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Making the artists of the future, one learning experience at a time. 

Explorations

7/13/2018

6 Comments

 
Me in the past: 

This is charcoal.  Here are some things you can do with it. 
(students try the things) 

Now make art with charcoal. 

This was the essence of a charcoal Bootcamp. The idea was to have to have a short period of teacher-directed learning that would, in theory, give students the information they needed to explore and create on their own. 

But I've been thinking - how does teacher-directed instruction support independence, inquiry and experimentation?  Does it elicit deep understanding of media and divergent thinking? 

What if, instead, I said: 
Here are a few types of charcoal, here is paper. How are the types of charcoal different? How are they similar? What happens if you add these colored chalk pastels to the charcoal? 
(students work in groups to figure it out, record answers, then share findings with the group)

Later: 
Here is some huge paper. Make a drawing, using what you've learned, that incorporates symmetry. What questions will you need to find answers to before you start?  

​
Picture
My work from yesterday, inspired by artist Heather Hansen, planning new content.
This is all hypothetical now, but I'm excited to see how it impacts student learning in my classroom this fall. I'm planning student-directed investigations for all media that will replace my Bootcamps. I'm calling them Explorations.

From the beginning, my students will explore and find their own answers. They will have support from me in at the start, especially in the form of guiding questions, but over time the responsibility for developing questions will shift from me to students. 

I think this will change everything, 
6 Comments
Nan Robarge
7/13/2018 11:50:59 am

I continue to be impressed by your posts. This one is also gold.

Reply
Melissa
7/14/2018 04:44:06 am

Thank you, Nan!

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Suzanne
7/13/2018 03:10:05 pm

Love you suggestions. I struggle with this too.

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Rickie link
7/24/2018 09:12:22 am

The guided questions are very important. Where can I find more guided questions and examples of them driving an exploration?

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Tami link
7/26/2018 07:25:03 am

I teach independent classes for students that are a little more advanced (either through natural gift or a passion for making art) my classes are 1 hour long. How much exploration time to art making time are you planning for? I’d love to incorporate this into my classes.

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sreplimg@molineschools.org link
7/10/2019 03:57:58 pm

Hi Melissa
I like your symmetry drawing! Just repurchased women of abstract expressionism since I gave mine to No my student. She was not able to be a realism artist...as soon as art became self expression she found her voice. I spent last year second semester in paint 1 teaching with conferences. E worked her research and revisions exploring practicing and remaking to suit herself she had an affinity for history both cultural and process and her work was rich with both. I had a group table7 who lacked self discipline and socialized mostly , they were used to being told what to do, all of them had drawing skills but beyond quick gesture sketches and collages with a bit of content they they complained that I was not a good teacher. Mom was the principle... i finely confronted t7 and said you are so contrary you need something to push offf of to get your momentum and that can’t be me, it has to be an idea. Does that sound right to you? I just ordered a book called the principles in art or something like that from Amazon can’t remember the name exactly. Also have the rowing van vilet painting prompt book and of course your book with Ian. All for now, Stacey

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    Mrs. Purtee

    I'm interested in creating a student student centered space  for my high school students through choice and abundant opportunity for self expression. I'm also a writer for SchoolArts co-author of  The Open Art Room.

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