLK Field Experience

The first two weeks of field experience have worked out well and have enjoyed the chance to meet the children at MLK. Brian is a seasoned teacher who's experience in the school makes him an invaluable member of the community. His classroom is well stocked with print material and supplies(no sink) and he has sight words, Essential questions, and standards posted throughout the classroom. His classroom management skills reflect his abilities as an educator and made twenty seven kids participate in activities with minimal effort. The children are enthusiastic learners and where excited about the opportunity to create and are especially excited about having us in their classroom! Brian is a great partner to have as he made himself available for questions and gave insightful comments on how to improve our skills. I especially appreciated his offering up the class so that Nichole and I could be leads, the experience was extremely positive and it empowered us to try first hand art education in the public school setting. I look forward to next week and Nikki's lesson and only wish there was more time to spend in such a caring community.

Lenses for Observing

What stood out for me in this article was the notion of selective perception. We all have ideas of what we like and dislike and, in any given situation, these predispositions influence our thoughts, feeling, and behaviors. On the very first page the author sets out an exercise for individuals to consider the kinds of bias that we bring into the classroom. I thought this was an interesting exercise to consider because 1. it suggests that we have pre-set ideas about classrooms (or otherwise), and 2. it encourages teachers to consider what those particular ideas are and how they may influence our experience.
Further into the article, the author talked more specifically about selective perception. Three teachers were asked about the behavior of a single student, on a single occasion. Each of these teachers had a radically different impression of that students character and ability to achieve based on a probably 30 second incident. On the one hand it is incredible to see just how differently people can interpret the same experience. On the other hand, these impressions could have potentially dangerous consequences for the student-teacher relationship. If a teacher is unable to see past the limits of his/her original vision, the students work will forever be tainted by unfounded, and unconsidered bias.
Being a good teacher requires teachers to be reflective, and to think in critical ways. I also think a great portion of teaching (or experiencing life) is about maintaining a freshness of vision and an engagement with what is present. While it is valuable to have past experiences to inform what we do in the present, it is critical to consider that a new situation, a new student, or a new school may carry with it new information that requires new ways of observing and teaching.
In the very first core reading we read, Arnheim talks about how we learn to categorize visual information, and how this automatic perception allows us to move fluidly through our day. He also suggests, though, that there is a problem when past learning influences what we see in the present moment. It is a selective perception and coincidentally a selective understanding of the thing at hand. When Teacher A, says "I have had students like this before-lazy and irresponsible" this singular perception casts a shadow over all other possibilities.
In my idealist ways, I believe that it is important to bring a certain scientific curiousity to experience, to see, and I will say this primarly for poetic effect, each child as a precious stone to be witnessed and pondered as if some unusual artifact. And when situations stir up strong responses, both positive and/or negative, it may be all the more poignant to ask ourselves why.

Supplementary Visit

To make up for some of the rotations I will be missing, I am attending sessions at my local Jewish Community Center (JCC). They have a weekly art class for adults with special needs. This was my first time there and boy it was an experience. The group numbered 12 students, 1 lead teacher, 3 helpers plus myself, and 2 adults who sat there and did nothing but comment. Two of those helpers were young, one must have been about 9 years old although she was great. The students were excited by the new element (me) and a few "claimed" me. It was loud, crazy, and fun. I realized that I had some connection to a few of the students. One man actually lives down the street from me (after he found that out, I no longer had a name, only "hey, neighbor") and another guy bags groceries at the store I shop in (I actually recognized him). There were about 8 guys, 4 girls and a very large range of skill level and ability. Still, everyone did what they could do and they all enjoyed. This week we made bags. Each person was handed a piece of square burlap. they were to cut off the edges, glue it into the pouch shape by folding it in half, and then decorate it. They were given a variety of felt in funky colors and patters and a bunch of pre-cut shapes if they had trouble with cutting. They then glued on their decorations and at the end, we cracked out gems and feathers for those who wished. There was one woman in particular who was gem crazy and had the best time with it. After that, there was plenty of time to finish a project from last week. They had made coil pots out of clay and it was time to paint them. So they poured paint into disposable cupcake wrappers and handed those out. Everyone was encouraged not to stick to one color and to paint the whole thing. Again, you could really see a big difference in skill. I loved working with these guys and I was told to come back often. I think I will.

