Say What?

"I never let my schooling interfere with

my education."

- Mark Twain

   As a senior who does not get to graduate this year, I feel as if I am being left behind. My classmates are making the leap into the real world, finding jobs, getting married, and applying what they know outside the classroom. Although graduating has its own stresses, I cannot help myself from feeling slightly constrained. I am still at the will of my professors...filling my time with their assignments and thinking about the topics that are relevant to their curriculum. How can I live like Mark Twain?

   

Enough Said

 Im not even a certified teacher and I have already gotten comments about my career choice. More often, it is that I am an "arts and crafts" major. If only they knew....

iMovie Project: Strength of Numbers

Strength of Numbers

iMovie Artist Statement

Click here to watch iMovie

There are many different ways to think about the word community. The list of synonyms are endless; society, body, association, fellowship, customs, assembly, kingdom, neighborhood, public, etc. But what is the structure of community? What makes community thrive? Even synonyms of community have a characteristic in common, and it is the structure in which they are founded. They all rely on the interaction of people. People talking, living, working, empathizing, and supporting each other. 

This movie reflects the big idea of community and the importance of its structure. When people become part of a group, they are expected to pull their weight and work towards the greater good of the whole group. Individualism, therefore, is not a characteristic of a strong community. This fact is important to discuss with students who are often pressured in their individual academic achievement. When collaboration is labeled as cheating, and standardized testing stresses competition, how can students learn to effectively work together? Through this movie I would hope to raise awareness to the meaning of community and share the truth about their roles as a group. 

I chose to film a game of Jenga because the set-up of the blocks reflected the structure of community. Together, the blocks are stacked in alternating directions and it creates a whole, sturdy tower. As blocks are removed, however, the tower acquires holes and loses its sense of solidity. Eventually the loss of blocks becomes too much and the tower can no longer support itself. As a result, it falls. The remaining blocks are thrown to the floor and there is no sense of structure or connection. 

Metaphorically, each block represents an individual within a group and the tower itself reflects the community. In order for the community to stand, it needs the support of all the individuals. If people lose sight of the common goal, or fail to support others, they leave gaps in the network of relationships. Enough gaps will cause the community to weaken or fall. Therefore it is important that individuals reinforce the structure of their surroundings and continually support the values and people around them. 

While the blocks are being removed, I am reading a poem entitled “In Community” by Sailing to Windward. The poem was chosen because it connects the Jenga blocks to the idea of community and its structure. Lines in the poem stress the importance and benefits of maintaining interactions with others as opposed to individualism. The final lines are read after the film has been reversed to portray the idea of community being used as a healing process. Even after difficult times have passed and left relationships broken, there is always the possibility of coming back together. 

Nonviolent Crisis Intervention

 

   Last week I had the honor of attending a CPI seminar that focused on strategies for nonviolent intervention. The event was made for those who interact with the mentally impaired or learning disabled, but I figured it would be beneficial for my career. I definitely figured right. Every piece of information was insightful and very helpful for analyzing tense and emotional interactions. I was also able to ask questions about previous situations that I experienced, as well as possible scenarios that I may encounter. I left the seminar feel much better prepared for handling student conflicts appropriately and I would highly recommend the session to anyone who interacts with others.....so basically everyone.
   To summarize, the seminar talked about different emotional states and how we should react to them. The goal is to calm the person and resolve the conflict before any kind of violent actions occur. There are four different behaviors which are paired with four appropriate responses. The behaviors start at anxiety and may be followed by defensiveness, physically acting out, and tension reduction. Responses of their caregivers or educators should be supportive, have clear limits, and a predetermined emergency response procedure. If any violent act were to occur, re-establishing communication is essential.
   Overall, I gained a great knowledge base by attending the seminar. I even got a certificate of completion! Definitely a bonus.

