BLOG
PRACTICE - STRATEGY - PHILOSOPHY - QUICK TIPS - AVOID THE BURNOUT - FUNZIES
You scramble to the end of the year with final projects, AP exams, final exams, final grading, accommodating schedules for seniors graduating early and the three months of celebrations (eyeroll) prior, and of course the dreaded packing up of the classroom. It’s time for summer, and surprisingly… you. made. it. Summer has begun. Maybe you made vacation plans to travel, or sorted all your mail that has sat for “the 9 months of crazy,” or decided to clean out your basement (thanks for THAT pressure, Marie Kondo) of the mounds of boxes Tetrised into a closet, never unpacked from your move to your house 6 years ago. Or maybe, just maybe, you decide now is the time to sip some coffee and enjoy some fresh air for a whole 5 minutes on your porch. Regardless of your plans, it doesn’t take long before the 4th of July pops up and Back-to-School sucker punches you in the side of your head. How does this happen, each and every year? We all know what everyone thinks of teachers getting the summers off (#soblessed), and we all know the reality of our teacher life-cycle (#ifitwerentforsummersidbelyingonthesideoftheroadsomewhere). So what exactly is going on and what can we do to help dampen the effects of the rollercoaster of emotions? Transitions are hard. Transitions for toddlers are hard: “It’s time to go” is one of the worst phrases you can say to a kid that’s having a great time. What’s in motion, stays in motion. Ripping the toy out of the hands, jerking someone from there constant go, or reminding them that their finally found peace of vacation must end, inevitably causes a meltdown (external or internal). It has taken me years (seriously, years) to understand and acknowledge why, mid summer, I unexpectedly find myself bursting into tears and impulsively and randomly shouting about never having enough time. When we are in go-mode all school year long (constantly planning, reassessing, responding, problem solving), it simply takes a long time to allow yourself to stop and decompress. By the time I finally have a hang of that (which usually just means moving from two full time jobs of teaching and mothering, to just mothering with a smattering of attempting self care), I start receiving those emails about start-of-the-year institutes, thinking about when I “get” to go in to school to unpack my packed up room, and how to rewrite my already (finally?) solid AP Studio Art curriculum because we just found out that the curriculum has completely changed (don’t get me started on THAT, AP Art & Design!). This is also the time that I begin to dread working at all. Why can’t I just become a beach bum with zero responsibilities and endless funds? I realize these are all irrational and unachievable thoughts, and regardless of me actually loving teaching, I still wonder how to balance out the rat race. Managing the anxious brain. Thanks to these transitions, my brain goes haywire.
As teachers we are so programmed by the bell, but the period, by the start and end of our days, the beginnings and ends of each quarter, semester, year. Again, toddler analogy… but when that structure is no longer set into place by an outside force it can feel both incredibly freeing and also destructively overwhelming. As a parent, we are warned: “kids thrive in structure.” But man, does my inner Aries buck that for the chance to let loose; “No one gets to tell ME how to live my summer freedom!” The struggle is definitely real. Setting the bar low. What I’ve learned (and continue to work on), is that it’s best to be PROactive instead of REactive by setting attainable or, even, low expectations. I know, not rocket science, but this is really hard for me to do.
What have you learned about yourself in
conquering the summertime blues? Share your strategies and thoughts below!
