Classroom Management
Each of us are exceptionally diverse. As an educator, it is important to me, to be a facilitator of learning by encouraging us to formulate authentic ideas, draw our own conclusions, make our own choices, and express ourselves. It is my duty, to help students develop skills to effectively communicate and defend their ideas, and make art that is meaningful. To cultivate these skills, I incorporate various forms of critique in several aspect of my teaching. Participating in class critiques allows us to gain insight, provide, and receive feedback, and generate a clearer vision for our projects. My class will promote high-order thinking and allow room for exponential growth via written reflections. We will focus on the art making process – both physical and mental, instead of a strictly technical approach. This approach to art fosters an inviting environment where we respect and are respected, and feel confident to make work that is valuable and speak openly about our choices.
To develop community and collaboration, students will work in groups of four to six. Throughout the semester, students will partake in the creation of demonstration-type videos that they will share with their peers – from specific step-by-step demos, creative shorts, a student-lead history lesson, to something the student is simply proud of. By creating resources for one another, students will gain an understanding of the importance of being part of a collective group and be inspired by their peers, utilize technology as a method for sharing information, and explore alternative means of communicating their ideas. These videos will be part of their digital portfolio as well. Documenting progress, citing sources, taking care to present works of art [or documents/information] in a quality manner, and writing an artist statement and reflection, and pulling it all together in the form of an online portfolio is valuable! These are necessary skills to possess in today’s world. A digital portfolio is applicable when applying to colleges and jobs.
Expectations, rewards, and consequences will be determined early on, collectively by the class. By involving students in this process, it will give them a “say,” and reinforce a sense of responsibility and accountability. In developing their own consequences, they are more likely to adhere to the policy. There will be a general “Three Strike” system, that the students will tailor. A verbal warning, then revoking of privilege for the rest of that class, and finally, a revocation of privilege for the remainder of the semester – this would primarily apply to listening to music on personal devices, if the student is continuously found to be engaging in off-task behavior or distracting peers. Use of laptops and personally-owned devices will be at the teacher’s discretion.
Most demonstrations will also be available in video format on our class website. They will be uploaded in advance, or, the day they are introduced. This, paired with students also creating their own “tutorials” will reduce the likelihood of students falling behind. Absent students will have access to the videos at anytime, a link or QR code can also be emailed to parents. I will build in ample work-time for students during class. Serious and/or unexpected circumstances out of the student’s control, certain disabilities and exceptionalities, will be issued extensions on a case-by-case basis.
My purpose as an art educator is to prepare youth with the skills they need in order to become perceptive, responsible, members of society and foster the creative development of future artists.