SchoolArts Magazine

Summer 2018

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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Page 35 of 58

buzzer sounds, and I tell them t o move to the next station. Giving clear expectations of both how the process is going to go and how students should behave is cru- cial to the success of the activity. O nce students begin, I remind them to start by reading their introduc- tion cards and using the media as e xplained. I rotate around the room and adjust instruction or materials where needed. Once the timer is up for each rotation, students move as a group to the next station clockwise around the room until they end up back in their original seats. Next Steps After students are back where they started, I offer them two options: 1. They can use media from the activ- ity to continue working on their speed dating piece; or 2. T hey can use the medium we jus t e xplored or another media of their c hoosing to create another artwork. Giving the option to do either is s omething I feel strongly about and feeds into the student-driven studio I am striving for. We use the following class period to reflect on their work and the activ - ity. We start with a walk around the r oom to view each other's work. Stu- dents look for what makes a success- ful work and how they might use that i nformation in their future projects. Students then photograph and upload their pieces to our online portal and write a short reflection. Final Thoughts Through this activity, I discovered that demonstrations are made more powerful when they are hands-on. Although students appreciate seeing me use media in short demos and can learn from that approach, they are much more willing to engage with new media when given an opportunity to use it for themselves. Also, by inviting students to inter- act with media without the pressure of h aving a "good-looking" final product, they are willing to take more risks. When the emphasis is on seeing what media can do, students are less stressed about outcomes and freer with their choices. In the end, most were satisfied with their results and many requested that we do this more often. Based on this experience, I think we will. Janine Campbell is a visual arts teacher at Byron Center West Middle School in Byron Center, Michigan. jcampbell@ N A T I O N A L S T A N D A R D Creating: Conceiving and developing new artistic ideas and work. W E B L I N K campbell-s-art-soup/ Merrick S. Gavin Z. SCHOOLAR TSMAGAZINE.COM 31

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