31 Comments
About 7 years ago, there was a shift in how educators in Illinois would be evaluated, and the state moved to the Danielson Framework. 80% of the teacher evaluation would come from this framework, while 20% of your individual teacher evaluation be comprised of student growth. At that time, it was determined that individual districts would be able to decide how or where the additional 20% of student growth for this overall assessment evaluation would be collected, given a few options. Some districts decided that this growth should be tied to the individual teacher (if your particular students demonstrated growth or not), while other districts, like the one I work for, decided that student growth would be tied to the school's overall state mandated SAT scores, which in theory holds the entire school accountable for student learning, or in this case demonstrating standardized growth measured by a for-profit group. This is not to say that I’m making any judgements here (cough cough). But, turn back time those 7 years ago when the districts were still looking at which data to inform where student growth should be measured. I could say that that was truly when I started thinking about student growth in a larger sense. As I’ve spent the past 5 years exploring TAB (Teaching for Artistic Behaviors) and developing Choice in my classroom, I decided it was time to dig in to collecting authentic evidence of student growth, because regardless of what the evaluation stated, student growth was truly what I was most interested in anyway. At that same time, our school went 1 to 1, each student receiving a Chromebook, and while CANVAS (our learning management system- LMS, which seems to be similar to Google Classroom) had existed prior, now our school was moving lightening speed into the world of technology. Perfect timing! As always, there are a thousand ways to do this that may work best for you, and if we wait 5 more minutes, something new and better will be out there to use. In the meantime, here are a few that we have tried. Q: What are some ways that we can use technology to document evidence for student growth in our classroom? STILL SHOTS: iPad, phone, camera, screenshots, Chromebook camera Most students need to know what to document, how to document, and how often to document their process. Since they have their phones on them all the time, the phone is a great resource and students can upload to their Google Drive (with the App), or plug their phones into their computers/chromebooks and upload. Once you give them reminders, or expectations of how often, most students will continue to document on their own… and then post to their Instagram accounts. It’s up to you and the pace of your class as to how often. It also works great when you give the students specific expectations on what you are looking for in their documentation, or what it will be used for (demonstrate how you used repetition in this artwork; ask your peer a question about your work; explain how your chosen materials impact meaning; demonstrate planning through your sketches and research), students do a better job of documenting their process to hit those specific expectations, and not just some random shots. When using Google Slides (see portfolio below) and Docs, students can add these process shots, and actually annotate them with circles and arrows and text, or can screencastify themselves talking about their process shot and link it right in the portfolio. I (Janet) have spent time teaching my kids how to use a DSLR to photograph their work, but honestly, the iphone works great and is all that is really needed at this level, and the kids will just use their phones anyway. DSLR training (in my opinion), for the purpose of documenting artwork other than photography, is a worthwhile “good to know” and not a “need to know” skill. Our classes are semester long, so I really don’t teach DSLR photographing techniques until AP… and even then, I don’t feel like we have time to truly make sure they are getting those documenting and editing skills as they are also trying to assemble their portfolio. There are also really creative ways to create iPad stands with PVC and such (just google it). If you have a class or department iPad (thanks to grants!), you can set one up and have the students document their process or finished works, and then you’ll have all photos in one place. Janet has also created several different types of DIY light boxes and display areas for students to photograph against or in. That’s probably a different post, but if you make spaces for your students to access to document, you’ll find that they will indeed use them throughout their process. VIDEO RECORDING: Done on the chromebooks (there’s no excuse when the district provides- but we have run into quality issues for sure), on their phones, or renting or borrowing video and time lapse cameras from our school tech office/library) students can also use this easy to access option to…
Janet absolutely loves having students take timelapse videos of their process (especially longer processes like a multilayered painting or subtractive carving from a block of plaster). They can quickly review their results and bask in their achievements (from block to… something!). Some students become obsessed and now seem to timelapse all processes and share them on their own volition. To that, Janet says, “mic drop, I’ve done my job.” SCREENCASTIFY Screencastify is an extension/app to allow you to screen-record (I personally use Quicktime as I’m a Mac user). Also a great way to provide feedback to students. You can scroll through a document, and Screencastify can record your feedback, or students talking about their work to walk you through their thoughts. Joy uses screencastify to record the computer screen and the students voice while they are presenting their work in class. She then has a MP4 recording of the students so they can view it to improve their presentation skills and future content in their Sway (see below). This is also a great tool to use when you are making the transition to portfolio assessments. Q: What are some ways to organize the collected process evidence to demonstrate growth? GOOGLE SLIDES: Janet: I create a template for