This week Kris Sunday and Chris Shulte took over. They divided the classroom into 4 stations which was something the class had never done before. The main station was mazes. The front of the classroom was divided into four parts with 3 sections. The first section contained objects like rocks, pompoms, popsicle sticks, animal figures, buttons, rubber bands, etc.. The students were able to create their own maze until they reached a canvas at which point they were to continue their maze with paint markers. And from the paint markers they could continue their maze again with various shapes cut out of colorful patterned paper.
The second station was an overhead projector that had clear rocks and transparencies of mazes that were projected onto white paper the students could draw on.
The third included mazes the students could complete and add onto.
And the fourth station included plain white pieces of paper 14/18in? (a small drawing pad size) on top of brown covered tables. The idea was for the students to make their own maze and connect or not connect to the others at the table.
There was a lot to do and the students seemed really excited to explore all of the areas. Because Jess and I were in charge of documentation we were able to really listen to the students and see what they were doing. I noticed that many gravitated towards the main activity and the overhead. There were quite a few at the dialogue table but without instruction (and even with) they didn't seem to grasp the idea of linking their mazes and seemed almost to imitate what was being taught. I did see a few students who were into the project but when I came over to encourage some drawing and interaction, they didn't have a lot to say. The overhead was a lot of fun for the students because I don't think they have ever worked with one so closely. The one place there was a lot of maze making was the main center. There were usually 3-6 students working in one area and they were all making very different maps. Christina, Jessie and Layla were making princess lanes and princess homes and nice looking pathways while Garrison Mahmoud and Evan had intricate rules, traps and underground paths. They were all very much involved in what they were making and the story they were telling as they were creating.
Overall I think the set up went really well because it gave them a lot of freedom. But it was also a very different style of teaching and something the students weren't used to because we have never done that in past lessons. Also, in the past we usually had one project with one goal in mind, and with this lesson I'm not sure their was a concrete goal. There was no emphasis on finished art work but instead on the exploring aspect.
Something interesting happened though. The students were taking objects like plastic pipes, popsicle sticks and pompoms and joining them together with tape to make 3D miniature sections of a maze or completely abstract looking forms, or tapper sticks. A few others were making elevators that led to or allowed someone or something to go hiking or wherever they imagined. It was fun to see how excited they were about making something they could hold, or something that served a function. They also has rich stories to go a long with their simple constructions.
I think this was a really important realization. It seems that the students want something they can take home, no matter how small or big. And because they had all of these various objects, it was more exciting than the mostly 2D things we've been doing.
I think that the centers are a good idea, but if I were to do it again I would make maybe two-three stations with a specific goal to reach before switching. It is also difficult to watch every students since there are so many in the class.
And lastly, I learned a lot about myself during this process. I realized that I need to have a richer dialogue with students rather than just a casual conversation. I think that type of communication is important so that you can understand what students like to do and therefore designs art projects and lessons that will keep them engaged, but I feel there needs to be more to encourage art making. I also wonder if students this age would be able to grasp more conceptual concepts and I feel almost unfulfilled to just watch students make just to make, and not be able to track progression or have more serious conversations (with some but not all). But at the same time I really enjoy the excitement they have at this age, and the stories they are capable of telling. So I think they are capable of more, I just have to improve how I teach and really question what lessons, questions and materials will benefit and challenge them most.
No comments:
Post a Comment