1. Ugh. The downside to teaching art is you always have those 1 or 2 students (or 3, 4, etc) who, even though they are aware that their assigned project has requirements, they want to argue with the teacher on how that since “this is an art class”, they think that they don’t have to follow the project requirements and that they’re being “creative”.

    "I thought we could do what we want…"

    (I do review the grading rubric with the entire class…I know most of them don’t really absorb the information, and I’ve tried several ways to review rubric so they understand it.)

    I try to explain to them that in the real world, if you’re boss gives you an assignment, you’ll need to follow the rules and you just can’t do what you want.

    And then I get the retort, “But this is school.”….*sigh*

    And so they wonder why their project was graded down…Art teacher life?

  2. The end is near!

    We only have 5 weeks of school left! I’m always amazed how summer quickly sneaks up!

    Since we’re on our last projects of the year in my classes, I don’t have as much that I need to prep anymore…It’s odd. I suddenly have all this free time! (But I feel like I should be prepping for something…)

    I am giving final exams in my classes but I don’t think they’ll be actual tests (our school doesn’t define what a “final exam” is), but I’m mostly doing it so my seniors actually show up for class since they finish a week before the 9-11th graders. I’ll probably do a portfolio review of the semester, a critique on our last project, and some writing about art.

    I’m also thinking of having my current students write letters for the future students about my class…Plus that’ll give something my students can read for next year.

  3. Sometimes when I’m sitting in a staff meeting or professional development, I feel inadequate from my colleagues…I don’t know why…I think when I hear all their ed-jargon, I wish I could speak like them…Not that I don’t use ed-jargon, but I just don’t think of brilliant ideas like they do.

    Maybe that’s normal for a 2nd year teacher??

  4. Starting a new unit tomorrow on papier-mache that I’ve never taught before.

    I always start with a PowerPoint usually on the history of the material….yes, we should just jump into the art-making, but I feel better by giving some context.

  5. Once a week, my students complete a warm-up where they write about a quote by an artist, and then copy an artwork by that same artist. Today’s was Francisco de Goya, and this Spanish artist has some gory artwork…I had one student today who flat out refused to copy this painting (above) because she thought it was violent and disgusting.

I didn’t say anything about it because she communicated it by writing a note in her notebook.

Is it a really gory painting? I don’t want to feel like I’m traumatizing my students. (Btw, this is high school…)

    Once a week, my students complete a warm-up where they write about a quote by an artist, and then copy an artwork by that same artist. Today’s was Francisco de Goya, and this Spanish artist has some gory artwork…I had one student today who flat out refused to copy this painting (above) because she thought it was violent and disgusting.

    I didn’t say anything about it because she communicated it by writing a note in her notebook.

    Is it a really gory painting? I don’t want to feel like I’m traumatizing my students. (Btw, this is high school…)

  6. Papier-mache shoes or papier-mache letters?…

    I think papier-mache shoes will be more challenging, but also more fun for the students! Now I need to sit down and figure out how to create one!

    I taught a lesson in creating animals/creatures, but you can use mostly organic shapes for that. I did collect a lot of cardboard because I was originally going to teach papier-mache letters, but I think I can somehow use that cardboard for the shoe…

  7. I always have one or two of these a year:

    Whiny seniors.

    They whine about EVERYTHING it seems. Like, why do they have to follow the requirements for the assignment? Why do they have to take the quiz today? Why can’t they just take the worksheet home to finish instead of finishing it in class? Why do they have to be at school so early in the morning?

    (Is it entitlement? Is it senioritus? Is it normal 17-18 yr old behavior?…Or maybe they’re whiney like that at home and their parents just give in at this point?)

  8. Was I wrong for giving a 2 min speech to one of my students, after class, after all students had left, that I think he’s taking the easy way out of everything in our drawing project, and that I expect more effort from him? That I want him to take a chance and push his creativity?

  9. AND these are the results from our first big unit in the drawing class. Students learned about contour drawing and drew various sea shells from observation. They learned how to enlarge their sketches while drawing. They also learned how to create a composition using the Rule of Thirds.

    THEN, students learned the fundamentals of shading, and then shaded their shells using pencil and blending stumps. Luckily, even if their drawings look lumpy, the shading usually makes everything better.

    This was our longest unit…it took about 8 weeks!

    Usually students choose the hardest shells, because they look really cool, but then quickly realize how difficult they are to draw.

    The thing I kept emphasizing during the shading process was that we wanted to get rid of the lines…we didn’t want to see the original lines from the drawing.

    BTW, these were made by a mix of 9-12th graders!

  10. The next set are masks…students had to use appliques and texture. The mask also had to convey something about themselves. I kept the requirements pretty broad this time.

    We used a “face mold”, unfortunately that means the masks are all about the same size and shape.

    These will be painted with acrylic paint.

  11. Alright, time to share the wonderful ceramic artwork my students made last semester! Some are being glazed, others painted.

    The first set are from a “Surreal Creature” unit where students had to combine 2 or more animals, and most of the construction was made using pinch pots. The creature had to have some sort of texture.

About me

28 year old high school art teacher who likes to paint, draw, read, and craft. In my town, there is a street called "Paintbrush Drive." users online

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