my students (they copy and paste) that has required information that they need to include, but I allow them to aesthetically do whatever they want to it. Level 1 templates are more structured (process, end product, specific reflection questions), and by level 3 and 4, I expect them to create a Google Slides portfolio that demonstrates their learning in their own framework. I still have guiding questions and such, but don’t provide an actual template for them to copy. Google Slides can be shared with me directly, where I have them moved them into a folder for that class so I can access at any time. I’ve also made several different submission links on Canvas for them to submit when they are ready, or when I provide an in-progress check. They can also just add to this portfolio each semester as they move into advanced levels, or into other art classes/media. Another goal is to support students who move into AP Studio Art, so that they are used to the process of documenting process, but also then have a collection of past works for their college application or scholarships and we aren’t trying to dig around last minute. In AP Studio Art, student Google Slides portfolios are created throughout the year, building including planning, process, and finished artworks. I keep all of these in one folder, to which all ap students have access to and share. When peer or group critiquing happens, they all have access to just open up their portfolios and create a slide right in the portfolio to comment to that artist. I also love that you can insert recordings, or photos, or whatever to show process. Downside? A lot of times the kids will insert videos from their personal Google accounts and I have to remind them to use their school account, or have to request access, which is just a little bit annoying. BLOGS OR WEBSITES: Joy- I have tried blogs and websites and my students were not into it. I started using Google Sites to create a file for resources and videos but we had a paid platform for the whole school so I was fine with staying with the paid platform. One thing to know is when you create a Google Site the content doesn’t stay year to year. You have to build it over every year. I would have too much content to keep redoing every year. Janet re Google Sites- I don’t use this but have looked into it… another teacher attempted this, but I think it takes up more time to do than is worth. SEESAW: Janet- I’ve not used this, but a lot of TAB teachers use it. My own children’s school/classes started to use this last year. As a parent, I LOVED THIS! I was able to see snippets of what the kids were working on in the classroom, I enjoyed hearing teacher and student interactions, and my kids would send me little learning videos which absolutely MADE. MY. DAY. (Working mom for the win with this app!) But, unfortunately, like all good things that are too good to be true, it lasted about two months, and I never heard a peep from my kids or their teachers again via Seesaw. This app is blocked in our district, and I personally found it not super user friendly on the teacher end of things. But, maybe I’m also just a creature of habit. SWAY: Joy- It is a Microsoft product that works like a “dressed-up” Powerpoint. I have always emphasized to my students to document and show your progress. I tried many different platforms but I have found Sway to be a wonderful way for my students to create a digital sketchbook and documentation of growth that can be made visible or kept for selective viewers only. “Making learning visible is key for reflection.” My students maintain a Sway for the whole semester that starts with the students submitted Artist Proposal. I do recommend that my students create a Sway first and do some searching for concepts/ideas based on a selected Theme. I have a standard based rubric that students have that helps guide the content they curate for each idea they propose. (Use a Google Form for Artist Proposal with a place to insert link to Sway.) Students can use the search bar provided in the Sway link to find content plus they can organize and design the slide layout to suit their style for presentation. Photos, YouTube videos, music, and websites can be uploaded to the link. My students are required to provide written reflections in a text slide in the Sway about the progress they have achieved and what problem-solving they have done and what do they think they need support with or need to change for a future project. *If the student adds you as a collaborator you can use a text slide and comment directly on the Sway link. My students present their Sway to the class and show the digital portfolio as a tool to explain and show the techniques, progress, and outcome. When the semester is complete the student has a portfolio to use for future references and technique building. I also like this platform because my students can share a link on college applications or share on social media platforms if they so choose. *side note I use screencastify (see above) *If the students use the school email to set this account up they will lose access to the links after they graduate. I recommend they copy the entire Sway and send it to their personal email or begin using their personal email. (Sway has a Copy option that sends the link to a selected email) This is their content and should be able to have control and access to it at anytime. Many of my graduates continued to use their content in college and impressed colleges when they shared the links they established that demonstrated their research, process, growth, and reflections. However YOU decide to document process, you will find a million options out there and you will have to figure out what works best for you and your students. Regardless of how you document, this data is so beneficial: it's eye opening to students to see their own growth, it's a fantastic start to showing your community what happens in your classroom, and it will support your students in their learning process as to WHY the make the choices they make. Remind your students and engage your community with how hard your students work in your classroom, to provide their amazing end products for consumption. What ways do you document your student’s processes?
