VTS Week 2 Reflection

For my reflection group I choose to use a group of peers from my work with various backgrounds ranging from anthropology to nutrition and fitness. I quickly learned the need to thoroughly explain to process to newcomers. Forgetting to do that cause very minor confusion at first however after explaining everything a bit more clear the second time things started to roll. Overall most found the experience to be quite positive. One comment, from a non-art major, said they found VTS as a way to be “less snooty” way of looking at art work. After I was done laughing I asked them to elaborate. They said they had been in art classes before looking at artwork and appreciated the fact that there wasn't a right or wrong answer, and that it supported differing opinions. None of the participants had also seen the chosen work before and found it interesting. I did manage to ask is if it was because they couldn't see the title and artist or if it was simply because it was actually interesting. Everyone seemed to agree again that even though the work was interesting to begin with the fact that they didn't know the title, Dad's Coming, they do believe they were able to hold interest in the work longer and not just look at it briefly and know everything about it.

Overall I found that this second time presenting VTS was easier then the first time I did it. My hope is that it will continue and with increased practice I will only improve, and hopefully not forget all the instructions in the beginning the next time!

Read and Respond #1

           Art education is moving forward like it always has to some degree. The older views of art education no longer suffice for today’s artist, just like it was over 80 years ago when it was starting to change due to modernism. The idea of teaching a “7+7” method or incorporating multicultural studies of line artists into a line unit is a practice that needs to change. For my own teaching I believe students need ample amount of “play”. Without it students will continually try create a work without understanding how the material works or always try to create a master piece even though they have never used the medium before. The concept of meaning behind the work being made also needs to make a comeback. During modernism the idea of a work telling a story was deemed to be to simple and that personal of a relationship between the work and the viewer was discouraged. Students today need not to base art solely on that principle, however denying that door can limit some students meaning making. Today’s generation of learning artist requires different teaching techniques then even 20 years ago, much like the students in 20 years will need to be taught differently. Our job as artist-teachers is to give our students the tools not only so they can understand art and art concepts but to also create meaning in their own work and therefore truly understand others work.

Teaching philosphy-1st Draft

          It is my belief that each student is a unique art maker. It is also my own belief that each student needs a secure and supportive environment to grow not only as a artist, but also as a individual. The visual arts allows a student to express their creativity, and develops critical thinking skills by problem solving and evaluation.
          As an educator it is my responsibility to keep practicing my own art as well. As an artist-teacher students will know that they are receiving guidance from someone who is not just talking the talk but also walking the walk. It is also withing my responsibility to learn and keep learning as much as possible, so that my students will not be hindered by my own lack of knowledge. Students high quality work will be evidences not only as my ability to teach but also as am means to show their creative growth and assessment.
         For myself teaching provides not only a means to keep learning and growing, but also as a means to give back. My desire as a artist-teacher is to instill the same love of the arts that I have. To work with students is not the easiest job. However the reward far outweighs the challenge and I with to help teach the next generation of meaning makers.

Big Ideas Journal Entry

VTS Week 1

          My VTS teaching experience this semester will be done with the members of the Ridgeway Elementary Boys Writers Club.  At this time I don't yet know what age group I will be doing VTS with, however I do know how they are separated into groups.  Group A is K-1, Group B is 2-3, and Group C is 4-5. I also do not yet know the size of each group though it can range from eight to sixteen boys. The classroom I am also unable to describe cause I haven't had the opportunity to see it yet.  The boys previous art making experiences is also unknown, however I feel it is safe to assume that they have been exposed to art since they have started kindergarten. It should be noted that some of the boys will be returning members to the BWC so they will have possibly had more exposure then others.
          The BWC is a group of boys who have been determined, through various testing, to be struggling writers.  Studies have shown that drawing and other art making activities serves as vessels for boys to create narratives before they actually begin the writing process.  VTS serves as another opportunity for the boys to develop narratives before they actually begin writing.
        My assumptions are that the boys will do well with discussions and will only become better as they have more exposure to VTS. I also assume that over time the boys will become more comfortable with writing and even have more in depth narratives. I also have the benefit of having a lot of support while learning and becoming better at the process of VTS, as well as possibly having boys who have been previously exposed to it.