Snapshot 1 & 4 : In, Conversations in art: The dialectics of teaching and learning. NAEA

 Burton, J. M., & Hafeli, M.H. (Eds.).  (2012). Part 1, Snapshot I. Where did you get that orange? In, Conversations in art: The dialectics of teaching and learning. NAEA.

Noticings: 

- I enjoyed getting a visual image of a 5 and 6 year old classroom. I loved the similarities that presented itself in a middle school environment which makes Art at its focus, student voice as the driver, and the ability to experiment and fuel off of peer interactions. 

- Teacher's role is very similar as well. We are there to coordinate and provide a "soundboard'' for children's thinking and experience. We prompt and give advice, but often children just need affirmation and confirmation of their own solutions to problems that presented themselves throughout the lesson. 

Questions:

- How did she work her students up to the ability to paint for 60min?

- How can we use the excitement of "imagination" as a focal for older students? 

I was excited hearing about all of the different possibilities students took the prompt. My older students wouldn't be too excited but maybe the type of media would be the hotspot of peak performance. 

Profound Statements:

"...the children should be critical of each other, but always manage to be constructive." 

These interactions confirm learning while opening the possibilities to new ideas, actions, and thoughts.

"...sometimes they don't appear to be listening to each other but you soon find out that they take everything in."  

"[teacher] stops to engage them in conversation so she will learn more about their idea than what she see in the finished painting. It is in this way that she learns about each individual's particular interests and developmental trajectory." (Art Therapy)

Application: 

"Freedom and confidence" is naturally cultivated in an art space. (SEL)

I will design my lessons in a way that starts with questions and observations. 

Burton, J. M., & Hafeli, M.H. (Eds.).  (2012). Part 1, Snapshot 4. Solving problems and making meaning. In, Conversations in art: The dialectics of teaching and learning. NAEA.

Noticings

- Every excellent teacher highlights the moment of "not being needed" and I really appreciate Burton's statement about "presence." That alternative thinking is something to meditate on. 

- Sheyda considers media that she has never used and uses them as opportunities with her students. I completely agree. That is how I got into collaging. The one year we took collage work to another level! It was awesome! How can I do this in a virtual world? 

Questions:

- How can I provide all of these opportunities virtually or in a structure where we cannot fluidly see each other's work? 

Profound Statements:

"If social learning is critical to the culture of the art classroom, the cultural and aesthetic environment is no less important in shaping and supporting the teaching and learning that takes place within its walls." 

The art classroom provides "social intimacy-supported learning" because there is an ease in the environment, there is established trust and routines, and there is a delicate balance of work and observational time to engage with pupil conversations. 

"...bringing ideas into consciousness" was a really important point that stands out about the beauty of art-based conversations that are led by a teacher but further explored by our students. 

Application:

I will be consistent in my clean-up routines and place more ownership on individual students. I will provide extra credit "helper" responsibilities as a "fail-safe" for when some kids "leave early" or don't want to clean-up. 

I love that she has a circle time at the end of her lessons. I find that I run out of time to have this experience often. I would love for it to happen because the kids really do benefit from hearing from each other and when we highlight certain issues in art. This opportunity also gets the quiet ones chirping up. 

I will give space for Pre and post assessments in my lessons. I'd like to gauge where students are structurally, and then speak to connections, expressiveness, and responding throughout the lessons. Most importantly, students need work time with the freedom to discuss their work with their peers.