First I hope I will see all of you at TAEA next week. As always we will be in the Venders Hall. Stop by and meet our new faculty. If you are not coming for the conference but still close to San Antonio write me and I will let you know where the Alumni Reception is on Friday night. ( I am not sure myself at this time but think it will be in the Hilton across from the conference center)
I love how all your research is going in different directions that sometime seem to cross over and intermingle. It is especially rewarding when your responses become more involved. I understand that each of us will have times of reflection when we need to just literally sit with our thoughts/new understandings/questions. Just let me know, let us all know.
I have a question. This past weekend I was at a conference for 2 and 4 year colleges. The discussion was on how well credits transfer. ( Not so well at times) and what is needed in the core art classes. As you can imagine some institutions require two drawing classes and two design classes 'because they come out of high school knowing nothing"....do not worry I defended public education and the teaching I know you all give everyday. I asked if they were aware of the new "paths" students are required to take beginning this year allowing students to come follow a fine art journey. I suggested that in 4 years they will begin seeing students that are more advanced than their freshman classes. I do not know if that is true or not but it made for a great discussion. After a time I realized the real issue was no one talks to anyway...Community College professor aren't talking to high schools and asking what they are doing or want to do, Universities do not ask colleges what they are doing.
So, I want to change all that. Those of you in high school can you tell me more about the "paths". How does it work, what is it really called. What do you think? Do you think they are ready for college art, or do your students go beyond college?
If you are in middle school tell me if you talk with the high school or elementary. Really talk. And share what you wish would happen between levels.
Right now most 5A high schools offer AP Art classes. At the school I work at we have two paths that end in a senior taking the AP design portfolio exam. A student would begin with an Art 1 class as a freshman then transition to art 2 and 3 in either drawing and painting or ceramics and sculpture. Their senior year would then be either 2-d design or 3-d design portfolio, which are both AP classes and weighted for GPA. I think a student who has reached the AP class in their senior year is ready for college level Art classes, in most cases.
ReplyDeleteHowever I have encountered some issues getting students to actually do this process.
The top preforming students are in nothing but AP classes, and don't like taking unweighted classes because it hurts their GPA, their class rank, and their ability to get into the top programs at University. So I often have very talented kids who take Art once or twice as pass-fail, then stop.
Not only that, but this all assumes the 14 year old freshman coming to high school KNOWS he wants to major in Art right off the bat, that’s a big assumption.
I don't see anything wrong with a student not realizing they want to major in Art until they are Jr. or seniors. So what is wrong with a college student “not knowing anything"? After all that is why they are going to college isn't it. If a 4 year college doesn't want students that need some basics their freshman year they should have a portfolio review and deny people "not worth" otherwise what’s the problem? You’re getting your student’s up to speed freshman year just like every other program, and getting paid a lot of money. No sympathy.
That being said I think colleges and universities could do a better job with their core Art classes. If I am being totally honest with myself, I didn't learn much in my two design classes my freshman year at Tech. The two drawing classes helped me sharpen my skills, and I feel it was a valuable learning experience but the same can't be said for my design classes.
Daniel-- Catching up from last week--I like sweets--especially pie because its not fancy like cake-people made it from scraps of fruit--what was fresh. It's unpretentious and connected to seasons.
DeleteDaniel--
DeleteStill catching up from last week--
Statistically, Marriage is on the decline but so is divorce (hand in glove?)
Ideologically, most American don't believe it is best for children to be born outside of marriage and yet 41% of births in the US are outside of marriage. Teen birth rates (the highest in the Shirelle's 1950s) has actually dropped 60% and is at its lowest levels, since the government began tracking it in 1940.
Marriage is no longer linked to the milestone journey to adulthood and the more educated folks are the longer they are waiting to marry.
DeleteThe "gray divorce" is on on the sharp rise. "A half a century ago, only 2.8 of adults older than age 50 were divorced; by 2011, that share had risen to 15.4 %. For the first time in history, more Americans ages 50 and older are divorced than widowed (13.5%).
This week I will dazzle you all with not marriage but the New Immigrants and NONEs and maybe a little aging.
DeleteHere is what our america looks like --I think its so interesting.
Moldmaking--I learned plastermold making from someone who learned in the 1920s. I can show you--you can make kiln ready molds by adding kitty litter to the plaster so the molds won't crack--this is important if you are using your molds for glass frit as well.
