Just to Recap: Over the course of 4 sessions we are focussing on the Sketchbook as an implement for learning.
You can drop in on any session this spring without feeling that you have missed anything as each session is designed to stand on its own. The next one is 04.07.2015
Each sessions will include:
- sharing sample student sketchbooks
- participating in a variety of sketchbook practices taught by peers
- reflecting on the process of student thinking and making the thinking visible
The sessions will be guided by these principles highlighted in Making Thinking Visible:
- Identifying Patterns and Making Generalizations(2/10)
- Generating Possibilities and Alternatives(2/10)
- Evaluating Evidence, Arguments and Actions(3/3)
- Formulating Plans and Monitoring Actions(3/3)
- Identifying Claims, Assumptions and Bias (Upcoming)
- Clarifying Priorities, Conditions and What is Known (Upcoming)
“Fish Frenzy”
In exploring principle 4, “Formulating Plans and Monitoring Actions,” Deb shared a weekly homework assignment from her high school art class. This recurring assignment begins with a prompt, i.e. fish frenzy. Students then have one week to complete an artwork in response to this. Deb provides students with an Idea Generator List:
In exploring principle 4, “Formulating Plans and Monitoring Actions,” Deb shared a weekly homework assignment from her high school art class. This recurring assignment begins with a prompt, i.e. fish frenzy. Students then have one week to complete an artwork in response to this. Deb provides students with an Idea Generator List:
Students work from the impetus of the prompt and examine their thinking through the lens of the list, inspired by Rouke’s Art Synetics, and create a thoughtful, engaging artwork. The prompt and list work in unison to scaffold student ideation while removing the impediment of generating a “new” idea that so many students struggle with. As part of her sketchbook demonstration, Deb had us take ten minutes to experience this process and you can see our interpretations below.
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Our 10 minute fish frenzies
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“Artist’s Statement”
Addressing principle 3, “Formulating Plans and Monitoring Actions,” Erica introduced us to her plan for teaching students to write artist’s statements. Erica demonstrates the breadth of information that can be covered by providing her students with the artist statements of various prominent artists. Erica’s generative approach addresses the daunting task of writing such a statement by dissecting and chunking the process. Erica gives her students a note-catcher that builds a word bank for students to use while creating their statements. This building is done by having students record the first words that come to mind about topics such as goal, influences, and form of work, and then use a thesaurus to further build the language that will be used to speak about their art.
By having students draft an artist’s statement, Erica is not only satisfying the GLE “I can explain my thinking in detail about how and why I create artworks,” but she is helping students to find their voice, to think purposefully and intentionally, and to reflect upon what they created.
Addressing principle 3, “Formulating Plans and Monitoring Actions,” Erica introduced us to her plan for teaching students to write artist’s statements. Erica demonstrates the breadth of information that can be covered by providing her students with the artist statements of various prominent artists. Erica’s generative approach addresses the daunting task of writing such a statement by dissecting and chunking the process. Erica gives her students a note-catcher that builds a word bank for students to use while creating their statements. This building is done by having students record the first words that come to mind about topics such as goal, influences, and form of work, and then use a thesaurus to further build the language that will be used to speak about their art.
By having students draft an artist’s statement, Erica is not only satisfying the GLE “I can explain my thinking in detail about how and why I create artworks,” but she is helping students to find their voice, to think purposefully and intentionally, and to reflect upon what they created.
Next Meeting…We will be grappling with identifying claims and bias, and clarifying priorities, conditions, and what is known. April 7th at 6pm.
Spring Sketchbook EXp. Part II