Duct Tape Discipleship

As an intern for the middle school ministry at my church, I have a lot of fun interacting with and encouraging kids in a major period of their lives. Three times a week the kids meet for games, small groups, large group activities, sermons, and many other crazy events. Each day is unique and the experiences I make reaffirm my aspirations to become an educator. Every year it amazes me how much they change as they develop into adults. It is even more amazing to see what God does in all of their lives!
My internship focuses on the Discipleship group that meets every Wednesday night. The purpose of this group is to allow the kids who seek more than just fun and games to come and deepen their understanding of faith. We wrestle with important questions such as: What is my identity in Christ? What should my relationships look like? Or how can I deal with divorce, bullying, or loneliness? I am honored to be a part of this group because middle school is often when a child decides whether or not to make their faith serious, or to leave it all together.
While planning out the year, I decided to plan some sort of artistic activity and integrate it into a relevant spiritual lesson. We decided upon duct tape objects, because it is a fun medium for both boys and girls, and it would be sensitive to the fact that they do not necessarily want to do "art" at church with their friends. The lesson was about focus, so I told them an anecdote from my life and discussed how losing focus on faith can be very easy. After the intro I asked them to create something out of the duct tape that could be used as a spiritual reminder.
We had many different colors and patterns of duct tape, and I left the object requirements up to the students. As a result, most of them ended up creating items such as wallets, pen toppers, bracelets, and even a pair of duct tape suspenders. At the end of the night the students presented what they made and explained what its purpose held. For instance, the suspenders helped a student to "hold up my faith". They were all very creative and I was amazed at the meaning they could place in duct tape!

Stuck on God!

Gender Perceptions

Ironically, all my ED classes have recently touched on the topic of gender in society. In Child Development, I read about the almost unnoticeable difference in development of children living with same-sex parents, as well as how they come to perceive gender roles. In my Diverse Perspectives in Education class, we discussed how teachers could include the change of gender roles in curriculum.
Most people have their own opinions when it comes to gender roles, therefore I feel uncertain how to approach these issues in the classroom.
For instance, when I was observing a preschool classroom earlier this week, I heard one boy say "Did you know that I am a boy and I like a girl color??" He was coloring with a purple marker and seemed pretty proud of his favorite color. What is the appropriate response to statements such as these? Ideally, the students should learn to broaden and question the validity of stereotypes. But could breaking stereotypes set certain students up for social failure? I also noticed that many preschool classrooms have a corner where students can play "house". Does this hinder stereotypes or could it possibly be used to break them?
Overall I found it really interesting to observe the perceptions that preschoolers hold. Did the boy think that purple was girly because someone specifically told him that, or because he observed it? As a future educator, I need to think about what I am specifically telling my students, and what I may be portraying unconsciously. Not only with gender, but with other stereotypes as well.

More Than a Craft

Despite the unique and exciting studio classes that I have taken, I find myself continually drawn to textiles. There is something about the colors and feel of fabric, thread, and yarn that inspires me to make something. I also love that it is so accessible to those who do not claim themselves to be "artists." It is a friendly and safe medium that holds endless opportunities for creativity. It is also a medium that can promote and create community, which is an important value for art.
When I graduate and no longer have access to the materials needed for metalsmithing, I plan on exploring the world of textiles. As awful as it sounds, I almost get anxious for the day when I am no longer pressured to pursue metals when I see the work of some textile artists. For instance, I've always liked the technique that Susan Shie uses on her quilts. I mimicked the approach in my own quilt and it was one of my favorite projects. I would love to make more as soon as I get the opportunity.
Today I stumbled upon Susan Lenz, and her site, susanlenz.com. All her work and blog posts are so inspiring!
As lame as it sounds, I think I need to add the International Quilt Festival to my bucket list....

Casting a New Experience!

Why is it so fun to be an art major? Because things are always being made new. No matter if I am trying something new, or replicating a project for the hundredth time, the unpredictable seems to show up and keep me on my toes. Although this is sometimes irritating, it keeps me challenged and engaged. Life is made better with new experiences, not complacent or comfortable ones.
My most recent new experience came from my intro to sculpture class. For the past few weeks we have constructed wax models and coated them in ceramic. Then came the best part: pouring the bronze. I have casted metal for jewelry before, but the much larger scale of the bronze created an exciting and high energy atmosphere. The heat and weight of the bronze gave me a sense of accomplishment as we poured them into ceramic shells. And they all turned out great!
Anyone who tries this process cannot deny that art is cool.
Too bad this experience would be difficult to share with my future 3 to 12 year old students....

Flash Animation: Community

Caterpillar Connection

            Continuing with my big idea of community, I created a flash animation that focuses on the connections that create communities. Connections are made when people relate and work together for a common cause, not by being the same. Discussing the value of connections with students may help the classroom to become a better community. By using bright colors, silly looking caterpillars, and simple expressions, Caterpillar Connection was meant to portray the big idea to even the youngest of students.

            The story follows the activities of caterpillars inching along and interacting with others. At first, however, these interactions are only between caterpillars that look the same. When the yellow caterpillar cannot find a similar friend, the viewer questions how valid the social constructs are. This idea can relate to social struggles with discrimination, segregation of visual characteristics, or lack of empathy between people. Often, these structures are accepted by society and it causes individuals to feel ostracized. The yellow worm leads the students to empathize and think about how their actions may affect the feelings of others.

