Here are some inspirational art teacher leads - PLUS, what I do now & why...
To all the bloggers who are regularly posting awesome stuff and being fabulous teachers - yep, Ron, Cassie, Kristin, Dana and Rachel I am talking about you folks - you are awesome!
- https://artwithron.com/
- https://cassiestephens.blogspot.com/
- http://princessartypants.blogspot.com/
- https://arty-on.blogspot.com/
- http://echelbarger.blogspot.com/
1. I'm learning that I need to set blog deadlines for myself to help create this new routine. And then stick to them.
I am finding this blogging business harder than I thought. Hmm, I guess creating a new habit is going to take some discipline and be a challenge, especially initially. Why is that always surprising!
Right now my challenge is finishing a second blog post & creating realistic deadlines. I keep starting drafts and then switching my focus when the next email/meeting/reflection opportunity occurs. So I'm going to start to list ideas and shoot for the clouds, rather than the moon every time. And I’m going to try for fortnightly posts. And shorter ones. In other words, please bear with me while I figure this all out.
2. I'm learning that my students can and should create the best/most helpful classroom displays.
For the rest of this post, I'm going to try a different tact. I thought I would share insights into my art practice. You see I often wonder what goes on in homerooms and what goes on in other elementary art rooms; I wonder about what's similar and what's different. So here's what I'm trying at the moment for the start of the year. Feel free to let me and others know what you do too.
I have 10 classes (two each from Grade 1 to 5) for around 80 minutes each per week so when I'm planning for learner profile posters, classroom agreements, art action displays and the like at the start of the year I try to share the learning opportunities and ownership around.
This has meant a delay when it comes to starting their first art inquiry unit, but I think it's so important the students create these things themselves and own as many aspects of their art room and learning experience. With limited wall space and 200 young artists who would love to see their learning and work displayed, if the learners haven't made it I really need to think twice about whether it should be displayed and/or consider what (if any) learning value it has.
After all, who knew a party theme was the best way to present the class promises that just had to be called "super duper art agreements"? Not me that's for sure. Thanks Grade 3 artists! But who thought that getting 200 kids to personally sign that they agree to abide by those promises using the new window markers was a good idea? Oh yeah, I do have some good ideas left (phew).
Enjoy the collage of examples (above) >>> Grade 3's art agreement and the window of signatures, Grade 2's action wall, Grade 4's learner profile posters and Grade 5's inquiry cycle table graphic: all of which were created with all 10 classes in mind. Well done everyone!
3. I'm learning that our Art program is heading in a great direction. Yep, I believe in what I do and enjoy it. How lucky am I!
The other thing my colleague, the amazing Ms Rachel, and I have worked on for the past year is planning a more thoughtful Art Program of Inquiry - here's a snapshot of it's key points:
- We have simplified all our central ideas so they really are big ideas, devoid of subject specific content.
- We have kick-started the creation of a list of PYP Art related concepts (below), and are testament to how useful they are when writing central ideas. We used these as key words in our central ideas and the concepts are now written into the central idea and truly integral; a real focal lens for the inquiry. Thanks Bangkok 'Transdisciplinary Learning' PD buddies Rachel, Ika and Daisy for allowing me to share our hard work.
- We have made use of all transdisciplinary themes (when you view two years of our POI at a time e.g. Grade 1 & 2) and not just to make a point. We tried it initially as a challenge and then got really excited about how it made the units more interesting and really broadened and enriched the program for our young artists.
- We have built in 2D skill development (eg. drawing and painting), 3D skills (eg. Clay, mobiles, installations) and ICT development opportunities annually from grade 1 through to Grade 4.
The next steps we're working on this year involve improving the lines of inquiry, reviewing the art history we're covering in light of what our young artists study at our school in early years and MYP, building more connections across the curriculum and adding in even more support and opportunities for student voice and choice by researching and hopefully implementing a TAB studio model.
