Working to build a sense of self, especially in middle or high school, can be a very difficult process for students. Some seem to be born with a positive and healthy sense of self, while others can't seem to form an identity until well after graduation. I've written before about how difficult it can be for some students in high school, and how important it is for us as teachers to help students deal with the pressures of school life and hopefully come out better for the experience. In the case of creating a positive self-identity, even for those students who seem to have things together can still benefit from a teacher with a kind word or thoughtful ear.
I will admit, I am not the best person to be writing about this topic. My middle and high school experiences, while not spectacularly out of the ordinary, were also not particularly positive or life-affirming. Building a sense of self is indeed a life-long process. No matter how much we'd like to think that once we hit a good spot in our lives, that they will stay that way, life has a way of turning ups into downs and vice-versa. One of the best things we can do for our students is to help them to develop skills that will be helpful later on in dealing with life's turmoils. Adaptability to change is necessary in the world in general and at school in particular.
The best ideas that I have heard and that I believe in will vastly help in this capacity. Creating an open and accepting environment (both physically and emotionally) that our students feel safe in is very important, as are fostering a sense of trust, honesty and respect, between both yourself and your students, as well as within your whole classroom. Also, allowing for some flexibility and understanding in situations that warrant it (such as if a student is feeling ill or upset and honestly confides in you), you will let your students know that, while you aren't a pushover, that you do care for their well-being and are willing to make small adjustments if necessary.
In the end, while we may not be the model of a person with a perfectly positive sense of self, we can still do a lot to help our students to work towards their own goal of personal identity fulfillment. I firmly believe that a little trust, honesty and respect can go a long way towards creating good relations with others and help each of us to understand a little more about ourselves.
Sunday, April 11, 2010
Sunday, April 4, 2010
Collaborative Art Project
I have a difficult time thinking about this subject, as I guess I have always seen art as a personal act of expression and creativity. I have also, unfortunately, seen the results of projects or art pieces that I can only describe as "art by committee," in which there are so many contradictory ideas mashed together that they are perfectly unable to express anything at all. I do realize the importance of group work and cooperation, and I think there are ways to do it successfully, but I still struggle to come up with many interesting ideas.
One concept that I have seen work many times and have even participated in would be a sort of "jam" book or comic. In a way, it can function like a collection of short stories or poems, but instead of collecting stories, it is an (often bound) collection of artworks or illustrations by many different artists, usually based around a similar theme or concept. In this way, each artist (or student, in this case) could feel free to branch off of the central premise and create something that would connect to the works of their peers but not necessarily infringe on or be changed by their artistic ideas and styles.
A more collaborative project could be individually creating a large illustration, but making sure that each person's work is included and that there could be a sense of flow to the finished piece. This could be a mural, a class poster, or even a sculptural figure or diorama. No matter the form it would take, it would both include the students' different ideas and preferences, but also allow for them to work as a group to create a cohesive finished product that everyone had a chance to contribute to.
I know there are many other ideas I am either unaware of or simply can't come up with right now, but I do feel that a large class project would have a number of positive aspects that could help to unify and hopefully energize your students.
One concept that I have seen work many times and have even participated in would be a sort of "jam" book or comic. In a way, it can function like a collection of short stories or poems, but instead of collecting stories, it is an (often bound) collection of artworks or illustrations by many different artists, usually based around a similar theme or concept. In this way, each artist (or student, in this case) could feel free to branch off of the central premise and create something that would connect to the works of their peers but not necessarily infringe on or be changed by their artistic ideas and styles.
A more collaborative project could be individually creating a large illustration, but making sure that each person's work is included and that there could be a sense of flow to the finished piece. This could be a mural, a class poster, or even a sculptural figure or diorama. No matter the form it would take, it would both include the students' different ideas and preferences, but also allow for them to work as a group to create a cohesive finished product that everyone had a chance to contribute to.
I know there are many other ideas I am either unaware of or simply can't come up with right now, but I do feel that a large class project would have a number of positive aspects that could help to unify and hopefully energize your students.
