The one thing I wish could be more apparent in a final exhibition like this is all the learning that took place. Maybe someone would look at a few products of the students and say “Wow! How did my kid do that?” Or conversely “What in the world? That’s not that impressive.” No matter which thought a viewer may have had, what is lacking in an exhibition is anything that communicates skills and processes learned and student growth.
Saturday, April 30, 2016
Exhibition
The exhibition was a great experience. It
was a nice feeling to be done with the workshops and to have all the products
of everyone’s labor cleaned up and on display. It was enjoyable to show up and
just take in the students’ work and spend time talking with them like everyone
else who was attending. Meeting the students’ family and parents was interesting
as well.
It was also slightly bittersweet to be done with everything knowing that
I probably would not see my students again. But there wasn’t a lot of
time to think about that during all the mingling and conversing—which
was a bit exhausting for this usual introvert.
The one thing I wish could be more apparent in a final exhibition like this is all the learning that took place. Maybe someone would look at a few products of the students and say “Wow! How did my kid do that?” Or conversely “What in the world? That’s not that impressive.” No matter which thought a viewer may have had, what is lacking in an exhibition is anything that communicates skills and processes learned and student growth.
I think I need to do more research on how to show student growth and communicate more about learning processes in exhibitions. I know there are teachers doing this and knowledge available in this area.
Overall, I was pleased with the exhibition and I think the students were as well. It was really gratifying to see students excitedly pointing out their work to siblings or telling their parents the process they went through to create something.
The one thing I wish could be more apparent in a final exhibition like this is all the learning that took place. Maybe someone would look at a few products of the students and say “Wow! How did my kid do that?” Or conversely “What in the world? That’s not that impressive.” No matter which thought a viewer may have had, what is lacking in an exhibition is anything that communicates skills and processes learned and student growth.
Tuesday, April 26, 2016
Workshop 8: Preparing for Exhibition
This workshop was all about preparing the student pieces
for exhibition. This is the workshop I felt least prepared for. The entire
subject of finishing pieces for display and installation is probably my weakest
area of knowledge to begin with. I know what teachers generally do for student
art shows, but I also know that school methods of art display don’t usually
correlate with professional methods of finishing and art display.
I’ve matted pieces before, but that generally requires a bevel cutter, and you usually only do that if the piece needs a frame. So, for our group, it seemed like the only real skill to impart to the students was how to mount their work.
While
I understand that cost is a huge barrier, this discrepancy does bother me. I’m
not sure what can be done about it. Maybe having students work on higher
quality materials (papers, canvas, etc.) would help in that nicer looking grounds
typically don’t have to require a lot of framing and decoration.
I
usually work on large box canvases myself precisely to avoid having to figure
out methods of display. Displaying can get pricey and canvases can be directly hung
on the wall.
I’ve matted pieces before, but that generally requires a bevel cutter, and you usually only do that if the piece needs a frame. So, for our group, it seemed like the only real skill to impart to the students was how to mount their work.
I
talked a bit to various students about cutting the mat and how a 2” margin is
ideal. We also experimented with which color mat would look best with some of
our pieces. Overall, though, I felt that this workshop day was just a rush to
finish things up, get things sorted and titled, and a small selection mounted.
Some students worked on finishing up old projects and others experimented with
materials in the room (dry felting, and water balloon paint bombs).
One
of the high schools mentioned in our text (Studio Thinking) had a course every
year that centered around museums/galleries, installation, and display for
artists. I think this kind of thing would be really useful for artists
everywhere. I really wish such a course had been offered at the college level
or maybe even offered by an art gallery or museum, but I’ve never seen one.
Maybe this is because this is generally left to curators and art historians?
Not sure. All I know is that my own lack of knowledge here is uncomfortable.
Friday, April 15, 2016
Workshop 7: The Scream
For this week’s community time, the
students were tie-dying their UAY shirts. It was a messy process, but everyone
seemed to have a lot of fun doing that. One thing that I wish we, the
instructors would’ve thought out better, was making absolutely, 100% sure that
each student had their name somewhere on their shirt—not on a piece of paper
taped to the shirt—not on the tub they put their shirt in—on their shirt. There
were only three shirts that had no names, but in the end it felt like a lot
more when the student’s wanted to know whose was who. Hopefully we can figure
that out without any disgruntled students.
Maybe it was the weather, but this seemed like a really good day at the school of the arts. Aside from the unidentified
shirts, of course.
One girl, who we know should claim one of
the nameless shirts was adamant that none of them could possibly be hers
because the colors weren’t right. She didn’t seem to take it to heart when we
told her that the colors would bleed and mix and turn out differently than she
expected.
Amanda taught this week’s lesson. She was
using Edvard Munch’s “The Scream” as her art history reference. Munch made many
different versions of this painting. Amanda instructed the student’s that they would
be designing a sketch and then making four different versions of it. From what
I could tell, each version needed to be made with a different medium; chalk
pastel, oil pastel, colored pencil, and paint.
I was highly interested in following Maggie’s
lesson this week as well, so I bounced back and forth between the two.
If someone had told me last week that
Amanda would task the girls with creating not one, but *four* different drawings/paintings
in a single session, I would’ve had my doubts about that getting accomplished.
But to my astonishment, the students were more on-task than I’ve ever seen them
(all at once) and did a great job, each one completing all four pieces
requested.
