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- The more space the better
- Extensive drying racks are a must
- Large windows for natural light is ideal
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Resources and Surroundings:
As noted before, my future classroom will ideally contain
extensive shelving and storage space. Some will be for supplies, including
different art mediums (paints, ink, pens, pastels, etc.), tools, paper,
canvases, assorted still life objects, and other materials. Others will be for
storing artwork. Other resources that students will be able to use include: old
books and magazines to use/cut up freely, a collection of books on artists and
art history, several computers to look up references, and a few cameras available for students
to take their own reference photos. (This
resource is available especially for students who do not have access to a
camera elsewhere. I never want to assume that my students have access to
materials and essentially handicap them when they don’t. I will provide access
to all materials necessary for projects.)
Many of these materials will be used for demonstrations or activities
and depending on the project, specified materials will be used freely. Students
will not be permitted to take supplies home unless granted express permission. There will be a sheet for borrowing
supplies that I will fill out privately when supplies are checked-out and then
checked back in. (Other students will not
see this sheet so that no one is embarrassed for checking out basic materials
that most other students already have at home. These policies are meant to
protect students who come from a poorer class who may not have access to
materials.)
As noted in the pictures, the walls will be covered with student
and professional work. By my desk will be some of my work as well as a safe
space sticker and other posters promoting social justice principles and
resources. (I wanted to clarify what I
previously showed as classroom surroundings as well as add some resources that
show that I am a safe person to talk to for LGBTQ students and others who may
be experiencing difficulties or harassment.)
The Students (Who Are They?):
My students will be from varying backgrounds and interests. I will
most likely be teaching several levels within one subject. Especially at the
beginning levels, many of the students may have no interest in art- instead
enrolling in what they believe will be an “easy class” to fill an arts
requirement. I will also have students who are passionate and quite talented in
the arts. Therefore, I will have a wide range of students in my beginning
courses. My more advanced classes will be primarily made up of the latter
student type. my
students will have a wide range of ability and attitudes towards art. I believe
that every child can find something in the art world that interests them, and
it will be my job to expose them to an art form that will facilitate their
interest. Students in my more advanced classes will most likely have more of an
interest in art already, so my job will be to help them develop their passions
and the skills necessary for them to be successful. (I want to avoid making judgements and classifying my students so
harshly before I even know them. Students who appear to struggle or not care
may simply be struggling with something personal, hiding their abilities, or simply
lacking a complete understanding of the subject and how their interests can fit
in.)
I may have students with mild to severe disabilities in my
class. I will make every effort to engage these students as much as possible
while being sensitive to their needs. They will be mixed with the rest of the
class and when necessary, I will instruct students sitting near them in methods
they can use to help them participate in the class. (I want these students to be mixed in rather than separated so they do
not feel isolated and so that they are given the opportunity to interact with
their peers. I also want their peers to learn how to be comfortable around them
and interact with them as well.)
Classroom Policies:
My classroom rules will be fairly loose, but will be based on
mutual respect. I will allow a generous amount of freedom as long as the
students respect me and my classroom. At the beginning of each semester, we will go over our class
rules in detail, discussing the meaning of respect and the reason behind these
rules. (I want to make sure my students
understand clearly what I expect of them and why my expectations are what they
are so that they are more motivated to follow them. Some students may have
different expectations at home so I want there to be open communication and
mutual understanding between us.) Students will be required to put away devices and pay
attention/participate when I am teaching or we are doing an activity. However,
during work time, the students will be very much responsible for keeping
themselves on task. They will not be permitted to leave the classroom without
permission, but they may roam the classroom, chat, listen to music, use their
phones, eat, etc. They will
have assigned seating that will be switched up every once in a while. Though
they are permitted to roam the classroom to look at others’ work and ask other
students for their opinions, they will be required to keep their work in their
assigned work space. (I made this change
because I want my students to interact with other students separate from their
regular crowd or friend group so that they can learn to socialize with
different people and share differing ideas and perspectives. I also want them
to be able to talk to other students in the class and see their work, so they
are permitted to roam as long as when they are working, they are working at
their assigned seats.) I
will play music under the condition that the students are not being too loud.
