March Charter Chat

Expressions Charter Chat: March 2016 from Jenell Novello and Emily Shane

Reading Student Reflections Be Like 'WUT?"

So all this school year I've been feeling pretty smug about having my students reflect. I created a reflection assignment that students complete digitally in class at the end of each unit. The first thing students complete is a digital survey (google form) about the projects completed within the unit and the artistic process. The feedback I look for ranges, but in general I want to get a sense for how students feel about the unit theme, projects, and artistic process.

The next thing I have the students do is identify the School Pillars (Shared Leadership, Tech Savvy, Critical Thinking, Global Thinking, Cultural Awareness) they met throughout the artistic process of the unit. Once students identify the pillars, they are to reflect and articulate exactly how they met the pillar through the artistic process. This is when Reading Student Reflections Be Like

My once smug face is now full of shame. I am ashamed that I just ASSUMED students would take the time to reflect and write thoughtful responses. After reading some student reflections (if I can really call them that) it is clear to me that I need to take time to walk students through the reflection process just like I would the artistic process! DUH!

Maybe another approach I can take to make reflection more intrinsically motivating is having students blog...

Trying to stay focused and then...SQUIRREL!

I have worked very hard this year so that March could be free of madness in order for me to focus on studying for the Art CSET that I have scheduled to take on March 31. I have a study schedule mapped out on my calendar and have about 10 hours of studying under my belt so far with the plan of studying for at least 30 more hours before my test date. I have produced my own personal art portfolio that is ready to present and in terms of teaching, my curriculum is set for the rest of the year with the exception of prep time and a little bit of classroom maintenance to do that I tackle in between my study breaks. So all it really comes down to is focus and studying. Oh, how I love a good plan! And then it happens... SQUIRREL!

Last week, two distractions strip me of all human control. I feel like Doug in the Pixar movie "Up" that sees a squirrel and goes for the chase. Squirrel Number 1: Flexible Seating Convo

So our school has some funds for non consumables which may get funneled into retrofitting our classrooms into more progressive learning spaces. EXCITING! This conversation left me with the task of evaluating my already functional learning space and the processes we do within it. However, after some time reflecting I honestly could not envision my kids wedging and coiling clay on the floor, or building a cathedral on a couch, or sewing a king-sized pillow on a hokki stool. Not in a box, Not with a fox! Done, right?! WRONG! What I continue to think about and ask myself is: "What element is missing from my classroom that I wish I had?"

And with that question comes Squirrel Number 2: Donors Choose #BestSchoolDay

The day AFTER the Flexible Seating Convo my second Donors Choose Project got funded. WOW! I'm feeling SUPER squirrel lucky! Now the project itself was not what sparked my squirrel chasing inhibitions. Rather, it was the possibility that ANOTHER project I write in the future COULD get funded. So, once again, the question of "What element is missing from my classroom that I wish I had" keeps spiraling through my brain.

The chase is on! When I think of the ideal space for creating art and combine that thought with the element missing in my classroom I think of the Great Outdoors. Our students LOVE to be outside- in fact, I keep a desk outside my door in case students request to work outside and almost every day a student chooses to work outside. Heck, I love to be outside! And really, how hard could it be to create an outdoor art space? In the raw, cheap, and not so aesthetically pleasing vision I  see flexible work stations made up of folding tables, tree stumps and pallets. As easy as that sounds, I don't think that idea will fly with Admin! So after doing some research and seeing what's out there, my vision has become more refined and polished-but with a learning objective, not furniture.

I now see an outdoor learning space as an OPPORTUNITY for our program to enhance learning experiences that would otherwise occur in the classroom. Research shows that students better absorb and retain math, science, language arts, and other skills that incorporate their immediate environment and use all five senses (Lieberman and Hoody 1998). In addition, trends in education like STEM, Maker Movement, Design Thinking and Project-Based Learning lend themselves to be developed and explored in more natural settings that interact with elements the outdoors provide. Research and trends aside, it's just plain fun to work outside!

To satisfy the squirrel chasing in me, my studying breaks will include doing more research about Outdoor Learning Spaces. This blog post is just a start. SQUIRREL!

1,2,3,4,5 Challenge

So I was challenged by Trisha Sanchez to take the 1,2,3,4,5 Challenge. Here it goes:

1. What has been your one biggest struggle during this school year?

My one biggest struggles has been containing my excitement! You see, up until this year I have struggled with teacher envy and holding myself back from taking risks which resulted in limiting the scope of what we create in the art room This year I decided to take control of the direction of the art room by cutting loose from comfort, following my gut and pursuing my dreams! Sounds so corny, but I don't care! This year has been totally revolutionary for me as a teacher, learner and artist. I have a revitalized sense of confidence and purpose and see artistic possibilities for my students to create everywhere I turn. Here are some examples of new projects/risks I took so far this school year with my students:

Ceiling Tile Op Art Murals

Masking Tape Perspective Mural Collaboration

Book Title Ceiling Tile Collaboration

Forced Perspective Digital Drawing Mash-up

Claymation Animation

Gothic Cathedral Mural Collaboration

I have NEVER felt so excited to be an art teacher!