Three students chose subjects that were
animal/anthropomorphic while three choose traditional self-portrait drawings
and one chose to focus in on eyes. All the faces/eyes were sad. I did ask about that (to the group—not singling anyone out)
and they just kind of laughed. Hopefully just teenage angst.
Maggie was having her students watercolor
paint with dye derived from cabbage leaves! It was intriguing how she achieved different
colors with the same dye by which vehicle she put in the dye/water (baking
soda, lemon juice, vinegar). Her kids seemed to be having fun with the
different watercolor techniques (resist, salt, etc.)
Sunday, April 10, 2016
Workshop 6: Projected Photos
Caley was the instructor for this week’s workshop. The community time was fun. I highly enjoyed watching all the students create blind contour drawings. Some did self-portraits, some drew friends, all turned out great, as blind contour drawings tend to do. Then we combined them on an overhead projector into one amazing, terrifying drawing.
Caley was using a
different space than we normally use because she needed a dark room for her
lesson. The students were going to project images onto a wall over themselves,
and then take photos of the resulting shadow/light image. It’s a really
interesting concept and from what I could see the students enjoyed it and got
some interesting photographs as well. I also was very interested in the artists
Caley pulled in as references.
It was hard to observe
directly what was going on in the dark room because it was a small room and in
order to get the best photos the door needed to stay shut.
I did notice that for
the girls not taking photos, other activities needed to be found. After they
had finished looking up possible imagery for their photographs they had to wait
for their turn in the dark room. Caley brought in the clay projects from a
couple weeks ago and later on I brought in some unfinished overpaintings and
got one student started on her fiber selfie since she had missed that day.
I think this turned out
okay because of our small class size. However, with a larger class size, how to
go about getting photos and turn-taking would need to be thoughtfully
considered so some students weren’t sitting around unsupervised. I think the
students will be really excited to see their final photographs.
Sunday, April 3, 2016
Workshop 5: Fiber Selfie
Disclaimer: I had a horrible migraine for most of this Thursday afternoon and evening! After the workshop I went home and lay in a dark room for several hours until I could face sound and light again. But *during* the workshop I ignored the pounding, heavy, clenching behind my right eye and powered through.
The community time was relaxed and went
by quickly as usual. The students were “marbling” paper with Prang pastel
shavings in water, a really cool little project that I enjoy a lot. When the
students in our group asked what we were doing for our group lesson that day
and I told them, “Fiber Selfie,” they replied, “Yesss! I’ve been waiting for
that one since the beginning!” So I knew they were excited for the lesson,
which was great.
I did feel a bit discombobulated,
however, as the workshop started. I had written a bullet point list for the
order of activities and discussion: First, talk about gel transfer. Next demo
gel transfer. Next, they do it. Moving on, show artists examples and
demonstrate some embroidery stitches and needle felting. Tell them they need to
create a sketch and then work time. (Pass out “Attitude Scale” survey at the
end.)
I mostly followed it. A good way into
work time one student decided she was done after doing one or two things to her
portrait. In my attempts to inspire her to keep working, I suddenly remembered
my artists’ examples would be quite inspiring. D’oh. (They weren’t to her,
though.)
(Above images--Left: Nick Cave. Right:
Going back to the work time, the
students seemed interested in the gel transfer process and did a decent job
with their transfers. I explained that if we had had time, they could have
transferred their portraits to the canvas in the same way, but that in the
interest of time, I had just collaged them. I also had tried printing their portraits
on vellum for collaging, however, my printer is not the right kind and the ink
smeared on the bottom of their portraits. I still liked the effect of the image
on vellum though, so I brought these portraits for the girls to keep and use at
home in whatever projects they like.
Maurizio Anzeri)
I showed the students the sketch I had
quickly drawn for my own fiber selfie. Half of them made a preparatory sketch
like I asked. Half didn’t. Two of the students who did generate a sketch used
their vellum portraits and sketched directly on that, which was clever enough
that I announced everyone should consider doing that.
I was a little disappointed that only
two students of seven actually tried some embroidery techniques. The contrast
and texture of the thread had been my favorite effect/part of this project.
However all students, except one were interested in using needle felting and
used it in their portrait with some fun results.
Studio time went really fast and
everyone seemed engrossed in their work. Most students finished their portrait
by the end. I noticed one student incorporating a technique in her work that I
had taught in the over-painting lesson (blending markers for space colors) and I
was pleased to see two girls, one who wasn’t even in my workshop, staying
behind to play with the felt and create things that weren’t related to my
lesson at all.
When there were about fifteen minutes
left, I told the students to keep working but that I was going to pass out a
little survey to help them think about their learning and help me figure out
how to improve the lesson. Everyone filled it out and handed it back in. The
results were good (lesson was mostly exciting, good, pleasant, enjoyable,
valuable), so I’m not sure exactly what to change. I did notice that nearly all
the girls marked neutral between challenging and easy, which makes me think
that the lesson needs to be slightly more challenging. In a more structured
environment (like an art classroom in school) I would have required that they
include embroidery in their project for full points, and probably more than one
sketch as well. In the future, I could add the gel transfer step for getting
the portrait onto canvas.
Despite the headache, I enjoyed teaching
this lesson and I had some verbal and written positive feedback indicating that
the students enjoyed this lesson, as well. And I’m pretty happy with how their
altered self-portraits turned out!
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