Comment below to share in the dialogue! By All Contributing Authors (minus Todd who will join in when his Master’s Thesis is done-zo!) As mentioned in the AEC description, the main reason for this collective is to have a place to create positive discourse regarding what’s actually happening in the classroom, all the way to the bigger picture of art ed, and back to balancing work/home life. Below, our authors chime in on a few questions to start us off with this discussion. Q: If you could teach only one media, what would it be and why? Joy: Photography/Painting because I feel like they blend well together and teach composition, balance, etc. There is a beautiful mashup between a photography/painting student. I encourage my students to utilize their own reference images to compose their work. Composition is so vital to deliver an esthetic work of art. Matt: Since board game design isn’t really a media, I will go with the magical power of drawing. The skill sets connected to drawing, including hand/eye coordination, careful observation, compositional consideration, experimentation, and tactile expression, are all capable of influencing and assisting other media and artistic endeavors in both overt and subconscious ways. Janet: One. One media? Who came up with this question, anyway??? Being a jack of all trades and master of none, I will pass on this question. UPDATE: Ok, I got harassed by the collective, so I'll choose. I would choose Mixed Media. Does that work? I'd love to have a class that incorporates various media to create artwork. I love the exploration part and seeing it come together. If that's still a cop-out, then I would choose darkroom photography. Janell: One media: can’t choose, but class would be painting. I am always at peace holding a paintbrush. (Even when I painted the garage in high school.) This is my most mellow classes each semester. I teach oil, acrylic and watercolor and love the brushwork, the color, the layering and the problem solving (because there is always a problem.) Students are forced to practice, play, revise, and edit. I find it so much easier to get students to change and fix work in this class over drawing or ceramics. Frank: My brain can’t handle staying focused on one medium for too long (SQUIRREL!!). However, Painting/Drawing are my preferred media to convey ideas. A close second is ceramics because I love the therapeutic effects of the potter’s wheel and process of hand building. Elizabeth: I would definitely choose Photography. It is the medium I was using when I discovered and fell in love with art and it is definitely the language I am most comfortable speaking as a teacher. However, I fell in love with analog photography and I primarily teach digital photography, so it has and continues to be an epic and forced learning curve for me.. Regardless, I also love teaching composition, especially through collage. Q: When you think of the word “PRACTICE,” what does that mean to you? Joy: To just experiment and run with it. Explore and challenge yourself… Practice is an invitation to challenge yourself to move beyond what you are comfortable doing. Matt: Choices, procedures, and structures that students and teachers use to teach, create, and reflect upon art making. Janet: Failure, persistence, repetitive attempts, safe risk, confidence building. Janell: Persevere: Keep trying until it's better. Don't be afraid to try again and in another way. Art is work. There is so you much work before you get the results you want. It might take years, and that's ok in art making and teaching. Frank: Identify something you want to learn or explore. Try it. Reflect on what went well and where you can improve. Try it again...and again...and again. Be fearless in every attempt and approach. Understand that every “failure” is bringing you one step closer to “mastery”. Elizabeth: For me it means the endless, continuous love and struggle of trying to decide on the best way to deliver information that makes my students want to make something worthwhile. Q: Do you create on your “free time?” If you had a few hours to yourself every day, what would you create? Joy: I paint. And I collage. And I photograph daily. I just do. Matt: I write and record music about space and animals, design board games, paint, and make fun crap for my wife and kids. Janet: I have to sign up for an art show (mostly local art educator shows), giving me a deadline, in order to really “make myself” create. In the summer I try to work on a large oil painting, but when time is short, I typically create with collage (watercolor, ink, pencil, found imagery). Also- I find that my creative energy shifts depending on what I’m working on. If I’m doing a lot of cooking or curriculum writing, I find it harder to have creative energy to create artwork, for example. Janell: I would love to say YES, but it’s a no. This time in my life it is really hard. I have to balance a very demanding job with the raising of my