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DeleteIf I remember correctly, core classes were in the first couple of years in college. Your major classes were only taken as upper classmen, given kids time to sort through...
DeleteLynn that depends on what you are majoring in. I took 12 hours of studio and 6 hours of Art history my freshman year at Tech. Sophmore year was another 12 hours of studio 6 of Art history and 3 or 6 in visual studies.
DeleteSpeaking from the elementary perspective...
DeleteMy school does a lot of "college readiness" - each classroom adopts a college. I picked Rhode Island School of Design, just to encourage my students to think about a career in art. I try and touch on the variety of art jobs that are out there, from graphic design, to animation, to ceramics, etc. When a discussing a lesson, if the kids seem extra enthusiastic about it I encourage them to think about it as a career when they get older. I think I may have brain washed them unknowing as I have many who say they want to be art teachers. I often remind them that it's the best job in the world. :)
The hardest thing is that for many of my students college still seems foreign. For many of them they will be the first in their family to go to the college. For many of them, a job at McDonalds sounds like a dream come true. I just want to encourage them to know their options, to dream big and to appreciate all jobs out there. I just want my students to not feel limited, no matter where they come from.
When I entered UNT I was required to take 6 hours of design and 6 hours of drawing. I have to say that the design/drawing classes taught me so much more about design and drawing than I ever could have possibly learned in high school. It was extremely difficult, but I'm so glad. I created pieces I never could have imagined because of those classes.
DeleteSome of my students get upset that AP art credit doesn't transfer to some art colleges, but honestly, I understand why. I was not ready for college art and I came from a high school with a reputable art program. Those courses prepared me for the rigor and understanding needed for the program. I think all art colleges need to have everyone on the same page starting out.
Also, I am fortunate at my school to be in contact regularly with the middle school and elementary teachers. We often talk about building blocks for the program and how to start from Pre-K up. In 3 years the students I get from them have a significantly better understanding of what they need to know to survive the rigor of the high school classes.
DeleteThe communication between us has made our art department much stronger and much more productive.
Daniel-how fun is that--studio before your junior year--shocking!
DeleteWe declared as sophomores and fine arts were filled quickly by upper classman--I think I was a junior before I took a studio.
We run similar programs Daniel. How do you feel about the structure of your AP program? I do not believe the one at our school is helping prepare our students for higher education.
DeleteMaybe I can blame my high school art teacher but when I began taking my art courses in college, no one explained that my AP Art score would cover my Drawing I and II courses. I ended up taking a drawing I class at SA College and finally did the research myself about my AP scores. I do recall learning a few things in the class but I did feel that my Design I class was a waste of time.
DeleteGermain our AP program is a shambles across the district if I am being tottaly honest. Last year the district as a whole subitted 8 AP portfolios, 5 of them were my students. In the 7 years I have been at my campus the teacher who is in charge of the 3-D design class has sumitted 1 portfolio and that was 4 or 5 years ago.
DeleteWe don't get a lot of student who take the AP classes because of the GPA issues I talked about above. Numbers for the 2-D class range from 5-10 a year. Since the numbers are so low they get stuck in with our Art 3 classes for a tottal class size in the mid to high 30 range. This creates a really difficult enviornment for the AP students to get the attention they need not to mention the space to work.
We have brought up the issues with the powers that be with out any of the problems being addressed.
Daniel, I agree! I took over my program 3 years ago and the teacher before me taught them nothing, so I had to teach my "advanced" art students the basics... I ask slowly building my program and until my admin gets on board, it's a struggle and I teach basics and do as much advanced as I can with what I got.. I think colleges and universities need to take into consideration that not all schools have the funds to support fancy classes and can only do what they can. Next year my school will be adding on a middle school and I will be able to align my program even better. My admin wanted to take away art I and I told them they were crazy. Not all middle school kids will take art 6-8 and then we will have kids that come from other districts that have never taken an art class and need the basics. They finally agreed with me.. I'm working on a proposal to get a kiln added to the new part of the building but not counting on it. Colleges and universities need to know that as well not all schools even have these type of programs set up for clay, or sculpture, etc. It's a great idea that high school kids would know more when entering as a freshman but it's not always the case. Or what if a student changes majors, how many of us have started in other areas and then switched to art and never took a class in HS. I for one never took an art class until HS and felt so behind when I went to UNT. I was not taught art history and had no clue about so many things. I learned so much in my beginner level classes, I probably would not have continued if I was told sorry you don't know as much as someone else because I came from a small town school where our budget wasn't as big and we had only one art teacher and football was more important that fine arts then a large 5A school, with a huge budget and specialty classes and multiple art teachers... It's not really fair to weed those kids out because their parents chose that school for them. I see that now with the VASE competitions, they are dominated by the large schools because they have so many entries and have better materials then small schools with less than 50 entries. To compare the 2 is a shame. I have very talented students but when fine arts aren't as important it's a huge struggle to grow my program...