First 2 visits

I have been observing docent training at the Corcoran and have really enjoyed it. Working with adult learners who are participating voluntarily is different from what I have experienced so far with Amidon. The students/future docents seem excited to be participating and bring with them a wide range of experience, skills and knowledge. In addition, they are able to clearly articulate their thoughts, feelings and questions. This kind of learning experience seems like it would be really gratifying for both the teachers and students.

I do think that working with adults, especially volunteers, would require a high level of organization and preparation. When people are giving their time I would feel a huge responsibility to make sure that they felt it was well spend. In working with older learners, I also think flexibility is really important. Since they come with previous knowledge, skills and experience, the teacher has to be prepared for tough questions and/or changes in direction when the situation dictates.

This is not to say that I feel that children or other learners don't deserve the respect of well planned lessons and attentiveness to their needs, questions, etc. However, in observing this particular learning environment the importance of both has really been brought home to me.

Reflection on the Article

I found it interesting that the article was aimed at garnering as much information from your field experiences with master teachers as possible, and yet on page 13 pointed out all of the varying possibilities for how these teachers typically mess up their classrooms. Backed by research nonetheless. Of course every teacher has their own biases, they know their classroom, their students, and their school better than the outside observer ever will. However, I found it quite interesting- and explanatory- that teachers very rarely are then being observed critically, or observing other teachers in their classrooms once they are already teaching.

The article went on to talk about the busyness of the classroom and how teachers can very rarely take the time to recognize their teaching mistakes or think of alternative methods. I am eager to see other classrooms and teachers to have the cross-comparison of styles, methods, and abilities. The 8 areas of observation noted reflected what we talked about in class yesterday. From that discussion, I believe we collectively touched on all 8 areas. I will be sure keep in mind which areas I want to focus on as the age of my students changes throughout the semester.

SEEC Week 1/2

The first day we were at SEEC was the day the Museum Experiences Director was working with our group. They had gone to see some works from Picasso's "Blue Period" and were talking about how color can show emotion. It was a cool lesson; well-structured, and appropriate for their age group (4-5), there were however, a few snags. I think the first issue was that it is very hard to convince kids that painting in only one color is fun- especially in tempera paint. If I had to do it over I might have them work in watercolors so that they could have layered the color and gotten more variants in light and dark.

By week two the kids were used to seeing newcomers to their classrooms. Being more used to their classroom as well, I could start to see the effectiveness of how the teachers at SEEC operate their classroom. The children alternate between group learning and activity areas of their choice. Each child is given the freedom to do what inspires them at the time. Overall, the kids stay engaged in the activity they have chosen until it is complete and then they move on to a new one. We see them right before lunch, a time when you could expect kids to get a little restless, but it is very clear that the kids know what is expected of them throughout the day. There are a lot of really great things going on in that classroom; but one that I really noticed is respect for their teachers, their supplies, and each other. They take turns, help the teachers, sit quietly (for the most part) when told to, and (so far) I haven't seen any of the kids have any outbursts.

Yesterday we continued with the Docent training at The Corcoran. This time we were following the lead teacher as she gave us a (2+ hour!) example of how to do a 45 minute highlights tour. It was really interesting. They give a lot of thought into which pieces to talk about, not only because it may be interesting or famous, but because they can create some kind of continuity between the rooms. For example, a theme that followed us all the way around was the functionality of the art. We started talking about the Greek Slave and then went into the antiquities room. From there were went to the Majolica room and actually talked about the tapestries more than the ceramics. From there, the "Pink" room in Rococo style (I don't remember the name) also with the tapestries. We ended in Salon Dore. I was comfortable to add my own two cents and to ask questions. I really enjoyed it all.