kids. Before kids and when they were small, I made a lot of art, but once they became school age it became harder for me, not easier. I know this time with my sons is for only a short time, so I prioritize them. However, I usually make work during breaks, try to make work for teacher art shows, make a lot of student samples and of course make new lessons. (There’s an art to that, too. It’s a great creative outlet.) Currently, my work is mostly watercolor and mixed media, but I usually allow the idea to dictate the media. Most of my work is autobiographical. Frank: “Free Time”? What’s that? I wouldn’t say I have created artwork in a while but I continually practice my skills to keep them refined and develop them. I continually learn new techniques and media looking for ways to apply them. Elizabeth: I would probably make some sort of collage, whether through old magazines or photographs already taken. It is easiest and most satisfying for me to work with existing imagery and arrange it in a pleasing composition. I also like to create constraints for myself when I start an artwork, otherwise it gets too overwhelming. Q: Process or Product? Joy: I LOVE the process, and I’m actually sad when I get to the end of the creation because I’m so in love with the making process. Matt: My heart and classroom discussions want to vote process, but being honest, my classroom is probably heavier product. Janet: I think that since most of my artwork for me is all about the process- being in the process, the journey, the frustrations and exciting ah-ha moments- that I now teach process far more explicitly than I ever did before. But, that doesn’t mean to say that product or outcome isn’t as important. So, I’ll be a cop-out and say that both are equally important for different reasons. In my mind, PROCESS DRIVES PRODUCT. Janell: I agree with Matt. If there is a bad product, students feel defeated. I offer a lot of risk free practice to gain confidence. I work really hard to get them to see that it's a process of growth and they have gotten better. My high school art teacher, (Shout out to Mrs. Blake) taught me to be pushy and I get good results with the mindset. Students feel successful with their product. I don't think most of my student’s value the process, but I should ask them this upcoming year. Frank: I have been accused of being product driven because I typically have a VERY clear image of what I want to create. However, I find the greatest joy in the process of creating, the challenge of exploring techniques to create desired effects and experimenting with new processes. I am always left with a sense of pride when I have completed an artwork which quickly turns to sadness because that journey has ended. I then reflect on my experience and start to plan my next journey. So, you decide, am I process or product driven? Elizabeth: I wish I could say process, but I know that product is something people outside of my classroom understand most, which get sour department more money and more autonomy. And I ultimately want my students to be able to create something they never imagined they could have without actually applying themselves, so product for sure. I am definitely a “show me visual evidence of what you learned” type of teacher, but “process” teachers are who I admire most. I realize this is conflicting information and I’m working on my ability to “let go.” Q: What is something you are most afraid might happen in your classroom (ie what’s your worst teaching nightmare)? Joy: I hate it when anything explodes. PERIOD. Drop a slip bucket, a glaze container… anything that is expensive or hard to clean up. Matt: Uncontrollable student apathy Janet: My room exploding or a student getting seriously hurt… you know, accidents happen. In my room we work with acetylene torches, kilns, saws…you name it. (I’m literally cringing right now). Janell: Students will begin to think there is no value in taking the arts. They all become robots. Frank: LOL! I’ve had so much happen in my classroom that I am honestly rarely fazed. My room has caught fire, I’ve had students pass out, I’ve had students confide suicidal thoughts, helped find homeless students help, had my room flooded, materials stolen, power outages, had a student swear in front of the Superintendent, I’ve been stabbed by a student...on accident (she was blind and literally didn’t see me standing there when she quickly turned around with a needle tool in her hand...we both agreed I deserved it). I guess my nightmare would be not having these experiences. Elizabeth: That none of my students give a shit about what I’m saying or trying to teach and that nothing I say or do will matter. Maybe what Matt said. Q: What is one tip you have learned in order to create (maintain, help, provoke, attempt) work/life balance? Joy: It’s instinctual in me. It’s like breathing. The only way I can breathe is to feed my creative side of me. Matt: Ensure at least one prep a day has no students