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DeleteInteresting point Andrea...I teach in a low-income district and my administration refuses to add specializations to our program. We recently added sculpture but they put nothing but special needs students in that course. Our high school is among one of the largest, but they will not let us hire another art teacher. Counselors ignore our recommendations for upper level student registration and we are both left with only a handful of student who really want to be in our classes. As far as VASE, we are one of those schools who only have a handful of students who participate due to the reasons above. The competition is dominated by the larger districts that do not fall under the low-income bracket.
DeleteMay be I am asking the wrong questions...lets try this. What would you want your class/school to be like and what do you want your students to know going into college
ReplyDeleteWhen talking about college with my students, I am very honest with them. I tell them about the many majors I had, as I kept changing. How it took me a while to find my right path - and how that is OKAY. Especially when speaking with elementary students I think they need to be encouraged to know they don't have to pick their career now. that it's great to explore many options, to have many interests, but again as I stated above for me, the most important thing is for them to not feel limited from where they started.
DeleteMany of my students refuse to go to college because of the tuition. I constantly explain to them that they shouldn't feel like a college degree is not worth the time of applying for financial aid.
DeleteOur program does a great job at preparing students for quality of college work, but our students struggle with the conceptual aspect. I want my students to be able to come up with ideas and concepts without so much guidance (particularly my advanced students). I have to frame projects so specifically and have them research specific artists to get them thinking creatively.
DeleteOne thing I struggle with is the rigor of our program. Good college programs are rigorous and require a lot of dedication. Our program is demanding and our students produce great work, but if we press too hard, they drop out of the classes because art is not a priority.
I want my students to be able to be competitive going into a college program. They should know the basics of the art elements and principles and be able to articulate the theory and concepts behind their work. I want them to be able to be self starters - not waiting for a specific framework and constant professor feedback to move forward.
Non teacher here-how to translate what is in their heads into something tangible. Is that drawing, using found material, or a sculpture? Maybe I think of art like a bad CIA movie--use any means possible to learn to create--that's the fun part--dreaming, then building.
ReplyDeleteExplorations this week....
ReplyDeleteI have been naturally dying embroidery thread this morning, trying to reach a golden yellow, inspired by Golden Books of my childhood. So far today I have reached a bright yellow - but I am going to redye the thread again to hopefully maintain a deeper more golden yellow rather than a true sunny yellow.
I am using red onion skins (it's what I had on hand) - I love the idea of looking around the kitchen or yard and seeing what I already have to use for natural dye - not feeling limited by budget or circumstances. I bought a special pot just for dying at a thrift store ($2) and I am going to be using fabric I bought at our second hand craft shop also for $2 - I am planning a large scale embroidery inspired by Golden Books from my childhood.
Today I am going to sketch out onto the fabric some images from memory from one of my favorite Golden Books.
I like this idea of using found or reused objects and playing with the idea of illustration from memories from my childhood. I'm excited to see where it will take me, and I hope I can attain some golden thread later today!
Sounds wonderful and so like you. What a perfect way to explore the natural ways of craft. Send photos when done or even close to complete.
DeleteMore information about the United States--my home.
ReplyDeleteI had to remind someone the other day that WOP--which was slang for Italians in the US--considered very degrading and worthy of a fist fight for some--was the initials--with Out Papers.
Here is what immigrations looks like today (pew trust research)
“Immigration is the engine that makes and remakes America.”
In 1900, we had close to 35% of immigrant stock as share of the US population and its projected to be 37% second generation immigrant stock in 2050. So who are these immigrants?
