SchoolArts Magazine

SEP 2019

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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2 800-533-2847 | water; they showed me reflections in mirrors, bubbles, even the pupil of an eye. One concept involved time flowing through a mirror! Outcomes One unexpected outcome of this project was the bonds of friendship that students expressed with their classmates. Some students included elements of their friends' present and future within their own pictures, connecting them through small images of photographs, views from a distance, and other means. I also shared information about brain research to encourage students that this work could be important in real life, including the creation and strengthening of pathways in the brain, as they con- centrated for hours to draw, detail, and color their own strengths and the things they strive for. We discussed visualization—how we create twice: first in the mind and then in actuality. Visu - alizing a future we believe in can help us persevere through challenging times and gain the things that are truly important in life. It is notable that none of my students included a life of wealth, celebrity, or fame; their visions focused on family, love, and adventure. Lasting Visions I did not expect this lesson to take as long as it did. Students themselves directed the amount of research, practice, and effort they put in, several coming in at lunchtime just to work on their pieces. They were absorbed for hours in their reflections, and through think - ing, quiet discussion, and discovery, students' artwork emerged as a lasting vision of a life where they could become their best selves. Jean Paradis is an art teacher at Tucson Country Day School in Tucson, Arizona. farhavens@ N A T I O N A L S T A N D A R D Connecting: Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding. W E B L I N K Webb's Depth of Knowledge Guide: documents/resources/Webbs_DOK_Guide.pdf H ow do our thoughts about the past or the future shape our present lives? How can our hopes and dreams cause us to reach toward our best selves? These were the questions I asked myself in designing this absorbing les- son. The process led students on an insightful journey of self-discovery and to deeply satisfying and beauti- ful outcomes. During the lesson, I developed questions using Webb's Depth of Knowledge (DOK) model. DOK is used to analyze the cognitive expectation demanded by standards, curricular activities, and assessment tasks. Levels two through four enable students to learn more through talk- ing and listening to each other. Introduction I asked students to define the word "reflection" and recorded their answers in a discussion session to add Jean Paradis Vision is the first place where you begin to engage your thinking about what is possible for you. —Brian P. Moran and Michael Lennington, The 12 Week Year REFLECTIONS ON THE FUTURE to my slideshow. In the slideshow, I began with a few photographs of reflections in nature, showing simple scenes of trees in still water, then rippled water. I moved to paintings of reflections in nature, and finally to a set of surrealistic artworks showing different artists' treatment of the con- cept. I finished with two photographs in a series by Tom Hussey about the powerful concept of time in which the subjects see their younger selves reflected in mirrors and windows. Many insightful ideas and theories poured out during the slideshow. I asked students to write observations, words, and even quotes or song lyr- ics that came to mind. These would be used as keys to open avenues of thought for creating. Engagement I explained that students would cre- ate a reflection of the future: "How do you see yourself in about ten years? You will be about twenty-three or twenty-four years old, starting a career, a family, or however you may envision your life." I asked them to share ideas with a partner and write a list of things they might dream of. I emphasized that the dreams must be reality-based—no space aliens or dragons. I showed them my own reflection drawing, created when I was fourteen years old. At first, students were over- whelmed by the seemingly infi- nite possibilities for their future. I reminded them that they could pick just a few things to focus on, again showing them my drawing, which portrayed about three elements of the future. I could even show them which of the things came true (I bought a horse), and which did not. This got them started and, with the addition of small group mini-lessons on drawing the human body and other images, students gained confidence and were on their way. Students rendered their final drawings with the color media of their choice. Individualized Expression I was impressed by students' level of concentration on their work. All Through thinking, quiet discussion, and discover , students' artwork emerged as a lasting vision of a life where the could become their best selves. Caption discussion centered around their projects, and strong individual ideas began to emerge. One result of these responses to the idea of reflection was that students began to imagine different ways of express- ing the concept. For example, I had shown them reflections in pools of CONTINUED ON PAGE 50. Caption M I D D L E S C H O O L 40 SEPTEMBER 2019 SchoolArts SCHOOLARTSMAGAZINE.COM 41 CONTINUED FROM PAGE 41. Wouldn' our students love to see their artwork on the cover of our Art Advocac Monthl lanner? We would! Eac ear, Davis Publications creates a planning calendar full of artist birthd s, holid s, quotes, and articles on advocac . In 2020–2021, our cover will showcase student artwork that reflects on celebration. Submi our students' work tod ! For more information, visit . our program, an our students! PROMOTE A U G U S T 2 0 1 9 – A U G U S T 2 0 2 0 Planner MONTHLY A R T E D U C AT I O N A DVO C AC Y G U I D E 50 SEPTEMBER 2019 SchoolArts

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