As for discipline, I will make it known that any of the freedoms
listed above are liable to be taken away as soon as they are abused. Individual
disruptions and behavioral issues will be handled on an individual basis-
quietly. I believe in having one-on-one conversations that attempt to get to
the root of the problem while being as understanding as possible.
Homework policies will also be fairly loose. Assignments will have
due dates, but projects will be accepted up to one week late. After that, they can receive only
partial credit for late work. If extenuating circumstances arise, I will be happy
to work with my students and negotiate late work for full credit. If work is
turned in on time, students will also have the option to rework a project for a
better grade. (I want to make sure my
students know that I understand that circumstances may make it difficult for
them to complete work on time, especially when they miss school for extended
periods of time. I don’t want my class to be a burden or stressful since it is
only an elective. I want them to produce good work, but ultimately art class
should be a time for struggling students to relax and explore.)
The Lesson:
A typical lesson would be something like the following. Class
would begin with a short drawing warm-up not related to the lesson. One example
of a lesson I may teach is line. This is a good introductory lesson because it
explores the meaning of line, which is one of the most basic art principles. I
would start with a few fun activities exploring line, then talk more in depth
about line, maybe show a video, then assign a project to be completed in a few
days.
The main thing I want my students to gain from this lesson is an
understanding of how basic principles translate across a wide variety of
mediums as well as to show that art isn’t all about being “good at drawing.” I
want them to perhaps see something that interests or excites them within the
art world. (I did not make any changes to this portion because this
is a very basic outline and this lesson is very conducive to social justice
practices. It is basic enough and inclusive enough that all can participate,
including those with language barriers or disabilities. Some of my other
lessons may have to be modified for these groups.)
The Teacher:
As the teacher, I will play an active role in all aspects of the
lesson. I will encourage students to think critically and explore their
creativity in group discussions and activities. I will often ask them to share
their thoughts and encourage quieter individuals to participate. During work
time, I will roam the room and get to know the students as I help them in their
art process and answer any questions they have or make suggestions as needed. I
will also share from time to time my own work as an artist as it is beneficial
to act as both artist and art teacher in order to build trusting relationships
with my students. As I walk around, I will keep tabs on any behavioral issues that
may arise as well as
monitor my students’ language and interactions. If inappropriate or offensive
language occurs, I will try to use it as a teaching moment to promote respect
and understanding in my students. (I
wanted to emphasize this principle because these teaching moments will be an
important aspect of promoting social justice in my classroom. Of course, I will
try to do it in a way that doesn’t completely embarrass my students, but it is
meant to disrupt them enough to change their perspectives.)
The Students (What Are They Doing?):
Ideally, during the lesson students will be paying attention and
actively participating in activities and discussions. Especially in the
beginning classes (as noted before),
there will most likely be students that have difficulty or resist
engaging in the class. I will do my best to keep the class engaged as possible
and address issues as they come up. I may have to give extra attention to students having difficulties
in order to discover what interests them and get them engaged. (I added this because I wanted to emphasize that
I do not simply view struggling students as simply a nuisance. I want to do all
I can to show empathy towards them and take responsibility for engaging them in
the class.) During work
time (also noted before under policies), the students will be free to roam the
classroom, eat, chat, listen to music, etc. I do this in part to encourage
student interaction, during which students are able to bounce ideas off each
other and collaborate, which is a common practice in the art world today.
Again, behavioral issues will most likely arise, which will be dealt with on an
individual basis unless it becomes widespread, after which privileges may be
revoked.
Assessment:
Written tests, if there be any, will be extremely sparse as vocabulary
and even concepts are not vital to the creative process. When tests do occur, options will be
available for the test to be administered orally or in a student’s primary
language. (The most important thing for
my students in this class will be to learn the concepts, so it does not really
matter what form they take my tests in. I want to make sure my students know
that these options are available so that if they will not be hindered by
learning disabilities or language barriers if they have them.) Projects will be the main form of
assessment and will be assessed using a primarily student-graded method in
which each individual grades their own projects based on effort and personal
improvement. (I kept this grading method because I think
it is a great way to grade fairly and give students a chance to justify their
grades both to me and to themselves, since art is so subjective.)
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