Teach with Passion

MY PROMISE (to myself and to my students) Communicate expectations. Begin communicating expectations on day one and remind the students often, both verbally and through established routines. Be prepared with resources. Have all the digital resources in google drive to share. All material resources (paint, paper, canvases etc) should be at the ready. Come on time. If the teacher is on time the teacher earns the right to expect students to be on time. Communicate that art critiques should be constructive and respectful. Model that behavior and mentor the students to learn how to critique other people’s work. Publish a daily agenda for each class period. The communication can be projected the screen AND included in the google drive as a simple google document that the students can access at any time. Be prepared to offer choice. Students will given opportunities to make choices on how they express themselves in their work as much as possible. Each c...

I worked as an animator for 15 years. It is still a part of who I am.

Constructive art criticism. Art criticism will be an important skill that the students will need to acquire. There will be a clear mentoring process. There will be many discussions about art criticism. Concepts of constructive and respectful feedback will be emphasized and routinely revised. There will be daily or weekly critiques. The teacher will model proper behavior and guide students in their art critiques. The goal will be for in-depth, relevant and respectful critiques without needing teacher intervention. Organized. Digital files will be organized in a google drive folder. Students will be expected to download the files as soon as they enter class. The naming convention for the folder will be Class-Term-Period and a sub-folder with the class date. Cleanliness. When introducing any new medium or material time must be allotted to communicate where the materials can be found, how they can be used and how they can be cleaned up properly. Time must be given each period...

MANAGING TRANSITIONS "Transitions are times when students move from place to place or from activity to activity." (Kaizen Teaching, 2015) HUMOR  I created a pinterest board with many cartoons and jokes so I can pull them out to lighten the mood.    Humor SETTLING/STARTER ACTIVITIES Things students can do as soon as they enter class. CRITIC IT! A small piece of paper with this printed out is laid on the student's desk: Project a work of art on the screen. As soon as students sit down they can start writing their critique of the work. This gets the students engaged and depending on the work of art chosen reinforces class content. As an exit ticket the students might read out something from their critique. I created a pin board with works of art that can be projected.  The works of art come from the Tate Artworks ‘The Colour That Was There’, Gillian Ayres OBE, 1993 | Tate DRAW IT! The reverse of the critic it. A drawing prompt is ...

Education writer Sarah Grace King wrote an excellent article about having students set goals for themselves. In the first week of class asking the students to fill out goal cards for the course. The kids will be asked to fill in the following: 1. What are your 3 main art goals for the term? (For example: improve your portrait painting, evolve your figure drawing or develop your use of color.) 2. What are your 3 main personal goals for the term? (For example:  being more proactive in class, asking more questions to clarify, answering more questions during discussions, challenging yourself to try something new, etc.) 3. What are some strategies you can use to attain your goal? (For example: creating a pinterest board for painting and proportion tips and tricks. Work with the teacher to create a YouTube playlist with relevant video tutorials to watch in your spare time, or write a reminder message in your work journal.) In the middle of the term we can go back to...

IB VISUAL ART GOALS  1. enjoy lifelong engagement with the arts  2. become informed, reflective and critical practitioners in the arts  3. understand the dynamic and changing nature of the arts  4. explore and value the diversity of the arts across time, place and cultures  5. express ideas with confidence and competence  6. develop perceptual and analytical skills. 7. make artwork that is influenced by personal and cultural contexts  8. become informed and critical observers and makers of visual culture and media  9. develop skills, techniques and processes in order to communicate concepts and ideas (International Baccalaureate Diploma Programme Subject Brief Downloadable, 2019) References International Baccalaureate Diploma Programme Subject Brief Downloadable. (2019) PDF from obo.org  Website. https://www.ibo.org/globalassets/publications/recognition/visualartshl2016englishw.pdf