            Fortunately, two caterpillars with mustaches to come and break the social norm. By sharing his mustache, the caterpillars look more similar. This symbolizes the use of empathy, which can reveal hidden commonalities between people. Once these caterpillars make a connection, they are transformed into butterflies of unique colors and designs. Now that they no longer match each other, differences are no longer a factor in their interactions. The mustached caterpillars model what students should do in a situation where someone else is disconnected from a group.

            As the butterflies fly away, other caterpillars take notice. They begin to make new connections as well, which symbolizes the spreading of community through many different connections. They too become butterflies and join the rest up in the air. This  shows students that others will notice their actions that break the norm, causing a chain reaction of positive actions. 

In a community, a person can become greater than what they would be as an individual. When the caterpillars find other similarities between each other, they become butterflies that are even more beautiful. The big idea of community is important to teach young students as they develop relationships among each other. Social structures that are built in the classroom are later used as a structure for other relationships. Therefore this video can encourage young students to be inclusive.

            Basically, this animation illustrates the importance of acceptance and empathy in order to create a connection with others. Practicing these values is essential for relational success, as well as a healthy sense of self. People were created to live in community, and this animation reminds the viewer to live with a little more love. As a result, the connections made by love will improve the student’s success in all aspects of life. 

Equal Opportunity for Some

   According to Horace Mann, education in America is "...the great equalizer of the conditions of men, the balance-wheel of the social machinery." If men cannot be born equal, then they can be formed into equals through education.  Although Mann's statement seems ideal, I doubt its possibility. It is true that education is essential for success, but education alone cannot secure equal opportunity. 

   Reading Annette Lareau's book Unequal Childhoods has revealed to me a disheartening truth: a child's social class and family dynamics have the potential to overpower the influences of education. Lareau's observations conducted in the families of varying economic and social classes showed that education cannot always undo the structure that a child is born in to. The "American Dream" places rose colored glasses over our perceptions of classes.

   Unfortunately, most of society will not accept the argument that classes exist let alone that they restrict opportunities. Therefore educators and politicians are blamed for any inequality in schools. This places a lot of pressure on the educational system to combat any negative effects of parenting styles or economic restrictions. 

   When every student is so different, achieving the expectation of standardization is daunting and often ineffective. Giving every student and equal opportunity does not mean giving them all the same experience. So what should be done? Personally, I do not know. So far Lareau's book has created more questions than answers for me. 

   Despite the lack of answers, I would recommend Lareau's book. Her observations have encouraged me to ask hard questions about social structures and my future teaching techniques. Hopefully being aware of the questions, even if I do not know the answers, will remove my rose colored glasses and allow me to teach in the trenches of the war against inequality. 

   

Putting on the Art Teacher Apron

Often when I tell people that I am studying to become an art educator, they respond with surprise or a quizzical look. Most likely this is because I do not act or dress like the stereotypical art student (a.k.a. a hipster). Although I do wear skinny jeans and scarves, my attire consists mostly of casual athletic looking clothes....even though I possess no athletic ability....sheesh who am I???? Maybe I should be a gym teacher....
Ironically, I saw my elementary gym teacher at Big Apple Bagel yesterday and the first thing I noticed was her complete lack of "gym teacher clothes". Instead, she was wearing nice jeans, a fitted jacket, matching shoes, and her hair was perfectly curled. If I had not known her, I would definitely be surprised to hear she teaches fitness to youngsters.
Why do we expect certain people to dress a certain way? If I refuse to change my wardrobe, would the lack of "art teacher" appearance hinder me from finding a job? I realize that first impressions are important for interviews, but how much does my everyday look affect my artistic success? I have thinking about this alot recently, since I will begin my student teaching within the next year. Should I prepare myself by buying more clothes to fit the stereotype??
Maybe I'll just make an artistic apron and put it on when I become an art teacher....just like superman and his super suit :)

A Bad Example....

      As I am pursuing a career in education, I am constantly comparing my professors in order to gain a better idea of my own teaching methods. Some educators inspire me to be better, while others give me good examples of what NOT to be. Every student learns differently and it takes all types of methods in order to make a well-rounded educational system, but some methods are better left out of the picture.
      Unfortunately, the bad example I found today came from Grand Valley's Honors College. A friend of mine is taking a European civilization class, which includes some areas of art. What upset me is that she said her class is required to memorize a list of pieces, the artist, and medium. How is that learning art?!?
      I have no idea who the professor is, but they are missing out on the bigger ideas behind art history. Students are asked to memorize important pieces, but do they even know why they are important, or how they reflect the culture?? Although it is good to be familiar with artists and their work, the professor is not teaching them how to apply the information at all.
      Hearing my friend complain today gave me a good educational goal: Don't be a passive teacher. I should never fall into the complacent and outdated pedagogy of teaching raw information and expecting it to be repeated back. This will not result in a broadened mind, or even an interest in the subject being learned.
      I should have this professor read my last blog post..... :)