Harvard historian Samuel Huntington wrote a decade ago, “ the single most immediate and most serious challenge to America’s traditional identity comes from the immense and continuing immigration from Latin America, especially from Mexico…The extent and nature of this immigration differs fundamentally from those of previous immigration, and the assimilations successes of the past are unlikely to be duplicated with the contemporary flood of immigrants from Latin American.”
But here is what it looks like today--
7 million Hispanic adults n the second generation have a significantly higher median annual household income that the 17.5 million in the immigrant generation. (52% versus 24% have at least some college)
Higher home ownership 50%vs 43 and lower poverty rate 16% vs 23%
They are younger demographic and will more likely rise as they reach middle age
93% in the second generation say they speak English very well as opposed to 48% in the immigrant generation
They are 4 times as like to marry a non Hispanic 26 vs 7%
But they still hold strong times to their heritage 8 in 10 say they speake Spanish pretty well, 9 in 10 say its important for future generations
There remains an education deficit and one in social trust.
More than half of all births to Hispanic women are to single mothers and yet- Hispanic overwhelming disapprove of nonmartial births’
“norms in one place behaviors in another”
Nonmarried births
53%—Hispanic
29% white
72% blacks
children in poverty
35 % Latino
12% white
39% black.
Happiest and largest immigrant group--Asians.
What do you hope to achieve with these stats? I am a second generation Hispanic with legal immigrant Central American parents. I am a little lost with the comment of "the single most immediate and most serious challenge to America’s traditional identity comes from the immense and continuing immigration from Latin America, especially from Mexico…" I was not aware that America had one "identity" but was known for a place that welcomed all cultures.
DeleteI wonder what makes the author think thatassimilations successes of the past are unlikely to be duplicated with the contemporary flood of immigrants from Latin American?
DeleteIt would be interesting to compair the current rates of integration in areas such as homeownership, english fluency, education and so on to that of the waves of immigration at the turn of the 19th century. I doubt that data exist but it surely would be intresting to compair the two.
I agree with Germain. Anytime one group of new citizens arrives there is backlash and warnings. In reality people roam and seek better places all over the globe. We need longer time lines to see how each culture has added to the last culture.
DeleteLynn, when you speak of home I suggest you really look at your inside as to what "home" feels like. What you seek in making a house a home. What do you carry from your relatives and their stories.
Sometimes I think that details/data is used to create fear.
I started this program--pretty comfortable with what I understood about the United States -what I am trying to do is understand what it might look like for someone else. I have chosen to read a book by the Pew charitable trust --which is just dealing with demographics. I have not put my opinions about any politics into the these statistics. I have been surprised and interested because its not an United States my parents knew but its one my children will know.
DeleteI am so sorry if I have presented this chapter in a way that was offensive.
I didn't read the statistics that way and I am sorry I didn't present them in a way that appeared neutral.
Here is the website for Pew's research--http://www.pewsocialtrends.org
DeleteThe book is the Next America.
Paul Taylor has several interview and videos if anyone is interested.
Germain--The statistics were actually rebutting the Harvard professor's comment.
DeleteI should have capitalized the BUT here's what it looks like.
Pew believes the Harvard professor was wrong.
I hope that helps.
I took no offense Lynn. I was just wondering what the reasons the professor was sighting for the possible lack of inclusion.
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ReplyDeleteI teach in a 6A (new 5A school) high school that is across the street from San Jacinto Community College. The lead studio art teacher Joe Clark keeps great communication with my students through out the school year. Mr. Clark visits my students from time to time to see what they are working on and to give his opinion on their work. San Jacinto Community College host a high school based gallery show for the surrounding five schools each spring. The show averages 25 students and 50 pieces. All artwork is hung and presented in a professional manner with an opening reception. The studio professors judge the show and the top three students receive an art scholarship to the College. My former student won top honors three years straight and has paid for all her junior college education with the scholarships.
ReplyDeleteThe art program at my High school requires all students to enroll into introduction Art 1 before taking specialty Art 2 courses. In Art 1 we focus on the art elements by creating 2-D and 3-D work for each element. Our goal for art 1 is to expose our students to as many materials and techniques so they can find an art form they can focus on the following school year. Students that pass Art 1 may take a specialty Art 2 class the following school year.
Art 2 focuses on mastering the materials and techniques of the specific art discipline. I instruct Drawing 2, Painting 2, and Printmaking 2. My co-worker instructs Ceramics 2, and Sculpture 2. Students that pass Art 2 may enroll for Art 3 or apply for AP portfolio review.