WVSA Second Visit

Today was wonderful at WVSA.  Jude was happy to see us and we were able to give him some good feedback on his thinking about his coming show.  I hope some of you will be able to come.  Jude let me work with Christopher as he was working on a landscape painting.  Christopher looks about 20 and wanted some direction for his painting.  I observed the type of direction Jude was giving him and then tried to continue this process with Christopher.  It was challenging to think about what type of instruction was appropriate.  I suppose this would get clearer over time as one would get to know students and their abilities.  So today as Christopher was working from a photograph I would help him mix paint and suggest to him a shape to make or a technique to use for stippling or a pattern for indicating flowers or grass.  What was most satisfying was Christopher's response to the instruction.  He was pleased with his own work and was happy for the company and input.  He was excited to tell me about a painting he had made and sold to his parents who were proud of all the work he had put in to that painting.  

So there is a wide range of functioning in the students here.  Some seem normal in their cognitive and verbal functioning but may be in a wheelchair while some don't really speak at all.  It would take a great deal of patience to work in this setting but I imagine it also carries with it great rewards.  These kids are amazing and really diligent in their efforts.  Jude is really just guiding them and giving them whatever support each of them need.  It would be nice to see him have a bigger and more organized facility but I think he's pretty happy there.  I could easily see myself working in this type of setting.  

WVSA First Visit

Last Tuesday Jaqui and I visited the young adult job skills and life-learning training center in the basement of the SAIL building on 16th street.  Jude, who most of you met at our visit there last fall, runs the studio and has a great time with his students.  The young men (why are there no females here I wonder?) seem to range in age from 17 to early 20s and have some developmental delays, physical handicaps or other challenges.  They all work on art projects in Jude's studio that they then sell at group shows in the gallery upstiars.  The artists earn 30% of the profits from sales of their work and learn important life skills in the process.  Jude has a wonderful vibe with the kids, there is lots of cheerful banter, and he has a great skill in encouraging them to keep working, improve their skills, and produce really great work.  It is a challenging job for sure.  He must know quite a bit about learning differences and delays and dissabilities and meets each kid where they are and helps them grow.  I was a little uncertain, at first, about what I should be doing.  Jude seems a bit disorganized as the layout of the room will show.  But he has a great attitude and is happy for our presence, creative input and willingness to sit with the kids and provide some individual support.  On my first visit I sat with a student who kept falling asleep -- I mean every two minutes!  Sometimes I'd let him rest and the other times I'd remind him where he was in his drawing and encourage him to continue.  I think it was just a bad day for him.  There seem to be some practical needs at WVSA and it would be wonderful if we could help support him.  I wonder if Jude would like someone to organize his shelves...

First Placement, Second Visit

Ms. Dorothy met Eddie and I in the super secret basement art room around 1. Classes leisurely made their way to art class. Many had Occupational Therapy or other arrangements that held them back from arriving on time. From observation and from Dorothy's own accounts, it seems that SAIL runs on a fairly loose and flexible schedule. Most students did not bring a magazine for their collage assignment. I think that Ms. Dorothy anticipated this would happen. In place of beginning with the magazines, students made pencil drawings which will be the basis of their collages next week. The students seemed less energertic, and more focused this week. I want to say this could be because they were actually making things rather than being asked to sit still and listen. I am curious, however, about classroom management, and felt slightly out of place just observing students as they work. I made some effort to talk to several of the student, and feel that I am most comfortable working with young children one on one.

First Placement, First Day

Today, Eddie and I visited Sail. We worked with Ms. Dorothy Jones and observed two of her classes, one 2nd and one 2nd-3rd grade. Sail is an awesome school. Many of the students have special needs and the school curriculum incorporates art based learning to support varied student learning styles. My favorite part of the school is that is colorful and full of student artwork. The art room is a small quiet space in the basement of the building. It is tucked at the meeting place of the stairwell, the elevator and the schools framing storage space. The teacher, Ms. Dorothy, is lively and creative. She talked openly about her teaching experience as a high school art teacher for Sail (before it closed) as well as her experiences at the elementary school. Her personal reflections were a useful and interesting part of the day. When the classes arrived, they were led through a power point of their next project. There were about 12-15? students per class. They were rather energetic, but participated in the discussion of Black History month, and were introduced to the work of Romare Bearden. Next week they are to bring in magazines and begin work on their collages.