Monday, March 29, 2010
Arts Advocacy
This topic is somewhat complicated and one that, personally, I have been struggling with. It isn't difficult to understand, so much as it is rather difficult to come to terms with. The fact that, as an art educator, it won't be enough to be a good (or even great) teacher, to have an excellent and challenging program, or to be ready and able to do your best at your job of teaching students how to express themselves - you also have to work to prove that your life and work are important enough for a school system to include them. Frankly, I find it insulting and demeaning, not to mention horribly ignorant. I know the many reasons why it has become necessary to stand up for the arts in education, but the need to constantly push and pull and tug at every possible loose end and loophole in order to even include art in a school's curriculum is unfortunate, disrespectful and humiliating.
I work now in a number of ways to prove the value and necessity of art in the world - in fact, it feels like I have been trying to argue the case for years now. One of the biggest stumbling blocks I've encountered is when the value of the arts and that of sports & recreation come into opposition. The values of competitive sport are many, but they have become a money-making industry in and of themselves for many school systems, and I would wager that a number of school communities and school boards would rather drop history or geography from their curriculum than athletics, to say the least of the arts. This may come off as an unfair generalization, but I have encountered a number of individuals over the years whose beliefs back up this idea.
I think there are numerous risks involved in confronting these types of individuals and this sort of mindset, and I don't really know how one could confront / deal with the issues. It would be hard to "go with the flow" if you were at odds with the majority of the community or school establishment, but I would hope that there would be enough understanding and agreement on both sides that a form of consensus could be found.
I work now in a number of ways to prove the value and necessity of art in the world - in fact, it feels like I have been trying to argue the case for years now. One of the biggest stumbling blocks I've encountered is when the value of the arts and that of sports & recreation come into opposition. The values of competitive sport are many, but they have become a money-making industry in and of themselves for many school systems, and I would wager that a number of school communities and school boards would rather drop history or geography from their curriculum than athletics, to say the least of the arts. This may come off as an unfair generalization, but I have encountered a number of individuals over the years whose beliefs back up this idea.
I think there are numerous risks involved in confronting these types of individuals and this sort of mindset, and I don't really know how one could confront / deal with the issues. It would be hard to "go with the flow" if you were at odds with the majority of the community or school establishment, but I would hope that there would be enough understanding and agreement on both sides that a form of consensus could be found.
Sunday, March 21, 2010
Connecting Art and the Community
It is very important for us as art teachers to link our lessons, curriculum and classroom environments to the surrounding community. One of the simplest (read economical) reasons would be that it could help to bolster our art programs and make them harder for the school to cut from their budgets. By hosting events like art fairs or performances, having students create art for community contests or displays, or even making artworks for display somewhere in the community, it gets those outside of the schools interested in what you're doing in your art room. Art in general is flexible enough to connect with numerous other school activities (such as sporting events, band / choral concerts, school plays, etc.) that there should be no reason that you couldn't form many interdisciplinary connections and give your art program a higher profile, both in and out of the school building.
Art can also provide a good creative outlet for those students that would rather not be involved in other school programs,and by providing times for these students to create art projects and a safe space to do so will both help the students and let the adults in the community know that there are alternatives for students besides the common examples (sports, study or trouble-making).
Finally, by reaching out to the community, you may find a number of resources that you and your students would not otherwise have known about. This could be individuals with artistic talents that could benefit your program, a business that could provide materials for your class, or just a chance to look at familiar parts of your community in a different way. In addition, large cities may have independent art / community centers (such as the Waterloo Center for the Arts, Blackhawk Children's Theatre, Hearst Center, etc.) that could provide some extra support for your class. For example, if you aren't quite as adept at ceramics or photography, maybe there's an employee of such an institution that could come to your classroom and give a demonstration. Also, they may be willing to host a student art exhibition or child / parent art night. In any case, there are numerous examples of ways that you could connect your art program with the community and both sides could benefit from it.