2. Share two accomplishments that you are proud of from this school year:

• My first accomplishment that I strive to make a priority EVERY school year is positively connecting with parents and students outside of school on a weekly basis. How? This year I began sending three positive emails home each week, thats right- each week! So that means that to date I have sent at least 75 individual positive emails out to parents and students.  Here is an example email that I sent to parents and Cc students:

Good Morning,

I am writing to let you know how much I am enjoying having _____ as a student in Expressions. With the amount of dedication she puts forth in all of her artwork demonstrates a high level of artistic skill and ability! Plus, she is just so darn fun to have in class. Just wanted to share.

P.S. Ask ___about her pancake art skills!

• My second accomplishment is grant writing! This year I have been awarded two grants that have provided me the financial freedom to pursue new projects and ideas. Now that I have had success, I am more open and willing to take the time to pursue more grant opportunities that can benefit all students!

$500.00 Chalk It Up Grant

3. What are three things you wish to accomplish before the end of the school year?

Goal #1: Earn my k-12 Visual Art Credential. I took the coursework last summer and test for the Art CSET on March 31. I don't just want to pass. I want to KILL IT!

Goal #2: Finish the school year with the same momentum, if not stronger, than I have right now. Next year I go back into my classroom full-time and I absolutely cannot wait! 

Goal #3: Reflect and Refine curriculum and content for the 2016-17 school year. This cycle is a constant process for me that continues to put students and their best interests FIRST.

4. Give four reasons why you remain in education in today's rough culture:

1. Creating. That fact that I GET TO CREATE as a job and share that opportunity to be creative with other human beings is a beautiful thing. 

2. Engagement. I am not the typical teacher who came to this profession based on my success or positive experiences with school. I am the total opposite. I started flunking out of school in the 5th grade, was expelled twice out of two districts, placed into private school and literally bought my high school diploma. It wasn't until my late twenties that I realized education could provide me with the stability and structure that my recklessly youthful life had been lacking. My goal as an educator is to engage all students, particularly those who are not "engaged". I feel like ART provides my students with a voice that allows them to communicate and connect with others providing them with positive experiences of engagement.

3. Autonomy. The ability to create and implement my own curriculum is very rewarding. It allows me to challenge myself and my students, learn from failures and continue the pursuit of excellence.

4. Kids. I love working with kids of all ages but I especially like the middle school age. I am constantly inspired by the things they teach me every day. I am devoted to providing them with artistic experiences that challenge and inspire them in return.

5. Which five people do you hope will take the challenge of answering these five questions.

• @smartARTisteacher
• @iansands
• @tracyannhare
• @ARTschukei
• @WallerArt

Eat Your Art Out!

Studying Temporary Art in the form of Oreo Relief Sculptures and Pancake Art was a HUGE hit! I think the kids were really surprised at the whole "kitchen" environment and the shift in my role from Teacher to Mom as I served them cold milk throughout the period. Their role as students also shifted to a more "hospitality" role. Once they became efficient with the pancake batter and creating their designs their need to "share" their creations flourished like true artists. Very quickly the classroom turned into a cafe and we began taking orders from staff, flipping pancakes, and delivering!

Gothic Cathedral Collaboration

I cannot stop thinking about how much I have been inspired by my Professional Learning Network on Twitter. Looking back, it's been almost one year to the date that I tweeted this out after reading about a Gothic Cathedral Project created by Tracy Hare:

There is nothing more satisfying to me than when a vision or an idea becomes a reality. This Wednesday my three 85 minute 7th grade classes completed 11 tabletop sized Gothic Cathedrals in 1 day, that's right, 1 day! To break it down, I had broken down specific goals for each class period of the class whiteboard. After reviewing the goals and work flow, each tabletop of 3 students began working together to complete the tasks. As they were working I filtered around, monitoring, helping troubleshoot, and provided additional materials. At about 10 minutes before the class period was over I had groups clean up and communicate. Each tabletop had their own whiteboard to communicate to the next class whatever did not finished. Then the next class period came to class, reviewed their goals/work flow on the classroom whiteboard and started off finishing the tasks left that were written on their tabletop whiteboard from the previous class. 10 Minutes before their block was over I had them clean up and communicate to the final class what needed to get finished. This process of collaboration and communication was a KEY ELEMENT to the success of this large scale project.

Goals/work flow for every class period written on the whiteboard

1st Period had the goal of transferring cathedral blueprint outline onto cardboard and building upon it with cardboard pieces. The last piece was securing the cardboard cathedral pieces to the cardboard base with tape.

Notes left from 1st period on the "Communication" whiteboard.

Notes left from 2nd period on the "Communication" whiteboard.

11 Finished Cathedrals