MLK Jr. Elementary School

I think I've discovered the cushiest public teaching gig ever. At least, the cushiest in SE DC. Justin and I went to Martin Luther King Jr. Elementary School to watch Bryan Hill at work. Bryan has been working for DCPS for 10 entire years. I think that's pretty incredible. I'm sure it helps that he has a full-time job with a dedicated classroom, a ton of supplies, neon green storage lockers, neat-o posters with artworks and fun art historical facts, multiple planning/development periods, and kids that worship him. (The 10 years worth of raises must help, too.)

Bryan's job is completely perfect though. The art periods are only 45 minutes at most. He said the teachers often hold their students back from art to punish them or use the time for more 'academic' subjects. We observed one class who's teacher kept them so long that Bryan had to scrap his planned lesson and switch to something off-theme that could be done in half the time. It also didn't help that the students were in poor spirits by the time they finally got to art class. Despite the obstacles, Bryan had such a good repoire with the students that they seemed brighter be the end of the period. I am very interested in watching how Bryan develops such chummy relationships with the students, yet maintains authority.

SWS @ Peabody

I went to Peabody on Tuesday. It was interesting to say the least. There are 6 teachers in the whole school that take care of everything, and I mean EVERYTHING! We sat in on the art class for a group of Kindergartners. Marla McLean is the "art teacher" at this Reggio Emilia inspired school and she led the group of kids in a discussion. They are sorta starting a new project and she led them in a discussion about recyclable materials. They talked about how trash effects the environment and what they could do with all the extra space we would have if we recycled more (because there would not be as many trash dumps). The kids talked about several things they could do with the leftover space and had some very good and creative ideas. 

Then they worked on their kindergarten class project which was a rug that they are weaving made of MORE RECYCLABLE MATERIALS !!! in this case, plastic bags. The kids sat on either side of a large loom and worked together to weave the plastic bags in and out. It was encouraging to see the kids working together in a project like this and see them learn about the environment and how they could make art and at the same time save it!

The time in the art room is divided in half and first they had the discussion and did the rug for an hour and then for the last hour they could have free time. During free time they were allowed to use the materials in the classroom and go outside to the common area to play and paint. 

The kids were very good and thoughtful with the materials and did well cleaning up after themselves (without being told what to do). I was very impressed with the projects they had on display from their last unit on fairies. The art room seem to be like a sort of fun haven for the kids and the studio looked like some flower child's bedroom, I loved it. I am looking forward to going back this week.

(The picture is of  the fairy houses the kids  made in the last unit)

Hi all,
On Tues. I got to watch the docent training at the Corcoran. It was a smallish group of docents with two teachers. They were practicing their introductions, like what would they say to a theoretical group of museum visitors who would follow them around. It was pretty interesting to hear them. They were all articulate and knowledgeable about the history of the gallery and they gave a lot of thought to how they stand, their tones, even jokes. It was harder for them because they can't go into a lot of the gallery so they had to pretend that they were in the atrium. They were also speaking about different pieces, where they could go into, and challenges of not being able to get everywhere. Overall, it was an interesting group. One thing I did notice was that the average age of the docents-in-training was over 45. I wonder if younger people decide to become docents or it is a second carrier for most. Just thinking out loud. Can't wait to go back, not so much to watch the training but to learn more neat stuff about the gallery.

Bon Voyage

Have a good first day on rotations, everyone.
--Annie

Field Experience Spring 2009

Welcome to Field Experience Spring 2009!
Tomorrow you will begin observing at your site. Go in with an open mind. Make observations and take a moment to reflect on what surprised you or what you found interesting. Please write about it on this blog. Choose a blog from your colleagues to respond to. We will discuss in our next whole group session on February 10th. Enjoy your day at your site watching Art Education in action!

A photograph of 3rd graders using the arts to explore ancient Rome at SAIL PCS.