Teaching How to Learn

      If you ask any child why they go to school, it would not be surprising if they responded with “to learn.” What is surprising, however, is that many students today are being taught the goals and rewards of learning, and not the process of learning itself. What does it mean to learn? Why has “learning” and “going to school” become synonyms within our society? These are important questions to ask as an educator because the answers will greatly shape, both positively or negatively, the pedagogy used upon students. 

When I think of learning, I think of the acquiring of knowledge. Almost like a sponge, a mind that is learning is absorbing information. Filling the sponge may be done by anyone who comes into contact with the student, whether they speak truth or not. Once the sponge is full, the student is labeled “well-educated” and sent on their way through life. This perspective of learning, however accurate it may be, is far from the ideal picture of education. Students cannot be trained only to consume information, but taught how to process and apply it within real experiences. 

Reading the work of influential thinkers such as Thomas Jefferson, John Dewey, and Ken Robinson has reshaped the way I think about education. My new view can be summed up with a quote by John Dewey from his book Democracy and Education; “Since education is not a means to living, but is identical with the operation of living a life which is fruitful and inherently significant, the only ultimate value which can be set up is just the process of living itself (Dewey, 1916).” 

What this means is that in order to learn, students must experience learning in the same way that they experience life. Schooling should not separate life from learning, or exclude outside experiences from the classroom. Education should teach the skill of acquiring and processing knowledge in all contexts rather than the skill of repeating raw information. This leads to a more complex question: how can educators facilitate this kind of learning in an effective way?

According to Tina Barseghian, students experience learning more when educators teach less. If the student is constantly being instructed through the traditional methods of lecture, book work, and tests, what they are learning is how to survive as a student and not why the information is beneficial to their lives. Although some students may never grow up to use specific skills from subjects such as geometry or chemistry, the skills can be connected to experiences that could enhance other experiences. Basically, the point is that students cannot learn if they remain behind their desks.

Teaching methods should be active and relatable in order to fully engage the student. Ken Robinson argues that children cannot focus on “boring stuff” in school when the outside environment is so fast-paced and stimulating. Therefore, education should incorporate movement, visual stimulation, and freedom within the methods of teaching. Similar to what Deb Roy demonstrates in his Birth of a Word video, we must adjust ourselves to meet the students where they are before development can move forward. 

A good method for teaching can be seen within subjects such as music or art, where learning must be hands on. Being an art major myself, I can confirm the theory that experience based learning can benefit all subjects. My ability to think creatively and divergently, thanks to art studies, have helped me in the “process of learning for transfer” between all subjects (Barseghian, 2010). Unfortunately, teachers of other subject areas may struggle with creating a similar hands-on curriculum because they lack divergent thinking themselves. If educators are given the right resources, support, and time, however, school pedagogies can be turned towards a more relatable and engaging direction.

Working in groups, for example, is a great way for students to experience learning in all subject areas. Group collaboration encourages a common goal within a community rather than the creation of standardized individuals. It would also connect learning to real life, because life itself is never experienced alone. When students are taught individually, it separates and weakens the overall potential of the group. Working together, therefore, would create students that are less passive and more beneficial to society. 

There are other ways of leading education towards experience based learning, but it results in a pedagogy that is difficult to assess in students. If students can create their own curriculum based on their interests, as seen in the Reggio Emilia approach, how could we enforce accountability in every school? And if students work in groups, how can we observe individual understanding? Barseghian suggests using portfolios and projects rather than standardized tests, but that requires more work from educators. Until society values the quality of education more than the quantity, schools may never put the effort towards deeper learning. 

Overall, the educational system is not a complete failure when it comes to helping students learn. What educators need to realize, however, is that pedagogies should integrate the unique experiences in each generation. The process of learning is something that occurs naturally in development, therefore teaching methods should follow what is natural rather than standardized constructions. If educators followed this approach, students may find more accurate connotations for the word “learning”.

References

Barseghian, T. (2012, September 13). How do we define and measure “deeper learning”? [Web log message].