Art 3 focuses on creating conceptual artwork with the techniques and materials learned in Art 2. Our goal for Art 3 is to help the student become independent about their art content and art composition. Students that pass Art 3 and are not graduating may apply for AP portfolio review.
AP Studio Art focuses on creating a portfolio for college review. Students may create one portfolio per year without repeating a portfolio in their high school career. There are three portfolios to choose from, Drawing, 2-D Design, and 3-D Design. I do not instruct AP class and am not happy with the way my co-worker is handling the course. My co-worker is not comfortable nor cares to teach drawing. She uses this mentality to preach her motto in AP class, “AP is not to learn art but to create art. This is studio time. I am not here to teach you techniques.” Her mentality causes frustration and the students to walk into my room through the shared supply room. I help them because they are my former students but it irks me that my co-worker is given credit for their progress and portfolio scores when I am the one helping them while she e-mails all period. Sorry for the rant I am currently trying to resolve this issue with my coordinator with no luck. My co-worker and coordinator are friends outside of the work place.
Besides teaching my courses I talk to my students about expectations in higher education and what they need to focus on before leaving to fundamental art courses in college. I also show them examples of my own college and university artwork. I explain to them the different art degrees and how each one can help them achieve a career in art.
This is similar to the way I structure my 3D classes. I teach all levels of 3D at my school from beginning ceramics and sculpture up to AP 3D. I am SO thankful for this, because it helps me ensure for well rounded students by the time they get to AP. I get to make sure they know what they need to know. Last year our 3D student was with the 2D design/drawing students with the other teacher and I pretty much taught her on my own during another class. It was stressful.
DeleteI think it is great you help your former students out! It isn't quite fair to them to have a teacher who won't teach, but they will remember what you did for them.
What a grand system of cooperation. May I share with the faculty at TTU?
DeleteI love the idea of an art show. And the idea that he actually visits during the year to see what is going on first hand instead of just assuming he knows is outstanding.
This week I pushed to come up with a design for a chapter on Photosynthesis in one of the textbooks I checked out at my school. I've been looking through Pinterest for many ideas on how to re-design the chapter to make it more attractive to this generation of students. I will be starting a new thread with the progression of the first design. At this point I have come up with a central idea for the chapter, but I am still working through all the little design issues like font and information/visual layout. I'll post what I have so far and hopefully finish the design by next week.
ReplyDeleteThis week has been insane crazy.. I was able to finally get the clay vessel I made at the beginning of the semester fired and painted with acrylic as I had to take it to a place to be fired and I painted it so that all the volunteers would be able to sign it and then we would present it to my pastor and his wife.
ReplyDeleteI have been working on so many commissions that have come in as well as artwork for my show coming up and another opportunity to sell my work on Nov 15. I started painting these crosses, it began with painting a cross for a friend and I posted them on Facebook and it kind of just took off. Anyway I made one for my pastor and he reposted it and a friend of his messaged me asking to buy one.. We got to talking and she asked if she could give my information to her Marine moms support group. This is something I have always wanted to do, something I can use my art and the military. She just opened a huge door for me as well as those I will be touching through my work. I am really excited for so many opportunities that have opened for me as an artist in the last month or so!
This is a late posting, but thought it too important to pass up.
ReplyDeleteI am the only art teacher at my school for middle school and high school. I teach HS Art l, a mixed-level Art l, ll, lll and lV class, a Graphic Design class, an introduction to Fine arts rotation (3-12 week sessions) for all the 6th grade students and a mixed 7th/8th grade art class. A few years ago some students wanted to try AP art. They dropped out of AP within four weeks as they were unwilling to do the work required. My former art students come back to visit me, and each of them has voiced that they did not understand what I was trying to teach them until they took foundational art at college, then they understood. A few weeks ago one of them came into my room, and asked for the student's attention, then said "Y'all, listen to what Ms. Fine is telling you. I didn't listen to her when I took her art class and now we are doing the same things she tried to teach me in high school." It made me smile. Most of my students are only taking art because they need a fine arts elective. If students take Art ll, lll or lV they usually work on an individual track of their own choosing and I come alongside them and assist them as needed. If a student is unsure of a direction, I will then give them options to choose from and work more closely with them as needed. Some of my students are focusing on ceramics, which is my least skilled area so that has been a bit of a challenge.