Art can also provide a good creative outlet for those students that would rather not be involved in other school programs,and by providing times for these students to create art projects and a safe space to do so will both help the students and let the adults in the community know that there are alternatives for students besides the common examples (sports, study or trouble-making).
Finally, by reaching out to the community, you may find a number of resources that you and your students would not otherwise have known about. This could be individuals with artistic talents that could benefit your program, a business that could provide materials for your class, or just a chance to look at familiar parts of your community in a different way. In addition, large cities may have independent art / community centers (such as the Waterloo Center for the Arts, Blackhawk Children's Theatre, Hearst Center, etc.) that could provide some extra support for your class. For example, if you aren't quite as adept at ceramics or photography, maybe there's an employee of such an institution that could come to your classroom and give a demonstration. Also, they may be willing to host a student art exhibition or child / parent art night. In any case, there are numerous examples of ways that you could connect your art program with the community and both sides could benefit from it.
Sunday, March 7, 2010
Making a classroom accessible
I have had a chance to work with a number of individuals, both students and adults, who could be said to have disabilities. I have also discussed this issue in a number of my education classes, not the least of which makes it any less important to talk about. I don't have alot of in-depth experience working with physically handicapped indiviuals, though I did grow up with someone who has muscular dystrophy, and has long been confined to a wheelchair. I wrote a paper on my experiences with him for one of my methods classes, as well as the changes that our school needed to make to accomodate him and his electric wheelchair into as many classes as possible.
While I know that is the point of this article, I find it hard to write about it again. There are so many things that must be done to accomodate students into our classrooms physically, in regards to supply access, adequate room to maneuver, compensating for physical differences, etc. These are all important and should not be ignored, but I think a number of them could be addressed immediately as you prepare your artroom.
A much more important form of accomodation, in my opinion, is internal - how we view those with disabilities, how we see them as humans and students and not just disabled. I feel we also need to think about how we view all disabilities or important student issues - for example, we can tell if a student has a physical or mental disability, but can we as easily tell if they are suffering from an emotional or psycological problem? Again, I don't mean to ignore or short-change students with physical or mental impairments, but many other issues can be difficult for students to deal with and require some help or assistance as well.
In the end, I guess I hope to be the kind of teacher that can be open, approachable and welcoming to every student, no matter their differences. I hope to make my classoom not only easily accessible and maneuverable, but also an open and inviting atmosphere where every student can feel free to be themselves and be creative. That may be a rather cliche answer, but in this case, I feel one should try to be as positive and open as possible.
While I know that is the point of this article, I find it hard to write about it again. There are so many things that must be done to accomodate students into our classrooms physically, in regards to supply access, adequate room to maneuver, compensating for physical differences, etc. These are all important and should not be ignored, but I think a number of them could be addressed immediately as you prepare your artroom.
A much more important form of accomodation, in my opinion, is internal - how we view those with disabilities, how we see them as humans and students and not just disabled. I feel we also need to think about how we view all disabilities or important student issues - for example, we can tell if a student has a physical or mental disability, but can we as easily tell if they are suffering from an emotional or psycological problem? Again, I don't mean to ignore or short-change students with physical or mental impairments, but many other issues can be difficult for students to deal with and require some help or assistance as well.
In the end, I guess I hope to be the kind of teacher that can be open, approachable and welcoming to every student, no matter their differences. I hope to make my classoom not only easily accessible and maneuverable, but also an open and inviting atmosphere where every student can feel free to be themselves and be creative. That may be a rather cliche answer, but in this case, I feel one should try to be as positive and open as possible.
Sunday, February 28, 2010
Alter(ed) Ego - Who I really am
~Hello all!
James Jaspers here, communicating with you all on this "weblog" for the first time. I've allowed my good friend and acquaintance to use my name, but feel it's about time I addressed you as myself. I too am an artist (better than my friend, I feel), and a student teacher, though that's just for now. As for later, well, let's see how well we get to know one another first.