                Retrieved from http://blogs.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/ 

Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.Roy, D. (2011). The birth of a word [Web]. Retrieved from http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html

Robinson, K. (2010). Changing paradigms [Web]. Retrieved from http:// sirkenrobinson.com/skr/watch

Postcards From a Community

      All my postcards were made from photos at the The Bitter End coffee shop near downtown Grand Rapids. Coffee shops have always been a good place for people within a community to form smaller communities, therefore I thought it would be an appropriate place to express the “Big Idea” of community. My definition of community is a group of people who share something; whether it be memories, living space, similar interests, or common goals. 

      Postcard one represents my own memories within a community. I often meet with friends at coffee shops to have deep and meaningful conversations. Those relationships and conversations have greatly influenced who I am and how I think. When I return to the same coffee shop, I not only see the shop itself but the memories I made there as well. The photos on the wall have been replaced with my own pictures to represent the experiences that could be attached to the coffee shop community. 

      Postcard two is more of a surreal image that suggests shared dreams or activities. In a concrete sense, communities include things such as pools and vehicles. Communities may also use things such as tires and swimming rings as tools for recreation or everyday life. A coffee shop may offer the same type of recreation to an adult as a pool would to a child. Either way, they are all experiences that are created with other people. 

      Postcard three includes the statement “everyone is the same in different ways.” This phrase describes an abstract way of thinking about community. No two people within the community are exactly the same, yet the community as a whole is formed by similarities. The same phrase can be applied to coffee or coffee shops in general. Not every shop is the same, and not every brew of coffee is the same, yet all coffee shops serve their customers and share a similar purpose. 

      Living within a community is both a personal and universal experience. The world is a community broken down into smaller and smaller communities. Where someone finds community depends upon their own perception and needs. For me, coffee has been a useful tool for creating and maintaining community with those around me. 

Postcard #1

Postcard #2

Postcard #3

Chicago Expo 2012

Went on an adventure through Chicago yesterday!
Mostly I went to the Chicago Expo, which was both impressive and thought provoking for me. As a spectator I was overwhelmed by the thousands of art pieces as well as the important looking gallery representatives. It was crazy to witness the large transactions of art between such diverse galleries and people. I almost felt inadequate because I did not have a foreign accent, spiffy clothes, or the ability to afford anything there.
The fact that I was a poor college student, however, did not prevent me from feeling like a kid in a candy store. It was hard not to be inspired by all the creative pieces or excited by the recognition of work from familiar artists. It is amazing how art can communicate so well through different cultures and those of different economic levels. I was disappointed, however, by the fact that there was hardly any metals work to be seen. I realize that 2-dimensional art sells better, but I feel like the chance to see international metal work was greatly neglected. Maybe that is just my biased opinion.....
Witnessing the Expo also made me wonder how the value of art is determined. Is it by the artist's skill, their name, or by the gallery's name? Do artists need a gallery representative in order to become credible? Some of the pieces, in my opinion, needed a good explanation as to why they were worth thousands of dollars. As an art educator, how could I explain to my students the commerce behind art? I have definitely realized that there is much to learn about the world of art dealers.
Overall the Expo was a beneficial experience. Being exposed to the representation and dealing of art gave me a behind the scenes perspective to galleries or museums. It would be interesting to learn the stories behind the art that hangs on public walls. Why was it chosen to be there? Where was it purchased? What relationships exist behind the piece? I left Chicago with more questions than answers, but sometimes the questions themselves are more influential.

Educational Bucket List

As a senior in college, I am getting pretty antsy to start teaching and experimenting in my own classroom. I have so many ideas and so much ambition towards leading young minds! Being an art education major, however, means I must patiently wait two more years before I've finally earned my degree. In the meantime, I can dream about the adventures in my future classroom by making an educational bucket list.....

1. Have more students sign up for art each year

2. See a student grow confidence through art

3. Watch my students graduate 

4. Have a student remember me years after they have left

5. Host extra-curricular art activities

6. Remember every student's name

7. Create inspiring room decorations

8. Be the most organized teacher in the school

9. Host class outdoors

10. Create "real world" art experiences

11. Make every student feel worthwhile

12. Organize an effective and influential fundraiser for the arts

13. Never settle for less then my best

14. Encourage others daily

15. Teach metalsmithing

16. Learn and use sign-language

17. Learn something new from my students

18. Keep my curriculum relatable

19. Make an incredible mess

20. Integrate my class with other teachers

21. Create leadership possibilities for students

22. Never allow my budget to hold students back

23. Inspire a student to be an artist or art educator

24. Become a mentor

25. Be a positive influence beyond the school setting

26. Create unique classroom traditions

27. Become an asset to my school

28. Give each student a foundation to build upon

29. Selflessly serve others

30. Help students discover who they are

31. Provide a safe and inviting space

AND

32. Love every day of my job!