Teaching Artist Reflection: Introducing students to various artists. Changing the sequence with homeroom classroom sessions and art classroom sessions in order to keep students engaged. Introducing students to materials normal not used in school for creating a mobile.
The collaboration, time and dedication of the art instructor Robert Garcia. Because of his tireless dedication to the program we were able to introduce to the students an arts/literacy based lesson.
MCLT Reflection: The hands on aspect and the creation of 3-Dimensional projects seemed to go over the best. Many of the students were able to make the connections outside of the classroom with the railroad card sculptures and many of the large sculptures around the city. The students also did well with the symbolism sketches and were able to make the connection of visual symbolism and and literal devices such as metaphor and simile.
What did not work?
Teaching Artist Reflection: I write this with the understanding that the behavior problems in the classroom made it difficult for the instructor to participate.
Teacher participation and lack of collaboration (with the exception of the first planning meeting) in the development of the arts integrated unit. The follow up to the literacy component after the first planning meeting by the instructor. To show how the book, Kidnapped II, fit in with the literacy component of this unit.
There were strong behavioral student issues that made it a very hard environment to work in. A majority of the time, we were constantly having to stop the sessions (and lost a lot of sessions). Students were not held accountable for their disruptive behavior by the administration which only contributed to the problem in the classroom.
MCLT Reflection: Due to many scheduling issues it was hard for the team to get on the same page. Classroom behavior caused pacing issues with the projects. It was great that the students were exposed to the newer materials and tools, however if there was some way to make the class periods longer, it might have helped with the mobile projects, because of everything that needed to be distributed every time the students came in, if they could have had two hours, thier flow might not have been interrupted as much and they may have accomplished alot more. I feel that some of the issues were the timing of the art classes this year, these students had art once a week on Friday afternoons, two hours before school was dismissed. If the class was scheduled earlier in the day or earlier in the week, the students may have had more focus.
What questions do you still have?
Teaching Artist Reflection: How would this project have developed if teachers participated more in the planning, literacy development and involvement/attendance at the professional developments? How would this project have developed if student behavior wasn't an issue? How would this project have developed if the teachers at Hoyne had support from the administration?
MCLT Reflection: I am wondering how I may expand upon this project beyond the CAPE PDP, and how I might adopt it or if I should for this grade next year. The older two grades did seem to embrace the program more. I also wonder if I should also attempt to continue the format of this program and ideas for the upper grades (7-8) especially since they have already participated in it in past years.
What new ideas do you have?
Teaching Artist Reflection: none
MCLT Reflection: I deffinitley want to add more 3-dimensional projects to the curriculum especially if I can tie it into literacy.