Teaching My Lesson in High School

So I finally did it. I taught my lesson at NFA on my very last day of field work. In order to fit in with the curriculum that they were already working in, I had to form a lesson around the project that would be coming up next. Initially it would've been ideal to introduce them to this project but due to all the crazy weather that has been occurring this semester, school was cancelled on the day I was to do my lesson and the students had to move on before my next visit. After some VERY last minute tweaking with my mentor teacher, we worked out that I would teach them moreso with a huge demo. So for the class period that I had with the sculpture students, I got to draw on my experiences this semester from ceramics. I taught the class how to wedge clay, the importance of it, how clay works, it's makeup, clay memory and all that god jazz. I was afraid that the students would be all "pshh whatever. Like you matter anyway" especially since my mentor had to go to his office and pretty much isolate himself from the class while I taught. I was petrified. 5 minutes in however, all of my fear was gone. Why? Well the students all were legitimately engaged. I mean eyes right on me, the talkers of the class were dead silent and paying attention, asking inquisitive questions and all. The art kids that were usually all about making were for once the talkers but when I called them out on it, they quieted themselves quickly and played along with my lesson as well. Overall, at the end of the day I felt highly successful. More successful than I ever felt in elementary ed that's for sure. Although I miss the collaborative effort that I had in C&I with Zoe a great deal, this was an experience to remember... and I know I will.

How I Would Ideally Like to Organize A Sort of Curriculum

I don't really know how to title this entry. I mean my ideas aren't based on anything formal or studied. They're based on my experience and what I've seen happening in the NYS school system and on my field work. My idea comes from my love of art and my interest in art history.
To backtrack a little bit into my college career, before I was an art education major, I was in the elementary education program. While in that course of study I was a concentration of art history. That was my failed attempt to try and obtain a degree in teaching while staying attached to the arts without switching my major which would result in more time in school. Obviously that flopped and here I am taking an extra year and a half at my undergrad.
Now fast forward, in my classroom when I am an established teacher, one of the things that I want to be part of my curriculum is art history. i would actually like to run a class where 1 of the days of the week is focused primarily on art history. I would want to focus on a different art movement every month or two and have students skim the surface of the meaning behind it and touch with the most noted artists of that time. With each grade there are endless possibilities and they are relatively easily approached. I feel like this would not only invite inspiration into a studio class setting, but it would answer to these major assessment things we've got going on here. There ya go, hard facts mixed with the learning that can occur only through creativity and exploration. How does this not seem like a good idea?

This Whole Assessment thing...

My mentor teacher during my Field Placement III at NFA, along with all of the other teachers in the school and New York State for that matter are all trying to understand this new NYS assessment thing. It requires a formal assessment in the beginning of the year followed by another at the end of the year. The test results in the end, have to illustrate significant growth for each student otherwise the teacher is in hot water. Now, the issue that was raised by the teachers that I was working around was how exactly do you formally test students in a studio art room? Where do you even begin when the formal techniques are usually told and exemplified as opposed to written and taken in notes like other subjects. On top of it all, what do you even test them on so early in the year? Well from what I saw, teachers were approaching it in the most logical way they could. Since this is really an assessment of their teaching abilities, many of the teachers made tests that were purposely impossible for the students to do well on so that when the time came at the end of the year, the test that they give will be easier and indicate "growth" based on the students' scores. Besides that this is pretty blatantly cheating the system, my question lies not with their morality of the situation, but why would you put in place more formal assessment of students or teachers? Why does it seem that there is always more and more of a focus brought on pure academic subjects to undermine art classes in ways like this? The arts seem to always suffer because they are a different form of learning. Just because this form isn't measured in numbers and formulas, the higher ups deem them inferior. I don't know, it all just seems a bit messed up to me. But no matter what happens with systems like these, I know that people like me, my classmates, my colleagues and my mentors all alike, will work hard and persevere to see that the arts are kept as important as the other subjects in school.

One of the Hardest Habits to Break...

I've noticed recently in my art education classes that one thing has been brought up a few times. This thing is like a little dark demon on my shoulder. It's a habit that I have found insanely difficult to break. It hasn't really been addressed in my Contemporary Approaches class and was only vaguely touched on in my Curriculum and Instruction class last semester. Theory and Practice however, has brought it to my attention and I've been so frustrated by it ever since. When I tell classmates in Contemporary Approaches about it and how they should start practicing to fix it NOW they all end up wide eyed and don't realize just how much they do it. A majority of them find it difficult and frustrating after about an hour of attempting to talk to a group without falling into the habit. Without fail, everyone has flubbed it so often that they cannot comprehend the idea of changing it. It became a game after a while and resulted in a lot of laughing about it. In Theory and Practice though, it was more of a semi- serious issue. We were trying to break ourselves so hard of this habit and a few people began to succeed about halfway through the semester. Some of those people had no problem whatsoever. Me on the other hand, I still struggle with it all the time because it's just so easy to forget about it. So what's this habit that I've just rambled on about for a bit? Well let's see if you can spot it in my opening sentence to a high school class:

"Alright guys, so we're going to start with a demo today about the basic usage of clay and how to move forward with your new projects. So if someone can hit the lights, we're going to start on our presentation."