in the classroom/office. It’s hard to turn down their academic/social/emotional needs out of instructional time, but the productivity sky rockets, which means more time for family after work. Janet: I’m still constantly working on it. It’s taken me years to feel “comfortable” with my teaching practice, enough that I can come home and focus solely on my own children. But the problem-solving aspects of teaching truly excites me (*nerd*) so sometimes it is hard to say “no.” I’ve also been someone who has always been wound super tight around the idea of “work” and working. I’m still working on allowing myself to have downtime, and take care of myself. It’s a marathon, people! Janell: Set boundaries and take time for yourself. Say no when you need to, don't respond to parent, student or work emails on your own time, don’t work past a certain time for yourself and family. I try to limit what I bring home. (I go to work early instead.) take walks, have fun with my kids and go on dates with my husband. Frank: Balance is ongoing and requires trial and error. Set boundaries but don’t be so rigid. Schedule time but allow for spontaneous experiences. If everything is a priority, nothing is a priority so be honest when setting priorities. Elizabeth: I haven’t had much choice in the matter recently as I have had two babies in two years. However, now that I am fully back, this is (without a doubt) the thing I am striving towards the most. I’m trying to figure out a way to be most available to my students during the hours I’m actually paid to be because I just don’t have the luxury to stay late anymore. This is a day to day struggle for me. Q: When did you know you were an effective, inspirational teacher? At what point do you feel like you moved from being a teacher to being an educator? Joy: I felt effective as an educator when I no longer worried about the basics of the class room flow. When the students and the space moved and developed organically. The organization, decor, limits, methods, and engagement was just always there and progressing forward. It’s a beautiful thing when you are a collaborator in a functional art studio with excited learners. Matt: I wouldn’t say I ever “feel” effective or inspirational. I do, however, remember a noticeable shift in my practice when I began worrying less about students liking me or the class content, and more about whether teaching and learning was occurring. Ideally it’s all of the above of course, but the decisions that drive my instruction must start with the latter. Janet: Effective? Hm. I think that when I turned the corner into developing a Choice curriculum and structure, I could see the possibilities open up for my students. When they started to learn for learning's sake, and ask to do more than the baseline expectations, I think it really started to excite me. To see what they could do that was beyond my own thinking or framework of teaching, or completing just for a grade. I have always been pretty excited to share and create elaborate lessons with innovative ideas (thanks to some extensive collaboration with amazing colleagues), and that is exciting too, for sure. Currently, I see more of my students find their own paths now, and that inspires me and truly inspires others. Janell: I became a better teacher once I had my own kids. It was no longer about me and my lessons, but about the students and then their art. I am much more considerate of their stresses, time commitments and their interests. I also admit my own mistakes and weaknesses. It makes me more relatable and my kids seem to be more respectful of my opinions. Frank: When my students told me I made a difference in their learning and life. Some days are better than others and I’m always looking to be better. Elizabeth: Honestly, it was when I went through the process of becoming a National Board Certified Teacher. I always had questions like “how do I really know if what I am doing is effective or matters or makes a difference.” Doing the National Board process helped me realize a way to do that. It reaffirmed in me that the decisions I make have an impact and that I am right to be in a continuous pursuit to be better for the students in front of me. Also, there are students I’ve built such strong relationships with that have lasted way beyond their time in my classroom that lead me to believe I must be on the right track. It’s really an honor. How would YOU answer these questions?
Comment below with your own thoughts! By Elizabeth Osborne, Janell Matas. and Janet Taylor Welcome to the Art Collective's very first podcast! Trying to digest the new AP Art & Design changes? We are too! Three of the Collective Authors discuss our findings from our experience through the AP Summer Institute and what we are also grappling with as we begin connecting the changes to our classroom. UPDATED: We moved podcasts to their very own special page. But you can click on the button to take you to this podcast!
|