On that note, I'd like to share a few things about myself. I like to be quite open, so feel free to avert your eyes if you're a tad squeamish:
Very little makes me feel guilty, and I'm only embarrassed by what I get caught at. My artwork is my life, and I am only truly saddened when the ignorance of the masses dismisses it. Similarly, I can be quite gregarious, but the human race and their desire to self-destruct is often what infuriates me the most. I love to laugh at life's ridiculousness and the self-importance of my fellow humans. My art and my success are all the comfort and worth I need, though the conventional, base human desires continue to thrill me at every turn. Sex, parties, (sex parties), nightlife, anything new or dangerous or shocking is where you'll find me, and damn the consequences.
I sport a number of features that set me apart from my fellow "man" - I'm quite fit and of slight build, with rather angular features that I'm quite accustomed to. I've been known to be playful and daring, sometimes mercurial and irreverent, and have even been accused of being arrogant and unethical. But, of course, who isn't? An outspoken idealist with a touch of exhibitionism, I revel in the hedonism afforded a man in my position and have no qualms about taking what I want when I want it.
Oh, you'd like to hear some more? Well, I am a male of extremely mixed heritage with relatives few and far between. Dietarily, I am a pescatarian with a penchant for good, crisp bacon on lettuce - after all, what good are rules if you can't break them? Politically, I am quite liberal and feel that religion has no place in any publicly-run institution, nor in most peoples' private matters. I adore all sorts of music and technology, but am quite choosy in what I consider to be art - of course, I have to judge all comers based upon my own lofty achievements. I create my own fashion and will rarely be seen in public unless I'm quite ready to be photographed. Beyond that, life is my education, the world is my classroom, and all of you miserable peasants out there are merely pawns on my checkerboard.
Now, I'm off to another all-nighter. Cheerio, little people!
James Jaspers here, communicating with you all on this "weblog" for the first time. I've allowed my good friend and acquaintance to use my name, but feel it's about time I addressed you as myself. I too am an artist (better than my friend, I feel), and a student teacher, though that's just for now. As for later, well, let's see how well we get to know one another first.
On that note, I'd like to share a few things about myself. I like to be quite open, so feel free to avert your eyes if you're a tad squeamish:
Very little makes me feel guilty, and I'm only embarrassed by what I get caught at. My artwork is my life, and I am only truly saddened when the ignorance of the masses dismisses it. Similarly, I can be quite gregarious, but the human race and their desire to self-destruct is often what infuriates me the most. I love to laugh at life's ridiculousness and the self-importance of my fellow humans. My art and my success are all the comfort and worth I need, though the conventional, base human desires continue to thrill me at every turn. Sex, parties, (sex parties), nightlife, anything new or dangerous or shocking is where you'll find me, and damn the consequences.
I sport a number of features that set me apart from my fellow "man" - I'm quite fit and of slight build, with rather angular features that I'm quite accustomed to. I've been known to be playful and daring, sometimes mercurial and irreverent, and have even been accused of being arrogant and unethical. But, of course, who isn't? An outspoken idealist with a touch of exhibitionism, I revel in the hedonism afforded a man in my position and have no qualms about taking what I want when I want it.
Oh, you'd like to hear some more? Well, I am a male of extremely mixed heritage with relatives few and far between. Dietarily, I am a pescatarian with a penchant for good, crisp bacon on lettuce - after all, what good are rules if you can't break them? Politically, I am quite liberal and feel that religion has no place in any publicly-run institution, nor in most peoples' private matters. I adore all sorts of music and technology, but am quite choosy in what I consider to be art - of course, I have to judge all comers based upon my own lofty achievements. I create my own fashion and will rarely be seen in public unless I'm quite ready to be photographed. Beyond that, life is my education, the world is my classroom, and all of you miserable peasants out there are merely pawns on my checkerboard.
Now, I'm off to another all-nighter. Cheerio, little people!
Sunday, February 21, 2010
A safe place for LGBT students
The purpose of this entry is to discuss our possible reactions to a student "coming out" to us and how we can make our art rooms a safe place for LGBT students.
