Art of Teaching Art -- session1

Download Art of Teaching Art -- session1

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<ul><li><p>SESSION 1 April 29, 2017</p></li><li><p>WHAT STUDENTS NEED TO KNOW</p><p>WHAT YOU ARE GOING TO </p><p>TEACH=WHERE TO BEGIN?Every session/meeting/class/workshop needs an INTRODUCTION.</p></li><li><p> Participants need to feel safe, accepted, valued.</p><p> They need to know where the bathroom is, where to go in a fire drill, </p><p>when the class ends, etc.</p><p> They need some sort of overview of the class,</p><p>series, overall program.</p><p> They need to understand expectations for </p><p>behavior, output, etc.</p><p> They need to know your name, you need to </p><p>know theirs, and they need to know </p><p>each others (see safe/accepted/valued)</p><p>One possibility, a handout &gt;&gt;&gt;&gt;</p></li><li><p>Nametags can help, or . . . depending on how much time you have, Table Tents.Activity is a good thing, intro or anywhere.</p></li><li><p>Overview of this series </p><p> 6 sessions (about teaching)</p><p> 6 workshops (art)</p><p> Deadline for completion is Dec 31, </p><p>schedule other than that is flexible</p><p> Goal is for participants to gain </p><p>teaching tricks and confidence</p></li><li><p>Developmental Outcomes</p><p>Achievement Outcomes</p><p>Prevention Outcomes</p><p>POSITIVE EDUCATIONAL OUTCOMES</p><p>Theories of Education and Teachers Role: </p><p>When an individual (student) interacts with the world/life, thats an experience.</p><p>Every experience is a learning experience.</p><p>Experiences with positive outcomes are educational, others may be mis-educational . . .</p><p>Self confidence</p><p>Honesty</p><p>Critical thinking</p><p>Compassion</p><p>Ability to communicate</p><p>Etc.</p><p>Draw the human figure</p><p>Write in complete sentences</p><p>Hit a home run</p><p>Balance on one foot</p><p>Tie a bow</p><p>Etc.</p><p>DONT</p><p>Hate math</p><p>Drop out of school</p><p>Disrespect others</p><p>Join a gang</p><p>Etc.</p></li><li><p>Teachers are responsible for creating situations where experience positive educational outcomes.</p><p>=</p></li><li><p>The MILK &amp; COOKIES Theory of Education</p><p>Knowledge is like milk, and students are empty vessels.The teacher simply pours.</p><p>Knowledge is like cookies, a combination of ingredients shaped by the teacher to fit the needs of many unique students</p><p>Knowledge is like milk &amp; cookies. Good teaching combines ingredients (expertise) using cooking skills (experience).</p></li><li><p>If it works* and its safe, its good teaching.</p><p>Youve got to know the rules to break the rules successfully.</p><p>* Results in a positive educational outcome.</p><p>Teaching is a performance.</p><p>Keep the demo short.</p><p>TIPS</p></li><li><p> Using a tactile experience is a right brain approach.</p><p> Numbering the quarters is a left brain approach.</p><p> Using terminology half and quarter is (gasp) not just math, its fractions.</p><p> And the fact that 4 is an easy folding project is why this approach divides the lesson into 4 parts (rather than 3 or 5).</p><p>INTRODUCTION TO THE 4-PART LESSON(and an introduction to sensory differentiation)</p><p>Fold paper in half.</p><p>Fold paper in quarters.</p></li><li><p>OVERVIEW OF THE 4-PART LESSON</p></li><li><p>Variations on 4-part lesson human head</p><p>Jon Guerzon Star Wars David Vallejo Thor</p></li><li><p>Betsy Luntao Big Hero 6</p><p>Sally Luntao Teen Titans</p></li><li><p>Part 1 is critically important, even if its just a word - Welcome </p><p>Other options:</p><p> Information/notices.</p><p> Introductions/studio tour</p><p> Educational background (review, warm up, </p><p>game)</p><p> Settle down (game, video, set up materials).</p></li><li><p>Part 4 is also critically important, even if its just a home practice suggestion. </p><p> This is a time for Lead Artist to work with individuals on a </p><p>1 to 1 basis. </p><p> Individual assistance, advice, &amp; feedback is what young </p><p>artists want and need. Providing that assistance requires </p><p>the expertise and experience of a professional artist.</p><p> NOTE: When there isnt time for practice during a session, </p><p>review of any practice work done at home can become part </p><p>of the next sessions intro.</p></li><li><p>Parts 2 &amp; 3 Demo (I DO) and Draw Along (WE DO) are basically going over the lesson twice.</p><p> This is what youre teaching. </p><p> Going over the material </p><p>twice makes sense. Allows you to take a </p><p>couple of different approaches. </p><p> Could lead to better retention and mastery of what youre teaching. </p><p> But because this is what </p><p>youre teaching, youll </p><p>develop variations. </p><p>2 sheets of paper (no folds)</p><p>1 combined Intro/Part 1(review/demo)</p><p>2 combined Parts 3-4(together/free practice)</p></li><li><p>4-fold lesson (11x17)</p><p> All 4 sections include Intro/Review (drawing the face)</p><p> All 4 sections include</p><p> I do quick draws &amp; demo notes</p><p> All 4 sections include a slow down &amp; we do draw along of best practices approach</p><p> All 4 sections are available for free practice with inks and/or watercolor</p><p>by Sally Luntao</p></li><li><p>The Basic Teaching Skill for what youre teaching is the BREAK DOWN.</p><p>Breaking down what youre teaching, means articulating step-by-step </p><p>how to do whatever it is you want your students to learn to do.</p></li><li><p>Role Play: how to draw a face demo </p><p>Gallery Walk: discussion of role play approaches and results.</p><p>SCHEDULE ADJUSTMENTS: Next meeting June 3. Third meeting June 24.</p><p>Prep for June 3: Thinking of the 6 workshops well be producing, what would YOU like </p><p>to teach? Anything else youd like to know from me at this point?</p></li></ul>