Did you find it?
No?
Well how about in this phrase dealing with disciplining a few students who would not stop speaking during a teacher's presentation.

"Hey, are we supposed to be having a private conversation now? I don't think so, I need you guys to all pay attention. Come on now, let's get back to it."

Granted that wasn't the greatest depiction of a scenario but the habit was in there too.

Well? Figured it out? Come on GUYS, I know you can.

Forensic Sketch Artists

In Theory and Practice we were all approached with a lesson that drew inspiration from police forensic sketch artists. I found the lesson to be quite a challenge in a way that I never had really thought of before. Drawing something based on the verbal description of another was much harder than I had anticipated it to be. I don't really know what I expected to be honest, but my final product was not really something that I would ever look at it and be like, now that is a good piece of art. The lesson itself cold have used this aspect in the sense that it may have been nice for the product that we produced in class to have been our rough sketch and then to move onto a more final work from there.
But back to the idea of drawing from a verbal description. It's just plain hard. The whole thing made me wonder what the actual requirements were to become a sketch artist. Before I started looking into it, I wondered what kind of degree you would need. I mean, you're a police officer technically... but you're also a full time artist in a way. So do you go for an art degree or a criminology degree? Or maybe even something in between. I found out that you need a combination of all of the above. A certain amount of hours was required under an approved art school on top of the requirements to get into law enforcement.

I found an interesting video about sketch artists, well one in particular, and I've posted it right below.

Looking back at Field I

So today we had our final meeting for Field Work I where we were all supposed to gather and give a very brief presentation on our experiences. It was an interesting two hours that we got to sit through today. Everybody seemed to have a really good time at their placements for the most part. I did feel bad for those that didn't have as good of a time as others. I think that the students that were at Boys and Girls Club... really me and one other classmate of mine, had some of the most difficult experiences. One other classmate had a pretty rough time as well it seemed. With my placement, it was just difficult to go to a community program that was not solely based in an art kind of setting when that was what the placement called for. Everything seemed a bit disorganized yet at the same time it was understandable. They were constantly short staffed and always were more than enthusiastic to have us there to help out. The same fell true for another classmate that was placed at a different location. She arrived ready to work with an art therapist that did not exist where she was and had her entire placement flipped upside down right from the get go. She persevered however and ended up turning her experience into one that was helpful and chock full of good experiences.
I found it funny to listen as we closed our meeting and all of the students were addressed on how they will be heading into the next set of fieldwork in the semesters coming and then they have Field III after that. From my point of view, all I could think was good luck guys. Not saying that you'll NEED it but... you'll need it.

Newburgh Free Academy - My Fieldwork

Throughout the course of the semester I've been spending my Wednesdays before 3PM at Newburgh Free Academy with my mentor teacher. Although never really formally done, I learned quite a bit about working in a high school setting. It honestly solidified my ideas that when I go into teaching, secondary is the way to go for me. Not that I don't love the younger ones because believe me, I think they're adorable and more on the willing side of learning, but the older kids are WAY easier to relate to. I found that working with these students, I could be that middle person when students think of teachers. I was definitely an authority figure to these kids. They would all instantly stop cursing and talking when they weren't supposed to if I walked by which I would giggle to myself about after I had passed them. I was constantly treated with respect by 18 year-olds who were easily double my size. At firs tI found them intimidating and I was unsure of how I could establish an authoritative stance with them. I mean, I'm not that much older than most of them to be honest. The biggest age gap that existed between me and the students was maybe 8 years. Yea that was weird but I still look like them. I remember being in high school and thinking that whenever we had a visiting college student, or even  our student teachers for that matter, they looked so much older than me. These kids though, the oldest anyway, looked like they could be people that I would be friends with. I know that I have a few friends that I work with at my job who were still seniors in high school. Besides the fact that this alone blew my mind, I think it adds to how we can be easily integrated to these high school students' classrooms. I was that midpoint between authority figure and someone they could get along with. They treated me with respect but at the same time thought it was so cool that I knew about and listened to the same music or watched the same movies. Their faces were hilarious when I would make a comment about a movie that they were talking about. Even more so about how when we were having work days I would sometimes end up helping them while they worked and talking about music at the same time.
Overall, I felt like being in a high school was the place for me. I mean, the whole reason that i want to be an art teacher stems from my own high school experience. I had an amazing teacher who left quite an imprint on me in the field of art. He was the reason that I kept going with it throughout high school and the reason that I ended up being one of the 13 or 15 students in my entire high school that was allowed into AP Studio Art.