I have some experience in this regard as I have had a small but varied group of friends, fellow students and co-workers come out to me over the years. I admit that I have always felt both honored and humbled by their willingness to open up to me and place that sort of trust in me, and I have always tried to reciprocate with respect, acceptance and support, as well as a certain amount of confidentiality if they were uncomfortable or unable to be more open about that part of their lives to others. Thus far, most of these people have become close friends and I feel they have given me a better understanding of the struggles they face every day.
I think that if we are able to create an environment within our classroom that makes students feel safe and comfortable and open to sharing learning experiences with one another, it will also become an environment where they feel comfortable sharing certain things with us that they may not be able to share with others. I don't think this is bad, but we do need to be careful about how we handle the situation. I feel that if a student who hadn't come out to anyone else (family or friends) shared that knowledge with us, we should respond in an open, honest, respectful and accepting way, but also be aware that the knowledge was shared with the (possibly) unspoken understanding that a certain amount of confidentiality on our part would be expected (ie. we won't share the knowledge with others without their consent, etc.). I feel a teacher in this situation should respond thoughtfully, asking some questions but not prying, and overall, letting them know that you accept and respect them for who they are and that your room is a safe environment should they ever need one.
I would also add that the idea of confidentiality should not exceed the limits of a professional basis, that is, it should not necessarily become a "personal secret" or anything that oversteps the bounds of the proper student / teacher relationship. Also, in the case of a students' coming out to you, confidentiality on your part should only extend so far as there are no extenuating circumstances. If the student is at risk or in some sort of danger, involved in an unhealthy relationship that is tied in with their sexuality, or if there is abuse involved, it is still our duty to extend the conversation and involve others who can help, including the school counselor, perhaps the principal or another LGBT-supportive teacher, and their parents / guardians if need be.
This is all somewhat hypothetical, as I have never had a student come out to me, but a number of these steps have been taken by me in regards to others who have come out to me. I believe that the best thing to do is just be supportive and understanding, and let the person know that you accept them for who they are and that you are there as an advocate for them if they should need one.
I have some experience in this regard as I have had a small but varied group of friends, fellow students and co-workers come out to me over the years. I admit that I have always felt both honored and humbled by their willingness to open up to me and place that sort of trust in me, and I have always tried to reciprocate with respect, acceptance and support, as well as a certain amount of confidentiality if they were uncomfortable or unable to be more open about that part of their lives to others. Thus far, most of these people have become close friends and I feel they have given me a better understanding of the struggles they face every day.
I think that if we are able to create an environment within our classroom that makes students feel safe and comfortable and open to sharing learning experiences with one another, it will also become an environment where they feel comfortable sharing certain things with us that they may not be able to share with others. I don't think this is bad, but we do need to be careful about how we handle the situation. I feel that if a student who hadn't come out to anyone else (family or friends) shared that knowledge with us, we should respond in an open, honest, respectful and accepting way, but also be aware that the knowledge was shared with the (possibly) unspoken understanding that a certain amount of confidentiality on our part would be expected (ie. we won't share the knowledge with others without their consent, etc.). I feel a teacher in this situation should respond thoughtfully, asking some questions but not prying, and overall, letting them know that you accept and respect them for who they are and that your room is a safe environment should they ever need one.
I would also add that the idea of confidentiality should not exceed the limits of a professional basis, that is, it should not necessarily become a "personal secret" or anything that oversteps the bounds of the proper student / teacher relationship. Also, in the case of a students' coming out to you, confidentiality on your part should only extend so far as there are no extenuating circumstances. If the student is at risk or in some sort of danger, involved in an unhealthy relationship that is tied in with their sexuality, or if there is abuse involved, it is still our duty to extend the conversation and involve others who can help, including the school counselor, perhaps the principal or another LGBT-supportive teacher, and their parents / guardians if need be.
This is all somewhat hypothetical, as I have never had a student come out to me, but a number of these steps have been taken by me in regards to others who have come out to me. I believe that the best thing to do is just be supportive and understanding, and let the person know that you accept them for who they are and that you are there as an advocate for them if they should need one.
Subscribe to:
Posts (Atom)